Individual Support, Ageing and Disability - Draft 1

CHCCCS038_Facilitate the empowerment of people receiving support_Consultation Draft 1

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Unit application and prerequisites




Facilitate the empowerment of people receiving support


This unit describes the performance outcomes, skills and knowledge required to facilitate the empowerment of people receiving support, and to deliver rights-based services using a person-centred approach. It should be carried out in conjunction with individualised plans.


This unit applies to workers in varied care and support contexts.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.


No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.








CHCCCS038_Facilitate the empowerment of people receiving support_Consultation Draft 1

"Why is this unit only being delivered in the disability package? Aged people, regardless of what setting , have rights do they not? Empowerment, advocacy is not restricted to one age group or one group of people, it is universal and WE HAVE to be ALERT that ALL PEOPLE have rights and are to be encourage to make informed decisions. Also where is substituted decision making and SUPPORTED decision making addressed? "

Cheryl Durston 18.02.2021 07.44PM

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Elements and performance criteria



Elements describe the essential outcomes

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

  1. Demonstrate commitment to empowerment for people receiving support.
    1. Identify legal, political, structural, systemic and social frameworks within which the work is undertaken.
    2. Identify ways society can affect the level of impairment experienced by a person.
    3. Reflect on personal values and attitudes regarding disability and acknowledge their potential impact when providing support.
    4. Develop and adjust approaches to facilitate empowerment.
  1. Foster human rights.
    1. Assist the person to understand their rights.
    2. Work with the person using a person-centred approach to deliver services that ensure their rights and needs are upheld.
    3. Consult with the person to identify cultural needs and ensure these are respected and prioritised in service delivery.
    4. Consult with the person to identify breaches of human rights and respond and report according to organisational policies and procedures and scope of own job role.
    5. Consult with the person to identify indications of abuse and neglect and report according to organisational policies and procedures and legislative requirements.
  1. Facilitate choice and self-determination.




    1. Use a person-centred approach and work in a manner that acknowledges the person as their own expert.
    2. Work with the person to facilitate person-centred options for action on relevant issues and discuss with the person, family, carer or others identified by the person. 
    3. Provide assistance to the person to facilitate communication of their personal goals.
    4. Work with the person to provide person-centred support in a manner that encourages and empowers the person to make their own choices and then action.
    5. Work with the person to implement strategies to ensure that the person is comfortable with any decisions that are being made.
    6. Work with the person to identify barriers to empowerment and determine strategies to address.
    7. Assist person to access advocacy services and other complaint mechanisms when required.


Element 1 - 1.1 and 1.2

"These are very broad and potentially complex concepts and may above the requirements of a cert III level learner. Can these concepts be more specifically described so it is clearer that the learner is expected to demonstrate. "

Melissa Beeston 11.03.2021 12.24PM

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re recommendation of delivery

"This unit should be recommended to be delivered with CHCLEG001 as there is significant common ground as well as common intent of the units"

Fiona Thollar 16.02.2021 08.07AM

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Foundation skills


Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.


CHCDIS007 Facilitate the empowerment of people with disability and CHCAGE007 Facilitate the empowerment of older people.


Companion Volume Implementation Guide


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Performance evidence


Assessment Requirements for CHCDIS038 Facilitate the empowerment of people receiving support


Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • respond to the goals and aspirations of at least two people, one in a simulated environment and one in the workplace:
    • employing flexible, adaptable and person-centred approaches to empower the person
    • providing at least one service adjusted to meet the individual needs of the person, as determined through consultation with the person
    • proposing at least one strategy to meet the individual health or re-ablement needs of the person, as determined through consultation with the person
    • recognising and responding appropriately to situations and barriers
    • providing information to the person about their rights and checking for understanding

using communication skills according to the needs of the person to maintain positive and respectful relationships and facilitate empowerment.


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Knowledge evidence


Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • history and recent developments in disability and ageing
    • enablement vs reablement
    • institutionalised versus person-centred, self-directed model of support
  • human rights framework for service delivery
  • structural and systemic power and obstacles to empowerment including:
    • social
    • physical
    • emotional
    • cultural
    • economic
  • social constructs of disability and ageing and the impact of own attitudes on working with people with disabilities
  • how and when to seek support from more experienced and qualified staff
  • Individual, emotional and environmental barriers to empowerment and ways to address these and support people providing choices, including:
    • physical
    • social
    • cognitive
  • support practices for people, including but not limited to, the following conditions:
    • genetic factors
    • physical trauma
    • psychological trauma
    • chronic lifestyle conditions
    • acquired brain injury
  • legal and ethical considerations for working with people receiving support:
    • codes of conduct
    • discrimination
    • dignity of risk
    • duty of care
    • human rights
    • informed consent
    • mandatory reporting
    • privacy, confidentiality and disclosure
    • work role boundaries, responsibilities and limitations
    • work health and safety
    • legislated, statutory, professional and ethical standards
  • principles of:
    • empowerment
    • rights-based approaches
    • person-centred practices
    • self-advocacy
    • active support
    • active listening
    • social justice, and the importance of knowing and respecting each person as an individual
    • strengths-based approaches
  • strategies that assist people to exercise their rights and support independent action and thinking, including:
    • use of technology to facilitate choice
    • right to privacy
    • right to be involved in planning and decision making regarding their own care and support and those providing it
  • how to access and use advocacy services and complaint mechanisms
  • indicators of abuse exploitation and neglect.


Please consider reinstating Knowledge Evidence from CHCDIS007

"This (previously CHCDIS007) is a big unit of competency, and was the only core unit in Certificate IV in Disability that required specific disabilities to be discussed. All of these requirements have been removed from the Knowledge Evidence. It is possible that a student could complete the dual qualification (Certificate III in Individual Support (Ageing and Disability)) with little knowledge of the various disabilities that they may be supporting in the workplace. Please reconsider the removal of these different types of disability, as this is basic knowledge that all students should know. "

Jane Murphy 12.03.2021 04.30PM

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"Trauma-informed support should be added as a principle here and perhaps given emphasis in the points above"

Anthe Gellie 12.03.2021 01.32PM

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Knowledge evidence - support practices for people..... of the following conditions

"Cognitive factors eg intellectual disability, dementia could be added here"

Melissa Beeston 11.03.2021 12.28PM

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Need to Include Aged and Disability Care Sector both.

"The knowledge base should include different tools and issues of empowerment in the disability and aged care sector both. It must be specified in the knowledge based evidence so that training providers genuinely include the information on the both sectors."

Vishnu Khanal 26.02.2021 10.44AM

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Assessment conditions


Skills must have been demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.


These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person.


Assessment must ensure access to:

  • facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies
  • individualised plans and any equipment outlined in the plans
  • organisational policies and procedures
  • opportunities for engagement with people receiving care.


Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.


Companion Volume Implementation Guide


empowerment assessment requirements

"As commented in other units I think we need some flexibility for assessment requirements in the workplace as the Covid pandemic and subsequent lockdowns made this impossible . We still need to be educating a potential workforce in these sitiuations . We have a purpose built simulation lab that could easily mimic the real work place with real people if requires in such circumstance . This workplace requirement needs to be considered across all units with flexibity for circumstance"

Jane-Ellen Mountford 03.03.2021 04.06PM

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