Individual Support, Ageing and Disability - Draft 2

CHCCCS040_Support independence and wellbeing Draft 2.0

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Unit application and prerequisites

UNIT CODE

CHCCCS040

UNIT TITLE

Support independence and wellbeing

APPLICATION

This unit describes the skills and knowledge required to provide individualised services in ways that support independence, as well as physical and emotional wellbeing.

 

This unit applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan.

 

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

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

 

UNIT SECTOR

 

1 Comments

Support safe and healthy eating unit

"Evidence shows that food and nutrition support physical wellbeing, as well as ‘social, emotional and psychological wellbeing’. Support workers require a basic level of knowledge about nutrition to support a person to achieve physical and mental health and reduce adverse nutrition-related outcomes such as risk of choking and aspiration pneumonia. Suggest adding a nutrition unit to the ‘elements and performance criteria’, as this is not adequately covered in sections 3 (support physical wellbeing) or section 4 (support, social, emotional and psychological wellbeing) A support safe and healthy eating unit could include subtopics such as i) Promote dietary habits in line with the Australian Guide to Healthy Eating, ii) Support the person to establish and maintain a safe and healthy food environment, iii) Identify food safety risks and implement measures to reduce those risks or engage with other healthcare providers to implement plans to manage risks, iv) Recognise when a referral to another healthcare professional is required, eg referral to an Accredited Practising Dietitian when a person is at nutritional risk; referral to an Accredited Practising Dietitian and speech pathologist when a person is at risk of dysphagia/swallowing difficulties, v) work with and implement the recommendations of an Accredited Practising Dietitian, speech pathologist or allied health professional to support safe and healthy eating"

Sayne Dalton 28.07.2021 12.01PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

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

  1. 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.
  1. 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.
  1. 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.
  1. 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.

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Foundation skills

FOUNDATION SKILLS

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

UNIT MAPPING INFORMATION

CHCCCS023 Support independence and wellbeing

LINKS

Companion Volume Implementation Guide

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Performance evidence

TITLE

Assessment Requirements for CHCCCS040 Support independence and wellbeing

PERFORMANCE EVIDENCE

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

  • 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.

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • 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
  • restrictive practices:
    • what constitutes a restrictive practice?
    • legislative and regulatory requirements
    • organisational policies and procedures relating to restricted practices
    • positive strategies
    • ethical considerations
    • documentation requirements
  • 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.

5 Comments

Nutrition content double up

"There is potentially some double up in this unit and the core unit on 'Recognise healthy body systems'. For example, the healthy body systems unit includes 'strategies to promote and maintain health and wellbeing - such as nutrition, hydration etc'. This unit here contains 'basic requirements for good health for the person, including nutrition and hydration'. It would be better to include nutrition and hydration in one unit and ensure the content is evidence-based, meaningful and appropriate to the role of PCWs."

Vanessa Schuldt 27.07.2021 02.37PM

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1 Reply

"Agree and Accredited Practising Dietitians and other appropriate health professionals should be involved in the development and delivery of this type of content."

Sayne Dalton 28.07.2021 11.58AM

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MHV additional mental health knowledge evidence

"support strategies, resources and networks "including recovery-oriented, trauma-informed and self determination" (addition or included in underpinning knowledge)"

Louise Alexander 22.07.2021 03.19PM

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2 Replies

""and social and emotional wellbeing frameworks" (addition)"

Louise Alexander 28.07.2021 01.19PM

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"Excerpt from submission letter supporting this recommedation: The centrality of these principles to disability support work is supported by the following key documents: • MHV’s Psychosocial Capability Framework 2020 • The NDIS Quality and Safeguarding Commission’s NDIS Workforce Capability Framework • The NDIA’s draft Recovery Oriented Practice Framework "

Louise Alexander 28.07.2021 01.45PM

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Assessment conditions

ASSESSMENT CONDITIONS

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

 

Where simulation is used it must reflect real working conditions and contingencies by modelling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:

 

  • individualised plans and any relevant equipment outlined in the plan
  • modelling of industry operating conditions including real interactions with the person and their carers.

 

Overall, assessment must involve some real interactions with the person and their families/carers.

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

LINKS

Companion Volume Implementation Guide

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