Classroom Activity

CHC33015 Certificate III in Individual Support (Ageing & Disability) 

CHCDIS001

Contribute to ongoing skills development using a strengths-based approach 

Date: 10/09/2020

Student name SONAM TARKE GURUNG Trainer Name

Student ID 18614 Trainer Signature

Student Signature sonam

Write a 250 words Reflective Summary on “Contribute to ongoing skills development using a strengths-based
approach”. It will help you make a connection between what you are taught in theory and what you need to
practice.

Contributes to ongoing skills development using a strengths based approach. . Using the individualised plan
encourages the person to engage in appropriate activities that enhance skills, and work with the person to
identify strengths and goals for further skills development.

Contributes to ongoing skills development using a strengths based approach are:

 Contribute the skill assessments
 Assets with ongoing skills development according the individualised plan
 Support incidental learning opportunities to enhance skills development

 Complete documentation

Contribute the skill Assessments

Many people experience stress, uncertainty, anxiety, self-doubt and worry. People with disabilities are often
very similar in this regard are skills assessments are usually conducted, prior to a plan being put in place, during
a plan or strategy and on completion of the plan.

You may work with clients in a range of settings – within their home, or family home; in a residential group
home, within the community, or within a group or project type environment. In each of these settings, you will
be tasked with developing a specific capability in the client. These may be practical skills, vocational skills or
skills for personal development or empowerment.

Skills assessments are used to understand a client’s capability with

o Personal tasks (cleaning, brushing teeth, personal hygiene)

o Interpersonal skills (communication, listening, verbal articulation and comprehension)

o Emotional assessments (ability to demonstrate empathy, building and maintaining relationships

o Educational skills (reading, writing and math)

o Vocational skills (computer skills, manual skills

RTO Number: 122208 CRICOS Number: 03373B Revision date: 18 Feb 2019
Next Review: 18 Feb 2020 Email: contact@jti.edu.au Revision: 1.0
© Job Training Institute Website: www.jti.edu.au Page 1 of 3
There will generally be two types of feedback that you will need to give your supervisor, about your clients
skills and development – formal and informal feedback.

Assets with ongoing skills development according the individualised plan

Encourage the person with disability to engage as actively as possible in all activities and provide them with
information, skills and support to do so one of the goals of disability support is to engage a client into all aspects
of daily life and living. Whilst there may be specific focuses (such as vocational engagement), it is always
important to focus on the client’s whole person, engaging them in all manner of everyday activities.

Active engagement is vital for people with disabilities if they are not engaging they will not practice their skills
or learn anything new. Most research describes active engagement as individuals working on a specific task, in a
timely manner such as attending to learning tasks, staying on task for a predetermined period of time ,self-
monitoring on-task behaviours, taking turns without prompts, following direction and physical approach-calm
body, eye contact, hands down

There is a range of resources that can be utilised to support your client’s skill and capability development are
formal courses, such as vocational or educational courses, resources, such as craft materials or funding for
outings and activities, internet resources, such as online learning courses or online tutorials, people and
experiences.

Finally, once an activity, capability or skill has been learned (or in some cases, not learned), it will be important
to continue the client’s desire to be engaged in their ongoing learning. An appropriate way to do this is to
engage in conversation, asking;

o What went well

o What didn’t go well

o What support they may need to do the task better in the future

o What they enjoyed or didn’t enjoy

o If they would like to try a new task or capability

Support incidental learning opportunities to enhance skills development

Provide encouragement in real-life situations that can act as potential informal or incidental learning
opportunities. The incidental learning, or informal learning, as it is also known, is a process unintentional
learning. Incidental learning can occur in a number of ways. It may occur through trial and error. Sometimes it
can occur by observation, such as seeing another complete an activity. Occasionally, it occurs through reading
an instructional manual or information, not with the view to learn, but the view to complete.

Your clients will be engaged in an activity when the level of skill or capability is equal to their level of interest
in the activity. The changes to this equilibrium can have changes to the client’s engagement. A client
undertaking an activity in which they are interested in, but find too easy will quickly become bored. A client
doing an activity in which they have no capability and no interest will have little incentive to be engaged in the
activity. A client with a high level of interest and a high level of capability will usually be engaged in an
activity.

One of the goals of working with people with disabilities is to foster an environment where your client is
empowered and encouraged to be as independent as possible. Experiential learning will occur when a client:

o Feels empowered to try things for themselves

RTO Number: 122208 CRICOS Number: 03373B Revision date: 18 Feb 2019
Next Review: 18 Feb 2020 Email: contact@jti.edu.au Revision: 1.0
© Job Training Institute Website: www.jti.edu.au Page 2 of 3
 o Understands the risks involved in trying a new activity or learning a new capability

o Feels supported to try a range of activities

o Understands that to develop capability, they may need to practice the activity or task, even if it means
getting it wrong

Complete documentation

Comply with the organisation's reporting requirements and maintain documentation according to organisation’s
requirements Reports may be in English or community languages as required by the organisation and/ or
service, these may include: Verbal or written, Memos, Letters, Records, Chart reports and Notes

RTO Number: 122208 CRICOS Number: 03373B Revision date: 18 Feb 2019
Next Review: 18 Feb 2020 Email: contact@jti.edu.au Revision: 1.0
© Job Training Institute Website: www.jti.edu.au Page 3 of 3