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Evidence Guide: CHCCCS023 - Support independence and wellbeing

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCCS023 - Support independence and wellbeing

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and support individual differences

  1. Recognise and respect the person’s social, cultural and spiritual differences
  2. Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences
  3. Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities
  4. Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life
  5. Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs
Recognise and respect the person’s social, cultural and spiritual differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote independence

  1. Support the person to identify and acknowledge their own strengths and self-care capacity
  2. Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required
  3. Provide information and assistance to the person in order to facilitate access to support services and resources when needed
  4. Provide support that allows the person to self manage their own service delivery as appropriate
  5. Encourage the person to build, strengthen and maintain independence
Support the person to identify and acknowledge their own strengths and self-care capacity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and assistance to the person in order to facilitate access to support services and resources when needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support that allows the person to self manage their own service delivery as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the person to build, strengthen and maintain independence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support physical wellbeing

  1. Promote and encourage daily living habits that contribute to healthy lifestyle
  2. Support and assist the person to maintain a safe and healthy environment
  3. Identify hazards and report according to organisation procedures
  4. Identify variations in a person’s physical condition and report according to organisation procedures
  5. Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures
  6. Identify physical health situations beyond scope of own role and report to relevant person
Promote and encourage daily living habits that contribute to healthy lifestyle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support and assist the person to maintain a safe and healthy environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify hazards and report according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify variations in a person’s physical condition and report according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify physical health situations beyond scope of own role and report to relevant person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support social, emotional and psychological wellbeing

  1. Promote self-esteem and confidence through use of positive and supportive communication
  2. Contribute to the person’s sense of security through use of safe and predictable routines
  3. Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences
  4. Identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support
  5. Identify variations to a person’s wellbeing and report according to organisation procedures
  6. Identify any cultural or financial issues impacting on the person’s wellbeing
  7. Identify the person’s risk and protective factors in relation to mental health
  8. Recognise and report possible indicators of abuse or neglect and report according to organisation procedures
  9. Identify situations beyond scope of own role and report to relevant person
Promote self-esteem and confidence through use of positive and supportive communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the person’s sense of security through use of safe and predictable routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify variations to a person’s wellbeing and report according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any cultural or financial issues impacting on the person’s wellbeing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the person’s risk and protective factors in relation to mental health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and report possible indicators of abuse or neglect and report according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify situations beyond scope of own role and report to relevant person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Recognise and support individual differences

1.1 Recognise and respect the person’s social, cultural and spiritual differences

1.2 Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences

1.3 Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities

1.4 Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life

1.5 Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs

2. Promote independence

2.1 Support the person to identify and acknowledge their own strengths and self-care capacity

2.2 Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required

2.3 Provide information and assistance to the person in order to facilitate access to support services and resources when needed

2.4 Provide support that allows the person to self manage their own service delivery as appropriate

2.5 Encourage the person to build, strengthen and maintain independence

3. Support physical wellbeing

3.1 Promote and encourage daily living habits that contribute to healthy lifestyle

3.2 Support and assist the person to maintain a safe and healthy environment

3.3 Identify hazards and report according to organisation procedures

3.4 Identify variations in a person’s physical condition and report according to organisation procedures

3.5 Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures

3.6 Identify physical health situations beyond scope of own role and report to relevant person

4. Support social, emotional and psychological wellbeing

4.1 Promote self-esteem and confidence through use of positive and supportive communication

4.2 Contribute to the person’s sense of security through use of safe and predictable routines

4.3 Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences

4.4 Identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support

4.5 Identify variations to a person’s wellbeing and report according to organisation procedures

4.6 Identify any cultural or financial issues impacting on the person’s wellbeing

4.7 Identify the person’s risk and protective factors in relation to mental health

4.8 Recognise and report possible indicators of abuse or neglect and report according to organisation procedures

4.9 Identify situations beyond scope of own role and report to relevant person

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Recognise and support individual differences

1.1 Recognise and respect the person’s social, cultural and spiritual differences

1.2 Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences

1.3 Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities

1.4 Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life

1.5 Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs

2. Promote independence

2.1 Support the person to identify and acknowledge their own strengths and self-care capacity

2.2 Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required

2.3 Provide information and assistance to the person in order to facilitate access to support services and resources when needed

2.4 Provide support that allows the person to self manage their own service delivery as appropriate

2.5 Encourage the person to build, strengthen and maintain independence

3. Support physical wellbeing

3.1 Promote and encourage daily living habits that contribute to healthy lifestyle

3.2 Support and assist the person to maintain a safe and healthy environment

3.3 Identify hazards and report according to organisation procedures

3.4 Identify variations in a person’s physical condition and report according to organisation procedures

3.5 Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures

3.6 Identify physical health situations beyond scope of own role and report to relevant person

4. Support social, emotional and psychological wellbeing

4.1 Promote self-esteem and confidence through use of positive and supportive communication

4.2 Contribute to the person’s sense of security through use of safe and predictable routines

4.3 Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences

4.4 Identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support

4.5 Identify variations to a person’s wellbeing and report according to organisation procedures

4.6 Identify any cultural or financial issues impacting on the person’s wellbeing

4.7 Identify the person’s risk and protective factors in relation to mental health

4.8 Recognise and report possible indicators of abuse or neglect and report according to organisation procedures

4.9 Identify situations beyond scope of own role and report to relevant person

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

safely supported at least 3 people to enhance independence and wellbeing

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

basic human needs:

physical

psychological

spiritual

cultural

sexual

concept of self-actualisation

human development across the lifespan

wellbeing, including:

physical

psychological

social

spiritual

cultural

financial

career/occupation

individual differences, how these may be interrelated and impact on support provided

basic requirements for good health for the person, including:

mental health

nutrition and hydration

exercise

hygiene

lifestyle

oral health

mental health issues and risk and protective factors

indications of neglect or abuse:

physical

sexual

psychological

financial

reporting requirements for suspected abuse situations

service delivery models and standards

relevant funding models

issues that impact health and well being

impacts of community values and attitudes, including myths and stereotypes

issues surrounding sexuality and sexual expression

indicators of emotional concerns and issues

support strategies, resources and networks

legal and ethical requirements and how these are applied in an organisation and individual practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations