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Evidence Guide: CHCCCS040 - 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

 

CHCCCS040 - Support independence and wellbeing

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

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 and stage of life.
  5. Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs.
  6. Support the person to identify and acknowledge their own strengths and self-care capacity.
  7. Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required.
  8. Provide information and assistance to the person in order to facilitate access to support services and resources when needed.
  9. Provide support that allows the person to self manage their own service delivery as appropriate.
  10. Encourage the person to build, strengthen and maintain independence.
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 and 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:

 

 

 

 

 

 

 

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. Recognise hazards and report according to organisational policies and procedures.
  4. Recognise variations in a person’s physical condition and report according to organisational policies and procedures.
  5. Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisational policies and procedures.
  6. Recognise physical health situations beyond scope of own role and report to the 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:

 

 

 

 

 

 

 

Recognise hazards and report according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise variations in a person’s physical condition and report according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise physical health situations beyond scope of own role and report to the 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. Recognise aspects of supporting a person’s wellbeing outside scope of knowledge, skills and job role and seek appropriate support.
  5. Recognise variations to a person’s wellbeing and report according to organisational policies and procedures.
  6. Confirm any cultural or financial issues impacting on the person’s wellbeing.
  7. Determine 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 organisational policies and procedures.
  9. Recognise situations beyond scope of own job role and report to the 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:

 

 

 

 

 

 

 

Recognise aspects of supporting a person’s wellbeing outside scope of knowledge, skills and job role and seek appropriate support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise variations to a person’s wellbeing and report according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine 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 organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise situations beyond scope of own job role and report to the relevant person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge