• CHCICS303A - Support individual health and emotional well being

Assessor Resource

CHCICS303A
Support individual health and emotional well being

Assessment tool

Version 1.0
Issue Date: September 2014


The skills and knowledge of this unit of competency will be applied according to an established individualised plan and with regard for the value and importance of people’s health and wellbeing

This unit of competency covers possible indicators of abuse and neglect and a requirement to report to a supervisor

This unit describes the knowledge and skills required by the worker to support a client’s health and emotional wellbeing

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.


Employability Skills

This unit contains Employability Skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in culturally and linguistically diverse (CALD) environments

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however, holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include:

access to appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Related units:

This unit must be assessed in relation to the specific context in which it will (or may) be applied

In the case of working with older people, this unit is recommended (but not required) to be assessed in conjunction with:

CHCAC318B Work effectively with older people

OR

In the case of working with people with disabilities, it is recommended (but not required) to be assessed in conjunction with:

CHCDIS301C Work effectively with people with a disability


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Basic understanding of the emotional, psychological, spiritual, cultural and sexual needs of clients

Concepts of powerlessness and empowerment

Cultural and individual differences in expressing sexuality

Definition and explanation of the terms ‘sexuality’ and ‘personal identity’

Definition and explanation of the terms ‘spirituality’ and ‘cultural’

Effects of spirituality and culture on care delivery

Expressions of sexuality

Expressions of spirituality and culture

Indicators of possible emotional concerns and issues which may have an impact on general health and wellbeing, such as prolonged sadness, distress, anxiety or depression; lack of engagement; or heightened level of emotional expression

Indications of possible neglect or abuse, including physical, sexual, psychological or financial abuse and appropriate response in accordance with organisation and/or government guidelines

Issues surrounding sexuality and sexual expression in residential settings

Myths and stereotypes surrounding sexuality and sexual expression of aged people and people with disabilities

Resources and networks that can support the cultural and spiritual needs of people

Strategies for managing inappropriate sexual behaviour

Strategies for selecting recreational and leisure activities based on preferences and abilities

Strategies to facilitate community inclusion

Strategies to meet the emotional needs of people

Supporting existing networks and developing new networks and facilitating choice

Understanding basic requirements for good health, including:

diet

exercise

hygiene

lifestyle

oral health

Understanding of own work role and responsibilities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Adhere to own work role and responsibilities

Adopt a non-judgemental and accepting attitude when supporting the client to meet their emotional and psychosocial needs

Apply basic problem solving skills to resolve problems within organisation protocols

Liaise and report to appropriate persons/agencies

Work effectively with clients, social networks, colleagues, supervisors and other services/agencies

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require a literacy level that will enable workers to interpret international safety signs, read client service delivery plans, make notations in client records and complete workplace forms and records

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill and ability to follow work-related instructions and directions and to seek clarification and comments from supervisors, clients and colleagues

Apply verbal and non-verbal communication skills:

industry work roles will require effective verbal and non-verbal communication skills to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support, including active listening and empathy

Follow organisation policies and protocols

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Client may include:

Individuals living in residential care environments

Individuals living in the community

Older people

People with disabilities

Prospective individuals to the service or services

Veterans/war widows

Environment may include:

Community centres

Employment services

Independent living accommodation

Person’s own dwelling

Residential aged care facilities

Emotional needs may include:

A sense of security and contentment

Acceptance of loss

Dealing with degenerative issues

Dealing with pain, grief, bereavement and acceptance of death

Freedom from anger

Freedom from anxiety

Freedom from fear

Freedom from guilt

Freedom from loneliness

Love and affection

Veterans’/war widows issues

Psychological needs may include:

A sense of control

Acceptance of disability

Freedom from undue stress

Life stage acceptance

Personal identity

Self-determination

Self-esteem

Sense of belonging

Veteran/war widow related issues

Variations in a client’s physical condition may include:

Aches

Client reporting feeling unwell

Nail status

Oral health anomalies

Pain

Skin tone and colour

Weight gain

Weight loss

Spiritual preferences may include:

Ceremonial observances

Formal and informal religious observance

Need for privacy and an appropriate environment to reflect and/or participate in spiritual activities

Cultural may refer to:

Ceremonial and festive observances

Dress and dietary observance

Need for continued interaction with cultural community

Expressions ofidentity andsexuality may include:

Access to assistive/protective devices

Love and affection

Need for privacy and discretion

Physical appearance

Touch

Appropriate communication and relationship building processes may include:

Courtesy

Cross-cultural communication

Empathy

Non-judgemental care

Observing and listening

Respect for individual differences

Network may include:

Advocates

Carers

Clergy/pastoral care provider

Family members

Friends

Veteran’s/war widow organisations

Community network may include:

Clubs

Community centres

Community welfare groups

Ethno-specific organisations

Sport and recreational groups

Support groups

Veteran’s/war widows organisations

Voluntary organisations

Appropriate person may include:

Clergy/pastoral care provider

Health professionals (e.g. registered nurse, doctor, social worker, diversional therapist and/or psychologist)

National association of loss and grief

Palliative care association

Sex therapist

Special associations providing support services to individuals with specific health problems/disorder

Supervisor

Support group

Veteran’s organisations

Report may include:

Non-verbal (written):

progress reports

case notes

incident reports

Verbal:

telephone

face to face

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Confirm the client’s social and recreational preferences 
Identify a client’s social network (where possible) 
Encourage and facilitate the client to attend social and recreational activities and wherever possible, involving their social network 
Encourage and facilitate the client to attend social and recreational activities that promote the development of social networks 
Recognise the need to modify or adapt social and recreational activities to meet specific needs of the client and report to appropriateperson 
Provide the client with information about community networks and activities available to them 
Demonstrate basic understanding of the impact the client’s circumstances may have on their health 
Identify processes, actions and circumstances that support the client’s good health 
Provide support in a manner that promotes the client’s good health 
Confirm aspects of supporting a client’s health within scope of knowledge, skills and/or job role and seek appropriate support for those outside scope 
Identify variations in a client’s physical condition and report to supervisor 
Recognise indications that client’s experience of pain is affecting their wellbeing and report according to organisation policy and protocol 
Demonstrate basic understanding of the impact of client’s circumstances may have on emotional and psychological wellbeing 
Identify processes, actions and circumstances that support the client’s self-esteem and confidence 
Provide support in a manner that promotes the client’s self-esteem and confidence 
Identify aspects of supporting a client’s emotional wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support 
Identify variations to a client’s emotional wellbeing and report to supervisor 
Recognise and report possible indicators of client abuse and/or neglect and report according to organisation policy and protocol 
Demonstrate acceptance of a client’s cultural and spiritual preferences 
Ensure work practices accommodate a client’s modesty and privacy according to cultural requirements 
Demonstrate cultural sensitivity in communication practices 
Facilitate the client’s participation in cultural and spiritual practices and celebrations 
Provide the client with information regarding relevant cultural and spiritual networks available in the community 
Encourage and assist client to maintain their environment 
Assist client to feel secure and comfortable 
Identify hazards and report to supervisor 
Use appropriate aids to support comfort, safety and wellbeing 
Facilitate established routines, rhythms and customs of client, where possible 
Inform client of support services and encourage them to use services 
Demonstrate understanding of the impact of the client’s circumstances on an individual’s expression of identity and sexuality 
Recognise the impact of community values and attitudes regarding sexuality, ageing and disability 
Avoid imposing own values and attitudes regarding sexuality on others 
Support the person to express their sexuality 
Respect different spiritual expressions of sexuality 
Acknowledge unmet needs relating to sexuality and identity and refer to an appropriate person 
Comply with the organisation’s reporting requirements 
Complete documentation according to organisation policy and protocols 
Maintain documentation in a manner consistent with reporting requirements 
File documentation in accordance with organisation policy and protocols 

Forms

Assessment Cover Sheet

CHCICS303A - Support individual health and emotional well being
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCICS303A - Support individual health and emotional well being

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: