Showdoc CFM

CHCCCS015
Provide Individualised
Support
Enable College Level 3, 31 Franklin Street, Adelaide 5000 South Australia

Phone: 1300 157 750
Email: admin@enablecollege.edu.au Website: www.enablecollege.edu.au
Introduction
Welcome to this unit of study. As you work through the workbook, you will be developing the skills essential
for successful completion of this unit.
A learning guide is a guide to help you learn. A learning guide is not a text book.
Your learning guide will:
 describe the skills you need to demonstrate to achieve competency for this unit
 provide information and knowledge to help you develop your skills
 provide a wide range of structured learning activities to help you absorb knowledge and
information and practice your skills
 direct you to other sources of additional knowledge and information about topics for this
unit
To use your learning guide effectively, work through each of the sections in the order provided.
Throughout each section in your learner guide, there are exercises and activities that will help
your understanding of the competencies required for the completion of this Unit.
Competency
In order to be assessed as Competent (C) you will need to provide evidence which demonstrates you can
perform the required competencies, to the required standard.
Competency requires the application of specified skills, knowledge and attitudes relevant to effective
participation in an industry, industry sector or enterprise. The intended learning outcomes address the
competencies required for the successful completion of this unit. Your learning guide has been developed in
alignment with the National Training Package, CHC.
Assessment
Complete all the activities and the assessment tasks associated with this unit. Compile any other evidence
you have or have been asked to gather.
Place all your documents into an evidence folder, ready to hand in to your assessor.
The evidence you need to provide for an assessment of competence in this unit will be based on, but not
limited to:
 completion of classroom activities e.g. role plays, case studies, projects, presentations
 verbal discussion and questioning by your assessor
 mentor/supervisor verification of your competence
 ask you demonstrate your skills
 any other evidence you have or have been asked to gather by your supervisor or assessor
 any other assessment activities your assessor considers necessary.
Learner Guide CHCCCS015 Provide individualised support Page | 2

Compiling your Portfolio
The term ‘portfolio’ describes a means of keeping a record of development to analyse and evaluate
learning and practice. Your portfolio will include a range of evidence.
You are completing a formal qualification so make your portfolio of evidence a reflection of the quality of work
you would want to produce in a workplace. Be neat, tidy, detailed and organised.
The first step is to either buy a portfolio or make your own with an A4 ring binder file. Or you may choose
to develop an e-portfolio.
As you work though the activities in the teaching materials, clear guidance is given about the mandatory
portfolio content. It is for you to decide what additional evidence you want to include. The diagram below
contains some suggestions about other possible sources of evidence.
Work Samples
Templates/ Workplace
Proformas training
Workplace policy
documents
Client
Feedback
Learning Activity
Outcomes
Projects
Feedback from
Trainer
Research
Portfolio

CHCCCS015 Provide individualised support
ELEMENT PERFORMANCE CRITERIA

1 Determine support needs 1.1. Interpret and clarify own role in implementing individualised plan and
seek appropriate support for aspects outside scope of own
knowledge, skills or job role
1.2. Confirm individualised plan details with the person and with family
and carers when appropriate
1.3. Ensure the person is aware of their rights and complaints

procedures
1.4. Work with the person to identify actions and activities that support
the individualised plan and promote the person’s independence and
rights to make informed decision-making
1.5. Prepare for support activities according to the person’s

individualised plan, preferences and organisation policies, protocols
and procedures

2. Provide Support Services 2.1 Conduct exchanges with the person in a manner that develops and
maintains trust
2.2 Provide support according to the individualised plan, the person’s

preferences and strengths, and organisation policies, protocols and
procedures
2.3 Assemble equipment as and when required according to established

procedures and the individualised plan
2.4 Respect and include the family and/or carer as part of the support
team
2.5 Provide support according to duty of care and dignity of risk

requirements
2.6 Provide assistance to maintain a safe and healthy environment
2.7 Provide assistance to maintain a clean and comfortable environment
2.8 Respect individual differences to ensure maximum dignity and

privacy when providing support
2.9 Seek assistance when it is not possible to provide appropriate

support
3. Monitor and support activities 3.1 Monitor own work to ensure the required standard of support is
maintained
3.2 Involve the person in discussions about how support services are
meeting their needs and any requirement for change
3.3 Identify aspects of the individualised plan that might need review and
discuss with supervisor
3.4 Participate in discussion with the person and supervisor in a manner

that supports the person’s self determination
4. Complete Reporting and 4.1 Maintain confidentiality and privacy of the person in all dealings
documentation within organisation policy and protocols
4.2 Comply with the organisation’s informal and formal reporting

requirements, including reporting observations to supervisor
4.3 Identify and respond to situations of potential or actual risk within

scope of own role and report to supervisor as required
4.4 Identify and report signs of additional or unmet needs of the person
and refer in accordance with organisation and confidentiality
requirements
4.5 Complete and maintain documentation according to organisation

policy and protocols
4.6 Store information according to organisation policy and protocols

Chapter 1
Determine Support Needs

Learning Objectives: When you have finished this section you should be able to demonstrate
your ability to:
 Interpret and clarify own role in implementing individualised plan and seek appropriate support for
aspects outside scope of own knowledge, skills or job role
 Confirm individualised plan details with the person and with family and carers when appropriate
 Ensure the person is aware of their rights and complaints procedures
 Work with the person to identify actions and activities that support the individualised plan and
promote the person’s independence and rights to make informed decision-making
 Prepare for support activities according to the person’s individualised plan, preferences and
organisation policies, protocols and procedures

1.1 Interpret and clarify own role in implementing individualised plan and
seek appropriate support for aspects outside scope of own knowledge,
skills or job role
What is an individualised plan?
An individualised plan is a document which outlines the care needs for the person you, as a worker, will be
supporting. These plans contain important information about the client and may include:
 Demographics; name, age, date of birth, next of kin

 Level of ability/disability
 Individual preferences, likes and dislikes
 What their routines are
 Medical history
 Personal history
 Healthcare requirements
 Personal care requirements
 Mobility needs
 Nutritional and dietary requirements
 Cultural preferences
 Personal belief systems/Spiritual/religious preferences
 Social support needs
 Hobbies and interests
 Goals, both short term and long term and
 Any information relevant to the person’s individual support requirements.
Individualised plans may be referred to by a variety of names depending on where you work or the
organisation providing the support; they are sometimes called Individualised Support Plans or ISP’s, Care
Plans, Lifestyle Plans, Healthcare Plans or even Client Journals. Within the ISP you may find Behaviour
Support Plans, Mealtime Management Plans, Medication charts, calendars outlining social outings, activities
and scheduled appointments.
What is the preferred term for the people you support?
The people who you provide support for have been referred to as residents, consumers or clients in the past.
The preferred, contemporary term in use is “the person or the people you support”. This is the term which will
be used throughout this learner guide as this is what is considered “best practice” within the community
service, social inclusion and health provision sectors.
To whom might you provide support?
The people you support may include anyone who is unable to perform their activities of daily living (ADL’s) or
requires assistance to participate in social activities within their community. This may be an older person,
someone who is frail or vulnerable, a child, or a person of any age, who has a disability or multiple disabilities.
It is important not to develop stereo-types or make assumptions about who the people you support may be.
Every person receiving support will be a unique individual with very different needs and circumstances.

Where might support be provided?
Individualised support plans can be formal or informal and are implemented across a range of settings and
establishments. For example, people residing in their own home and/or directing and managing their own
care; or families with young children living with disabilities; may prefer a more flexible approach to their care;
their ‘support plan’ may vary from day to day, week to week; in some cases your daily tasks may be written on
a whiteboard or in a communication book.
Support can be provided to people in a variety of settings, such as:
 Residential Aged Care Facilities – formerly referred to as Nursing Homes

 Hostels
 Retirement villages
 Their own homes
 Supported Accommodation Facilities
 Respite Care Centres
 Community Centres
 Schools
 Hospitals
 Hospices and/or
 Educational and vocational facilities
Support workers may perform the following tasks:
 Provide in-home support for health related issues such as; self-medication, exercise regimes,
application of simple dressings, dental and oral care
 Assist with transport, shopping and budgeting
 Assist with the delivery of activities to enhance the physical, social, emotional and psychological well-
being of those in their care
 Support their intellectual, educational and/or skill development
 Assist clients with personal care tasks and/or activities of daily living such as showering, dressing,
grooming and eating
 Assist with tasks required for their participation in planned recreational activities
 Provide companionship and support during daily activities
 Promote independence and community participation.
 Implement appropriate strategies for managing problems related to the person’s well-being such as
dementia, degenerative illnesses or behavioural issues
 Provide companionship and emotional support
 Work with a team of health professionals, family, friends and carers
Support Workers may be required to work evenings, weekends and public holidays and may be required to
live on the premises or accompany their clients to appointments, on outings or even on holidays.
As a support worker, it is important to read and follow these plans to ensure the most consistent and
respectful support and care you can give to the people in your care. If you have difficulties or concerns
following or understanding any aspect of a person’s individualised plan, you must seek advice from your
supervisor or manager.

Why is your job description important?
Details of personal support requirements will be found in their Individualised Support Plan (ISP) whilst details
of what your responsibilities are and the tasks expected of you will be found in your job description. This
is usually provided to you when you first apply for a position and it serves as a guide throughout the
application process.
It is important to understand your job description so you know what tasks you can and cannot do, and that
you have the essential knowledge, skills, qualifications and personal attributes required in performing
the role of a support worker. If you are unsure, or you feel that you are not appropriately trained for a certain
task, you must clarify with your supervisor.
Skill Maintenance and Development
Where there is a need that you are unable to carry out a task(s) because you lack the skills or knowledge to
perform the task, you may be able to ask your employer for training as part of your regular appraisal with your
supervisor. T he task may be dealing with clients with behaviours of concerns, mental health issues,
intellectual disability, palliative care training etc
It is also possible to actively seek feedback from others by asking for feedback during meetings with a
supervisor, or by giving feedback sheets to clients, or by meeting on a regular basis with peers with the focus
being on professional development for all involved.
Other methods include self-reflection i.e. taking the time to stop and think about what has happened, is
happening, and should happen next. These are all-important for sound professional development.
What are the personal requirements of the support worker?
Consider the following:
C: for communication skills; listen to the people you support
A: for attitude; a positive, “can-do” attitude builds trust relationships
R: be real; be genuine or down to earth
E: for empathy; make an effort to understand what life is like for the people you support
R: for respect; unconditional regard will promote dignity and self-worth
To effectively fulfil the role of the support worker you must also have the following qualities and/or
characteristics
 patience and understanding

 flexible work hours
 an empathetic and caring nature
 a commitment to upholding clients’ rights
 the ability to accept responsibility

 good communication skills- verbal and non-verbal
 the ability to work as part of a team
 the ability to cope with the physical demands of the job
 Time management skills.
Working outside of your scope of knowledge, skills or job role.
Another important part of implementing individual support plans is that support workers and health
professionals need to work together towards meeting people’s needs and supporting them to maintain their
independence and achieve their goals.
People must be recognised as experts in their own care; they know what they like and how they like things
done and they have a right to:
 Be consulted
 Be given choices
 Have their preferences respected
 Have tasks explained to them and
 Give or refuse their consent.
Situations will arise when you are uncertain that you have the skill, experience or knowledge to complete
particular tasks with the people you support.
At these times you must refer to policy and procedure manuals, obtain assistance from another co-worker or
consult your supervisor or a more experienced person to assist or take over the task being undertaken.
Opportunities to update your skills, undertake further learning to improve your knowledge and/or gain more
experience are an important aspect of everyone’s job role. This is known as Professional Development or
PD. Many organisations will provide these opportunities as part of your agreed terms of employment; this may
include on-site training, work-shops or seminars. You will also be required to update your qualifications
regularly such as your First Aid Certificate, Manual Handling Certificate and National Police Clearance; it is
your responsibility to do this. You should also keep up to date with current industry trends and changes by
reading widely, attending conferences, subscribing to journals or acquiring membership to affiliated
organisations and associations such as Alzheimer’s Australia, Dignity for Disability Inc, Carers Association of
SA Inc.

1.2 Confirm individualised plan details with the person and with family and
carers when appropriate
As Individualised Support Plans (ISP’s) guide the processes and services to be delivered to the individual, it is
important that the plan truly reflects and identifies the needs of the individual. This means that the person has
their care centred around their needs; this is referred to as Person-Centred Care which is a fundamental
principle of all care provision.
The Individualised Support Plan (ISP) must be developed with the fullest possible participation of
each of the following persons; collectively referred to as the "support team" or “care team”:
 The person receiving support

 Members of the persons’ family
 The persons’ guardian and or advocate
 The persons’ service coordinator or case manager
 The persons’ designated representative and significant others who provide friendship and/or support
to the individual or whom any of the participants consider necessary, unless the individual objects to
such persons' participation
The following principles govern the development of ISPs:
 Respect for the dignity and rights of each individual

 Humane and adequate care and treatment
 Self-determination and freedom of choice to the person's fullest capacity
 The opportunity to live and receive services in the least restrictive and most typical setting possible
Dignity of Risk: the opportunity to undergo typical developmental experiences, even though such experiences
may include an element of risk; provided, however, that the person's safety and well-being will not be
unreasonably jeopardized; and
 Active support: the opportunity to engage in activities and styles of living which encourage and
maintain the integration of the individual in the community through individualized social and physical
environments.
Consumer Directed Care or CDC is the latest government funded initiative to empower people who receive
support, by improving the level of control they have over the care they receive and who delivers it; although
this mostly applies to home and community care, it will soon become effective in all aged care settings.
Remember, that most people have managed their lives all their life and want to go on doing so, despite
the challenges they face. https://www.agedcareguide.com.au/consumer-directed-care

Example of a Care Plan
Communication
Preferred name: Irena

Care needs: Visual impairment. Loss of memory. Unable to express needs adequately.
Goal: (expected outcome) Effective communication will be maintained.
Vision Hearing
Aids glasses magnifying glasses hearing aids ( right left )

Aids
Clean and fit glasses daily Adjust volume daily
Able to clean own glasses Check batteries and clean aids daily
Place objects in range of vision Gain attention before speaking
Read aloud Speak loudly, clearly and directly

menus/letters/documents
Allow extra time for response
Assist to write
Give step-by-step instructions
Assist to use telephone
Use repetition when difficulty persists
Other Other
Eye care required Ear care required

Speech and language Comprehension issues (For example: inappropriate responses)
Language/s spoken Greek/English

When angry – shouts, paces and raises fist
Speech disorder/s
Translate for resident
Take time to listen
Initiate conversation
Use language cards
Use picture cards
Other
Mobility

Care needs: Unsteady gait related to previous alcohol abuse
Goal: (expected outcome) Mobility will be safely maintained
Ambulation (walking) Transfers
ambulant (able to walk) independent weight bearing (able to stand)
non-ambulant (unable to walk) non-weight bearing (unable to stand)
1-staff assist 2-staff assist
hip replacement knee replacement
amputee ( left right )

Aids walking stick zimmer frame Aids bed rail slide sheet gait belt
wheelchair quad stick hoist standing hoist
wheeled walker Hoist sling type and position of loop
Other Other
Provide direction
Supervise movement
Encourage to maintain mobility
Other
Toileting and continence
Care needs:
Goal: (expected outcome)
Continence
Bladder control continent incontinent catheter ( occasionally frequently total incontinence )
Bladder management fluid balance chart toilet (times )
Other
Bowel control continent incontinent constipation colostomy ( occasionally frequently total incontinence )
Bowel management high fibre diet encourage fluid intake aperients bowel chart
Continence aids Day Night
Toileting
Toileting aids commode urinal uridome kylie bed pan

Other
Toileting regime independent supervise some assistance/prompt fully assist
Adjust clothing Position on toilet Encourage self care Clean perianal area
Other
Showering, dressing and grooming
Care needs:
Shower and washing
independent supervise some assistance/prompt fully assist
shower bath spa bath bed sponge flannel wash
Frequency Preferred time
Adjust water temperature Encourage to optimise self care
Other
Transfer walk to shower wheelchair Other
Showering aids bath trolley shower chair Other
Toiletries normal soap deodorant aqueous cream moisturiser ( am pm )
Other
Hair care wash in shower wash in bath Preferred days Sunday & Wednesday
Dressing and undressing
callipers splints Other
Cultural dressing
Dressing assistance bra singlet buttons belt zips
stockings socks jewellery make-up shoes
Assist with selecting clothing Other
Grooming
Hair care independent supervise some assistance/prompt fully assist
Hairdresser

Facial hair wet shave dry shave Frequency
Hair removal Frequency weekly
Nail/foot care independent supervise some assistance/prompt fully assist
Podiatry visits monthly
Teeth none some ( upper lower ) all
Cleaning routine
Dentures none partial full ( upper lower ) Night in out
Cleaning routine
Pressure area and skin care
Care needs:
Norton Scale Score [ X ] low risk [ ] medium risk [ ] high risk
Pressure relief aids bed cradle sheepskin cushion bedrail/protectors Other
Pressure area regime Reposition in bed Reposition in chair Frequency
special mattress (type ) personal chair
Other/specific orders
Skin care emollient cream to dry skin areas ( daily twice daily ) Preferred time/s
Eating and drinking
Care needs:
Eating
right-handed left-handed
Preferred place to eat dining room bedroom Other
Type of diet normal soft modified soft (minced) puree
Special diet high fibre diabetic enteral feeding (PEG/NGT)
Special instructions

Aids modified crockery modified cutlery bowl lipped plate
built up cutlery clothing protector Other
Drinking
Aids modified cup clothing protector
Thickened fluids level 1 level 2 level 3
Type of thickener to be used
Sleep and settling routines
Care needs:
Usual time to rise 0600 Usual time to bed 2200 Rest time ( am pm )
Preferred sleeping position Back

Pillows required 2
Sleep Aids massage music hot packs Other
Room light on door open door closed bedrail/protectors Other
Night-time patterns Wakes up frequently
Other preferences (For example: Hot milk with 2 teaspoons of sugar

hot drinks or snacks)
Night checks every hour every 2 hours Other
Specialised care plans
Refer to specialised care [ X ] Medications [ ] Pain management [ ] Wound care

plans for
[ X ] Therapy [ X ] Restraint management
Social and human needs/activities
Care needs: Have radio on for Greek music programmes

Goal: (expected outcome) Irena will maintain her cultural identity
Frequency of visit/contact by family/friends Brother, Andreo Theodorakis visits weekly, Only son lives in Greece
Religion beliefs/practices Greek Orthodox
Pastoral requirements Priest to visit weekly Attends place of worship (day/s )
Cultural needs Attends Greek Cultural Centre every 25th March (Greek Independence Day)
Hobbies/interests Singing, cooking and embroidery Employment history Home Duties (no formal employment)
Behaviour
Care needs: Minimise periods of aggressive behaviour
Goal: (expected outcome) Maintain safety and comfort during outbursts of aggression
1. Irena displays aggressive behaviour when she is constipated and wants to go to the toilet.
2. Irena’s sight is deteriorating and she gets frightened if the room suddenly darkens.
3. Encourage Irena to go to her room when she displays aggressive behaviour
 allow time to communicate wants, needs and choices
 allow expression of appropriate emotions
 establish level of emotional support daily
 orientate to time, day and date.
4. Irena tends to wave her fists around when angry.
Additional comments (For example: special needs, restraint, routines, pain, palliative care, pacemaker)
1. Irena has had many falls out of bed. Bed rails on both sides to be in place at night or when she is resting in bed.
2. Irena can be physically and verbally aggressive causing harm to herself and others. Medication order written up for
Haloperidol™ p.r.n.
3. Physical and chemical restraint order written by Dr B Grimshaw. Next of Kin (brother) has agreed to restraint.
4. For review every 3 months.
Terminal care recorded Yes No
Date care plan evaluated (document in progress notes) Signature
Gwenith Burton RN

Fitzroy Falls Aged Care Facility use only
Entered in progress notes Date
Signed Gwenith Burton RN Print name Gwenith Burton Position title RN
Review date every 3 months
Below is an example of a simple Individual Plan. The templates for these plans will differ from organisation to
organisation.
Individual Plan
Name:
Gender:
Date of Birth:
Conditions:
Goals Strategy People Responsible Resources
Created:
Created By:
Review Date:
In summary, we have established that individualised support plans outline exactly what is required on a daily
basis, to meet the needs of the people we support. If we are uncertain how to follow the Individualised
Support Plan (ISP) or how to meet a person’s needs, we must seek advice from our supervisors and/or our
clients or their families/primary care-givers.
When confirming ISP details with the person, their family and/or care givers; the support worker must adhere
to privacy and confidentiality policies and procedures of the organisation at all times.

1.3 Ensure the person is aware of their rights and complaints procedures
It is important for any-one who works in the aged care and/or disability sector to read and gain an
understanding of the legislation, standards, policies and procedures which inform, and impact on, the people
in their care.
Consider the following Acts and Legislation which provide guidelines to the Aged Care and Disability Sector:
 Aged Care Act 1997

 Disability Discrimination Act 1992
 Disability Services Act 1986
 Privacy Act 1988
 National Standards for Disability services 2013
 Disability Services Standards (Advocacy Standards) Determination 2012
 Home and Community Care guidelines
 HACC statement of rights and responsibilities
 Organisational policies and procedures
 Charter of Recipient’s Rights and Responsibilities (see below)
 Duty of Care
 Confidentiality
 Freedom of Information Act (reform)2010
The Charter of Recipient’s Rights and Responsibilities

A. Each resident of a residential care service has the right:
 to full and effective use of his or her personal, civil, legal and consumer rights
 to quality care which is appropriate to his or her needs
 to full information about his or her own state of health and about available treatments
 to be treated with dignity and respect, and to live without exploitation, abuse or neglect
 to live without discrimination or victimisation, and without being obliged to feel grateful to those
providing his or her care and accommodation
 to personal privacy
 to live in a safe, secure and homelike environment, and to move freely both within and outside the
residential care service without undue restriction
 to be treated and accepted as an individual, and to have his or her individual preferences taken into
account and treated with respect
 to continue his or her cultural and religious practices and to retain the language of his or her choice,
without discrimination
 to select and maintain social and personal relationships with any other person without fear, criticism
or restriction
 to freedom of speech
 to maintain his or her personal independence, which includes a recognition of personal responsibility
for his or her own actions and choices, even though some actions may involve an element of risk
which the resident has the right to accept, and that should then not be used to prevent or restrict
those actions
 to maintain control over, and to continue making decisions about, the personal aspects of his or her
daily life, financial affairs and possessions

 to be involved in the activities, associations and friendships of his or her choice, both within and
outside the residential care service
 to have access to services and activities which are available generally in the community
 to be consulted on, and to choose to have input into, decisions about the living arrangements of the
residential care service
 to have access to information about his or her rights, care, accommodation, and any other
information which relates to him or her personally
 to complain and to take action to resolve disputes
 to have access to advocates and other avenues of redress
 to be free from reprisal, or a well-founded fear of reprisal, in any form for taking action to enforce his
or her rights
B: Each resident of a residential care service has the responsibility:
 to respect the rights and needs of other people within the residential care service, and to respect the
needs of the residential care service community as a whole
 to respect the rights of staff and the proprietor to work in an environment which is free from
harassment
 to care for his or her own health and well-being, as far as he or she is capable
 to inform his or her medical practitioner, as far as he or she is able, about his or her relevant medical
history and his or her current state of health.
Source: https://www.sa.agedrights.asn.au/resources/charter-of-aged-care-rights

Rights Description
Privacy and Be aware of the Privacy Act 1988 and Aged Care Act 1997.
confidentiality
Personal details cannot be shared outside the service without permission, or
on a need to know basis. The Privacy Act provides guidelines regarding how
personal information is collected, used, shared with others, held and
destroyed.
Dignity The key to dignity is respecting the person as a unique individual. For
example when showering a person; provide support in consideration of the
person’s preferences, likes and dislikes and ensure that the door is closed so
others can’t see.
Freedom of People who receive support services or reside in supported accommodation

association have the right to meet and talk with, make friends and/or form relationships
with whomever they choose
Informed choice People who receive support services or reside in supported accommodation
have the right to make informed choices about everyday things such as what
to wear, what to eat or what activities they wish to participate in. This means
they must be given relevant and appropriate information to guide them in their
decision making
The right to lodge a Everyone has the right to a fair complaint process and procedure. This means
complaint and/or organizations must be transparent about the services they provide and they
access grievance must ensure people using their services are given clear, easy to understand
procedures information regarding complaints and grievances, and they must have access
to advocacy services as required.
Right to express People have the right to express their ideas and views. In line with freedom of
ideas and opinions speech principles; people must be provided with opportunities to express
themselves.
To an agreed People have the right to the highest standard of care. They have the right to
standard of care have their needs and wants met, within reason. Service providers must pass
regular audits and meet with organizational, industry, community, government
and personal standards of care.
In summary:
If you receive any care services, you have the right to:
 Personal privacy
 Be involved in decisions that affect you
 Be treated with dignity and respect
 Be free from discrimination
 Good quality care that meets your needs

 Full and effective use of your personal, civil, legal and consumer rights
 Complain and take steps to sort out any problems
 Advocacy support
What is Advocacy?
Sometimes the people we support may have concerns, complaints or problems which cannot be met by
the organisation or service provider.
This may include:
 Inadequate service provision
 Failure by the service to provide a Duty of Care to the person or
 Negligence
 Financial difficulties causing hardship
 Suspected abuse
 Sub- standard housing
 Poor diet/nutrition
 Inadequate sanitation
 Limited access to services
 Failure to meet the health/medical needs of the person- both physical and/or psychological
When these circumstances arise people are not always able to resolve them without support from an
advocate or advocacy agency.
Advocacy in an aged care/ disability context means that the worker acts for and on behalf of the people
they support. When people are vulnerable, have disabilities, are old or frail they may find it useful to have
someone speak on their behalf.
To act as an advocate for a person:
 the worker must ensure that they have adequate and accurate information relating to the person’s
care
 the person requiring advocacy has been provided with relevant, clear and up-to-date information
relating to the advocacy process
 the process has been explained to the person and they understand what is involved
 the person has given their consent for an advocate to act and speak on their behalf
Within the scope of this unit of competency, advocacy means ‘supporting clients to voice
their opinions or need and to ensure their rights are upheld’, and may include:
 Assisting clients to identify their own needs and rights
 Meeting clients needs in the context of organisational requirements
 Supporting clients to ensure their rights are upheld
 Awareness of potential conflicts between client’s needs and organisational requirements
 Providing accurate information
There are many ways of undertaking advocacy. Consumers and carers can influence how services are
provided to them on a day-to-day basis and can look for ways to have their views heard by health
professionals. They may participate in the training of health professionals. Some people will be involved in
influencing the structure or policies of their local service and so may gain a place on a planning committee or a

committee of management or participate in service evaluation. Others will see benefit in trying to influence
State/Territory or national structures and gain membership on committees or working parties at this level.
There will be times when the people we are working will need to make a complaint. They may not be happy
with the quality of service they are getting and may want to see changes. You will need to know a basic
process on how complaints can be made and what happens after a complaint has been made.
Grievance Procedures or how to make a complaint
The right to make a complaint is actually protected by Australian Law. Aged care services and organisations
will have their own complaints policies and procedures that will outline how a complaint can be made. It is
important that you familiarise yourself with these procedures so that you will know what to do.
A simple grievance procedure may include the following:

 Listening to the complaint
 Getting the client to fill out complaints form or documenting your conversations and observations with
client.
 Resolving the complaint if this is within your job role.
 If the complaint is something that is beyond the scope of your job, seek the necessary assistance
within your organisation.
 If the complaint can’t be fixed internally seek external referrals and sources.
Complaints may be made by:
 An older person
 A person with a disability
 Client/consumer
 Family member
 Guardian
 Advocate
 Worker, volunteer or staff member
You will need to ensure that you understand how to give the right information to the people you support and
their advocates in regards to the complaints process. This may mean giving them a copy of the grievance
policy and other important documents so that the complaint/s can be made. At times you may need to sit
down and explain the process and the likely results of the complaint.
There also may be times when the complaint has actually been made about you or a fellow co-worker. If this
happens it is extremely important that you do not take the complaint personally as it might not be about you.
Just remember that complaints are a way of making the services better and important as part of the
communication/feedback process. See the complaint as a chance to improve yourself.
The Aged Care Complaints Commissioner

As of January 2016, the newly created Aged Care Complaints Commissioner became the chief reporting
body for any complaints regarding people receiving Australian Government funded aged care services, for
help at home or in aged care home. Anyone can raise a concern to the Commissioner about the care
someone is receiving from Australian Government funded aged care services.
Complaints help service providers to improve the quality of care and services they provide to the people in
their care. People need to be able to raise their concerns in a constructive and supported way and anyone

with a complaint is strongly encouraged to take their concerns to the service provider first, this tends to be the
quickest and most sustainable way to resolve issues. However, not everyone is comfortable doing this, or they
may have attempted to voice their grievance and are dissatisfied with the response they received.
Objectives of the Aged Care Complaints Commissioner:
Resolve – to work with the older person and their service providers to acknowledge and resolve any concerns
or complaints they have and make a positive difference
Protect- To take timely action on issues raised through complaints to ensure people receiving aged care are
well cared for and protected
Improve- to work with the aged care community to learn from complaints and act on opportunities to improve
aged care
Values:
 We will be approachable, independent, impartial, and fair in the way we respond to complaints and
concerns.
 We will listen to you, explore what went wrong and work with the people involved to fix it.
 We will help to ensure that complaints improve care
Vision: People trust that making a complaint is worthwhile; that it will lead to resolution for the individual and
improve care for others
Primary Functions of the Complaints Commissioner include:
 Resolving complaints about Australian Government funded aged care services, and
 Educating people and service providers about the best ways to handle complaints and the issues
they raise.
If uncertain about what rights older people have visit the following:
 Free call 1800 550 552

 National Aged Care Advocacy Line: phone 1800 700 600
 www.myagedcare.gov.au or
 www.agedcarecomplaints.gov.au or
 Phone: 1800 500 294 for further information on how to access advocacy services.
 If you do not speak English and need help from the Aged Care Complaints Commissioner, call the
translating and Interpreting Service (TIS) on 131 450
 Postal address:
 Aged Care Complaints Commissioner
 Locked Bag 3
 Collins Street East Vic 8003
The disability sector has a range of advocacy services available such as:
 The National Disability Advocacy Program (NDAP)
https://www.dss.gov.au

The National Disability Advocacy Program (NDAP) provides people with disability with access to effective
disability advocacy that promotes, protects and ensures their full and equal enjoyment of all human rights
enabling community participation.
Advocacy for people with disability can be defined as speaking, acting or writing with minimal conflict of
interest on behalf of the interests of a disadvantaged person or group, in order to promote, protect and defend
the welfare of and justice for either the person or group by:
 Acting in a partisan manner (i.e. being on their side and no one else's)
 Being primarily concerned with their fundamental needs
 Remaining loyal and accountable to them in a way which is empathic and vigorous(whilst respecting
the rights of others) and
 Enduring duty of care at all times.
 Approaches to disability advocacy can be categorised into six broad models being:
 Citizen advocacy: matches people with disability with volunteers.
 Family advocacy: helps parents and family members advocate on behalf of the person with
disability for a particular issue.
 Individual advocacy: upholds the rights of individual people with disability by working on
discrimination, abuse and neglect.
 Legal advocacy: upholds the rights and interests of individual people with disability by addressing
the legal aspects of discrimination, abuse and neglect.
 Self advocacy: supports people with disability to advocate for themselves, or as a group.
 Systemic advocacy: seeks to remove barriers and address discrimination to ensure the rights of
people with disability.
NDAP agencies can also assist you with issues that may arise with the National Disability Insurance Scheme
(NDIS) or with your support providers.
Disability Rights Advocacy Services http://www.dras.com.au/

The mission of Disability Rights Advocacy Service Inc. (formally known as MALSSA) is to safeguard and
promote the rights and interest of people with a disability, their families and carers.
Disability Rights Advocacy Service operates two advocacy programs:
1. ‘Individual Advocacy’ Program: representing people on a one-to-one basis to resolve their individual
concerns, and
2. ‘Systemic Advocacy’ Program: aims to identify, challenge and change policies, legislation and
structures that negatively impact upon our constituency.
We advocate for people with a disability, their families and carers in a wide range of areas including:
• Accommodation • Educational • Government Services

• Children's Needs • Vocational • Transport Access
• Consumer Affairs • Equipment Needs • Centrelink
• Decision Making • Family & Relationships • Guardianship Board
• Disputes • Financial Assistance • Public Trustee
• Discrimination • Health
Disability Rights Advocacy Service has three office locations in South Australia:
1. The Mile End office represents people who reside within greater metropolitan Adelaide and the Mt.
Barker and Adelaide Hills regions.
2. The ‘South East Disability Advocacy Service’ based in Mt. Gambier assists people throughout the
South East and Coorong regions.
3. The ‘Riverland Advocacy Service’, which is based in the township of Berri, provides services to people
living within the Riverland region.
As Disability Rights Advocacy Service is a community organisation and part of the national network of
disability advocacy organisations funded by the Australian Government their services are free.

1.4 Work with the person to identify actions and activities that support the
individualised plan and promote the person’s independence and rights to
make informed decision-making
The organisation promotes the rights and responsibilities of people using its services by:
 Giving the people you support information about the services provided to them
 Assisting people to take part in making decisions that are relevant to them
 Providing opportunities for people to participate in service planning, development, delivery and
evaluation
 Promoting, encouraging and empowering people to express their views, and valuing and using their
perspectives to improve services at all levels.
Communication is perhaps the most important aspect of a support worker’s role. Trusting and enduring
relationships are built on the foundations of clear, open and honest two-way communication. Not every person
receiving care is able to verbalise their needs, thoughts and feelings; many people rely on non-verbal
communication strategies such as gestures, prompts and cues, visual aids, augmentative devices and
equipment, translators and interpreters to express themselves and to understand others.
Good communication strategies allow you to get to know the people you work with, and associated personnel,
and to gain an insight into their lives. They might share details of what they did in the past and what they
would like to do in the future. They might divulge information which they have never shared before; this is
privileged information and must be treated with respect and consideration of their right to confidentiality and
privacy.
Opportunities to plan activities, make important decisions and to set goals will arise and it is important to have
strategies in place which will assist people to realise these goals. Prioritising, planning and devising
appropriate interventions and activities will make these goals more achievable and obtainable. Referrals to
other service providers and organisations may be required and helpful, consider the following:
 Use of community services

 Government agencies and Not for Profit agencies
 Residential care
 Hospital and medical practitioners
 Social support and day care programs
 Exercise and recreational needs
 Church groups
 Cultural groups
 Local council and more
Exercise and recreation needs can be a good strategy to promote the client’s participation and independence
as well as meeting their physical, emotional and social needs. The type of activity must be carefully tailored to
the needs and abilities of the residents.
For example:
You have noticed that Mrs Darius, who is in a wheel chair, is getting agitated on Saturday mornings after her
roommate leaves for the day. After further discussion Mrs Darius confides in you about the reasons for her
agitation; she believes it is unfair that her roommate goes out so often whilst she never gets the opportunity to
go anywhere. She tells you she is quite embarrassed at these feelings of envy, but she cannot ignore them or

change them. You discuss with Mrs Darius the possibility of looking into different activities which she could
participate in on weekends. Using the internet and local community centres, you gather information and give it
to her to read and ask her to consider which activities she might like to participate in. Next time you speak with
Mrs Darius she asks if you think the activity is appropriate for someone in a wheelchair and if the environment
is going to be wheelchair accessible. Mrs Darius asks you to assist her to make an informed choice about
what she would like to do on weekends when her roommate is out. She decides to join the local bowling
league that has facilities suitable for wheel chair users.
Protection, participation and image: three categories of rights:

 Protection refers to securing the physical, psychological and emotional safety of the elderly and
people with disabilities with regard to their unique vulnerability to abuse and ill treatment.
 Participation refers to the need to establish a greater and more active role for the older person and
people with disabilities in society.
 Image refers to the need to define a more positive, less degrading and discriminatory idea of who
elderly people or people with disabilities are and what they are capable of doing.
A person’s right to security is particularly vulnerable to violation with people with disabilities or who are aged.
For example, a component of the right to security is the right to healthcare if one, due to old age or disability,
is unable to afford or pursue healthcare on one’s own. Although many countries currently have universal
healthcare systems, these systems are beginning to feel the strain of an increasingly aged population, and
there is some question about how these systems will be maintained in the future. These rights are related to
the right to an adequate standard of living, which is often affected in the case of the elderly or disabled, due to
lack of an adequate support system for them.
Individuals also have the right to non-discrimination. Elderly people or people with disabilities should not be
thought of as useless to society simply because some of them may need more care than the average person.
These stereotypes of the elderly and disabled can lead to degrading treatment, inequality and, sometimes,
abuse.
Similarly, the persons’ right to participation is sometimes threatened due to prevailing negative images
societies hold of the aged and those with disabilities. The aged and those with disabilities are often not given
the same opportunities as others to be productive members of society. Governments are obliged to aid in
creating a more positive image of the abilities and strengths of people who require support services, such as
older people and people living with disabilities; as well as solid opportunities for them to not only participate in
their communities, but to contribute to policy and decision making.

Case Study: Kelly Vincent and the Dignity for Disability Party.
Visit these websites
www.d4d.org.au
www.kellyvincentmlc.com/
The role of the support worker:
 As mentioned previously, it is very important to familiarize yourself with the policies and procedures
of your own organisation, your job role and responsibilities and to remain up-to-date with legislation
which applies to the particular community sector you are working in
 Similarly, it is crucial to provide the people you are supporting with clear, current and easy to
understand information regarding their rights and responsibilities. You may have to sit down with
them and their families, to ensure they know and understand this information.

Activity
You have just been assigned as the support worker for an older person who lives alone in their own home.
On your first visit how would you introduce yourself to them?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
How would you develop and maintain a trusting relationship with them, their families and other care givers?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
How would you maintain this person’s confidentiality and privacy, within organisation policy and protocols?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
How would you demonstrate respect for any cultural sensitivities and needs they might have?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Give examples of how you can support their rights, interests and decision-making abilities.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

1.5 Prepare for support activities according to the person’s individualised
plan, preferences and organisation policies, protocols and procedures
When preparing for support activities according to the person’s individualized plan, we must ensure that we
are following organizational policy and procedure which should ensure the rights of our clients are upheld. All
organizations should have an access and inclusion policy that must be recognized when providing support
activities for your clients.
What does access and inclusion mean?
Access and inclusion means different things to different people. Processes and outcomes for access and
inclusion cannot be prescriptive, and must take into account the diverse needs of individuals and the nature,
strengths, priorities and resources of a community. The common elements of access and inclusion are the
removal or reduction of barriers to participation in the activities and functions of a community, by ensuring that
information, services and facilities are accessible to people with various disabilities.
A person’s ability to access information, services and facilities is affected by a number of factors, including the
degree and type of disability, which can vary considerably between individuals.
An example of how access and inclusion matters
To appreciate the diverse facets of access and inclusion, imagine that you are a person who uses a
wheelchair and you wish to visit your local community centre. You are able to drive your own car and
therefore do not have to try to use public transport.
When visiting your community centre:
 You ring to check the accessibility of the venue and are assured that it is accessible. You arrive and
park in an accessible parking bay, however you cannot get to the footpath as there is no ramped
kerb from the parking bay to the footpath.
 You make a long detour through the parking area and when you get to the front door find it is too
heavy for you to open. You wave and someone opens the door for you.
 You get to the reception counter and, although it is high, you can partially see the receptionist and
get your query answered.
 You are directed to the enrolment desk for community courses. Your chair cannot fit under the desk.
You go back and wait in line until the receptionist is available to help you fill in your form.
 You prepare to pay your enrolment fee. The cashier’s desk, however, is upstairs and, as there is no
lift you have to wait while the receptionist arranges for the cashier to come to you with a receipt book.
 You bump into a friend and decide to have a coffee. However you skip the idea when you see that
the entrance to the coffee shop is up three steps.
 You decide to visit the toilet prior to going home and are pleased to find that it is accessible.
When working with a client in identifying actions and activities that support the individualized plan we must
consider the potential barriers for example:
 Barriers to services and events:

 The reception desk in the foyer was too high for a person in a wheelchair to be able to communicate
comfortably and therefore access services at the centre.

 Barriers to physical access:
 In this instance the kerbs, footpaths, weight of doors, access to desks, the cashier counter and the
steps to the coffee shop all created physical barriers.
 Barriers to accessible information:
 It was good that there was a notice board in the community centre foyer, however, the information
was out of reach for a person in a wheelchair.
 Barriers due to lack of staff awareness:
 The receptionist remained behind the desk and was unaware that it would have been preferable for
her to come from behind the counter and sit at eye level with the person in the wheelchair when
answering queries.
 Barriers to participate in public consultation:
 The person with the disability did not have the same opportunity as others to participate in the
community consultation because neither the information nor the consultation venue was accessible.
 Barriers to participate in making a grievance:
 Staff awareness, counter heights to write a complaint and information not available in an alternative
format meant that it would be difficult to make a grievance complaint for this person.
Strategies for supporting activities
Strategy Description
Choosing the least restrictive Offering the service that impacts the least on the independence of the
option client.
Develop ways of doing tasks Includes aids and resources that are innovative and creative such as the
differently use of chat books and IPAD for communication purposes.
Community services are inclusive of people with disabilities and barriers

Use community services
offering various activities. For example cooking and Tai Chi classes.
Empower individuals to access Teaching the client how to access services. For example teaching the
services in the community client how to use the internet to research community options.
Connect the individual to the Engaging and actively supporting the client in the community. For
community example taking the client on an outing to the botanical gardens.

Designing access for people of all ages and abilities
The following section highlights design implications for access. There are many different types of disabilities,
but there are implications for service planners and providers in three major areas of disability:
 physical, including people who use wheelchairs, people who have difficulty walking and people who
have difficulty with finger or hand control;
 sensory (vision, hearing); and
 people with disabilities that affect communication and thought processes.
People with physical disabilities

 People who use wheelchairs
Although the number of people who use wheelchairs is small compared with other physical disability groups,
the implications for designers are, in many ways, the greatest. If the needs of a person who uses a
wheelchair are considered by designers of facilities used by the general public, then the vast majority of
people (including people with prams, goods or shopping trolleys) will also benefit.
Design considerations for people who use wheelchairs include:
 avoidance of abrupt vertical changes of level (eg kerbs, steps, ruts, gutters) to ensure a continuous
accessible path of travel;
 avoidance of excessive slope (camber) across the direction of travel on a footpath, which makes
control of the wheelchair difficult;
 provision of adequate forward reach and available clearance under basins, tables and benches to
allow access for the person using the wheelchair as well as their wheelchair footrests and front
wheels;
 provision of adequate doorway width and space within rooms to allow for wheelchair dimensions and
turning circles; and
 avoidance of surface finishes which hamper wheelchair mobility (eg gravel, grass or deep-pile carpet)
and surfaces that do not provide sufficient traction (eg polished surfaces).
 People who experience difficulty walking

People who experience difficulty walking may have disabilities that arise from medical conditions including
stroke, lower limb amputation, cerebral palsy, Parkinson’s disease and arthritis.
This description includes those people who:

 use a walking aid (crutches, stick, frame, guide dog);
 wear a leg brace or have an artificial limb;
 have limited physical stamina;
 have stiff or painful back, hips, knees or ankles;
 have uncoordinated movements;
 walk slowly; and
 have balance problems.

Design considerations for people who experience difficulties walking include:
 specific attention to steps and handrail design to ensure adequate support and a feeling of
confidence and ease when negotiating steps;
 provision of cover from weather, as slowness of movement can result in greater time spent along
walkways and getting into buildings;
 provision of seating in waiting areas, at counters and along lengthy walkways to reduce fatigue;
 awareness that a ramp can prove difficult for some ambulant people, steps and lifts providing useful
alternatives;
 identifying access hazards associated with doors, including the need to manipulate a handle while
using a walking aid and difficulty moving quickly through swinging doors;
 providing surface finishes that are slip-resistant, evenly laid and free of hazards to minimise risk of
injury; and
 minimising street clutter caused by signs and billboards and placing these away from the main
pedestrian flow.
 People who have difficulty holding and/or manipulating objects

Problems associated with manipulation and holding may be due to arthritis, neurological conditions (such as
Parkinson’s disease, multiple sclerosis or cerebral palsy), nerve injuries and upper limb (finger, hand or arm)
amputation.
Design considerations include:
 the operation of fittings such as door handles, switches, lift buttons and taps, (generally levers are
preferable to knobs); and
 the operation of switches or buttons (large switches or push buttons that can be used by the palm of
the hand are preferable to switches or lift buttons that need finger operation) while sensor devices
may assist some people.
 People with sensory disabilities

People with sensory disabilities may have partial or complete loss of sight or hearing.
Design considerations for people who may have partial or complete loss of sight include:
 providing ways they can identify changes in direction, changes in level, hazards and obstacles such
as projecting signs and windows;
 attending to the size, colour, colour contrast, location, illumination and type of signs;
 providing for clear, even illumination levels in and around buildings so they are not dangerous and
confusing;
 planning so that a person who is unable to see will know whether a lift has arrived at the floor or
whether it is going up or down; and
 being aware that escalators can be difficult to use and that well-designed stairs or ramps are a useful
alternative.
Considerations when designing facilities or services for people who are Deaf or who have a hearing
impairment include:
 providing information that is both written and spoken in public buildings such as transport terminals
and airports (eg visual display boards as well as voice announcements); and

 providing an audio loop system or other appropriate hearing augmentation systems to assist people
who use hearing aids in public places such as auditoriums and conference facilities.
 People with disabilities affecting communication and thought processes

People with a wide variety of disabilities, including intellectual, cognitive and psychiatric disabilities, may have
significant difficulty when it comes to asking for and understanding information. Clear information also assists
children and people from culturally and linguistically diverse backgrounds.
Design and service provision considerations when planning for people who have intellectual, cognitive or
psychiatric disabilities include:
 need for clear signage;

 need for clear pathways through a building;
 provision of information with clear instructions;
 service provision through personal assistance; and
 well-planned, uncluttered environments.1
The organisation promotes the rights and responsibilities of people using its services by:
 promoting opportunities for clients and other stakeholders to provide feedback

 using feedback to improve services
 providing information to clients about internal and external mechanisms for making a complaint
 acting fairly and appropriately when a complaint is received.
 Organisational responsibilities
A client’s individualised plan will be developed and written in conjunction with the family, client and facility.
Individualised plans should be reviewed once a year or more often if circumstances or condition changes, by
the Facilitator / Supervisor and the client / carer / advocate.
Clients should be supported to access an advocate of their choice whenever the need is identified.
Your clients plan and related information will be confidential. The client / carer / advocate will be in receipt of a
copy of the plan and the original should be held securely at your head office accommodation
Clients' rights and responsibilities will be respected and supported.
Individual client plan will support the needs of the family carer and the caree, including physical, emotional,
social, environmental, cultural, interests and skills, will be recorded during the client assessment, and
incorporated into the plan.
Support workers will value and respect the carer's intimate knowledge of the caree, and will respond to issues
/concerns expressed by the carer / advocate regarding any changing needs.
You and your supervisor of your organisation should work in partnership with the client / carer / advocate in a
positive and respectful manner and will be flexible with meeting times etc, so as to fit in with the family and
their specific needs.

Individualised plans can include the following services:
 Recreational and diversional therapy

 Allied health services such as physiotherapy and occupational therapy
 Clinically necessary equipment
 Participation in day programs and community access
 Support to visit family and friends and assistance to maintain family and social relationships
 Accommodation
 Home modification and
 Transitional case management and advocacy support.
Activity – Inclusion Strategies

You are to develop a strategy for inclusion for 1 of the following groups of people and detail them below
 People who are blind or have vision impairments

 People who are Deaf and have hearing impairments
 Cerebral Palsy
 Multiple Sclerosis
 Intellectual disability
 Paraplegia and Quadriplegia
 Arthritis
 Acquired Brain Injury
 Stroke
 Psychiatric And Behavioural disabilities
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Chapter 2
Provide Support Services

your ability to:
 Conduct exchanges with the person in a manner that develops and maintains trust
 Provide support according to the individualised plan, the person’s preferences and strengths, and
organisation policies, protocols and procedures
 Assemble equipment as and when required according to established procedures and the
individualised plan
 Respect and include the family and/or carer as part of the support team
 Provide support according to duty of care and dignity of risk requirements
 Provide assistance to maintain a safe and healthy environment
 Provide assistance to maintain a clean and comfortable environment
 Respect individual differences to ensure maximum dignity and privacy when providing support
 Seek assistance when it is not possible to provide appropriate support

2.1 Conduct exchanges with the person in a manner that develops and
maintains trust
Working with a client to meet their needs and wants relies on good rapport building and trust. The
client may be talking about their personal situation and also their feelings so it is important that you
treat the client respectfully. Therefore it is important to maintain their confidence and uphold their
dignity.
Consider some of these basic points:
 Courtesy
 Empathy
 Non-judgemental support
 Observing and listening
 Respect of individual differences
 Be genuine
 Never impose your will or judgement
 Have clear cut boundaries
Boundaries
As a support worker, it is important to have a clear understanding of where your role begins and ends.
While you work closely with your client to perform the specific duties outlined in the job description, it is
important to remember at all times that you are an employee of your organisation. Many home based
carers become very close to clients and their families, It is important to remember that you are not a family
member, and it is a substantial conflict of interest and highly detrimental to clients well being to consider
yourself as one.
Communication skills
Demonstrating effective communication skills is a very important aspect of developing a good relationship,
gaining your client’s trust and confidence and reporting any changes in your client’s health care needs. It is
important to gain an understanding of your client’s verbal and non-verbal communication skills and also to be
vigilant of our own; what we say, how we say it is just as important as what we do and how we do it.
The Importance of Rapport
Rapport describes a positive relationship that forms between two or more persons. After you have identified
the possible barriers to effective communication and considered strategies to overcome these, you can then
look at how to build rapport with the client.
Establishing good rapport with others is an essential skill for community service workers. When interviewing
clients, having a free and open discussion and provides better outcomes.
Consider the following :
 Greet the person/client in a friendly manner when you enter a room and saying goodbye when you
leave
 Take into account the cultural differences e.g. handshaking or direct eye contact can/may make
some people uncomfortable
 Making small talk may help a client relax before an interview
 Check that your client understands what you have discussed

 Arrange for an interpreter if necessary
 Address grievances the client may have in accordance with organisational policy and procedure
Strategies for building good rapport include:
 Being clear about your role and the purpose of the interaction.
 Using a person's preferred name when speaking with them.
 Paying attention to making them comfortable.
 Using a pleasant tone that is clear and precise.
 Explaining words and expressions that may be unfamiliar and not using jargon.
 Asking simple and clear questions.
 Explaining what you already know.
 Explaining clearly any mandated position you have. For example, you may have to report to other
authorities any disclosure of abuse.
 Explaining the actions that are undertaken both during the interview and as a result of the interview.
 Using age-appropriate language. Avoid jargon and use words familiar to the other person.
 Conveying acceptance by showing interest and concern.
 Being sincere and realistic in praise and goal-setting.
 Not promising anything that cannot be delivered when the interview is over.

2.2 Provide support according to the individualised plan, the person’s
preferences and strengths, and organisation policies, protocols and
procedures
Providing support according to the individualised plan involves identifying, with clients, the needs and
preferences they have with regard to a service or programme they want. Also you will need to follow your
organisation’s policies, protocols and procedures.
 A Policy is a statement of agreed intent that clearly and unequivocally sets out an organisation’s
views with respect to a particular matter. It is a set of principles or rules that provide a definite
direction for an organisation
 Policies assist in defining what must be done.
 A Procedure/Practice is a clear step-by-step method of implementing an organisation’s policy or
responsibility.
 Procedures describe a logical sequence of activities or processes that are to be followed to complete
a task or function in a correct and consistent manner.
On assessment of your client, their individualised plan should be developed in consultation with the client,
family and the facility or carers.
When providing support as a support worker you need to be open to your client’s needs, desires and
preferences, but you also have to be mindful of the risk associated with complying with the clients
preferences. And you need to review your plan to ensure that your clients proposed activities comply with your
organisations policy and procedures, to ensure that your care and the program does not encroach on the
organisation’s Workplace Health, Safety and Welfare Policy.

Example of preferences and strengths based approach to support
As a support worker, you need to be aware of your client’s strengths and preferences when supporting them.
This may be that the client prefers to attend to their personal care, such as dressing by them-selves.
However, you know that they have difficulty putting their socks on. You support the client to dress themselves,
which is acknowledging their skill strength, or capability in doing the task. You only offer assistance when they
are putting their socks on. Alternatively, you may like to look at particular aids that assist clients to put their
socks on. This way they are still remaining independent, and building their skills to put their socks on with
more opportunity in their skill strength and development.

Delegating Services and Care Activities
As you implement their Individual Plan recognising and using the strengths of the client and others, you
support and create a positive environment in which to implement the Individual Plan. When you are working
with others to implement your client’s Individual Plan, there are the three basic principles of delegation:
1. Principle of expectations
Before delegating a task to anyone the person delegating should be able to clearly define the goals and the
expected results. For example, if your manager delegates you to investigate the cost of a device to help your
client communicate more effectively, you will need to know exactly what equipment is required, how many
quotes are needed, preferred suppliers, how to report the information and when it needs to be delivered.
2. Principle of authority in doing the task

According to this principle, if you are given a responsibility to perform a task, then you need to be given
enough independence and power to carry out the task effectively. In the above example you can seek the
information in the way that suits you, within the guidelines of the organisation, reporting using your own words
using the suggested template.
3. Principle of absolute responsibility

Suggests authority can be delegated but the ultimate responsibility remains with the person delegating the
task. In this case your manager will be responsible for ensuring the quotes are accurate, presented in an
acceptable way and meet the needs of the client and the organisation.

2.3 Assemble equipment as and when required according to established
procedures and the individualised plan
When providing support to a person who is aged or has a disability, it is important to follow their individualised
plan or care plan. Within this plan, there should be information regarding the routine or procedure the person
wants you to follow. For example, if you are supporting a person with showering, their individualised plan may
have specific procedures you should follow. This will include the types of equipment needed such as a shower
chair or bath board. It may also include what towels, soaps, creams, lotions or shampoo the client prefers to
use.
Bath boards such as this can be useful for a client to have easy access to toiletries and accessories such as
shampoo, soaps, face washers etc

Simple aids such as a handle in the shower
To complex equipment such as this adjustable shower chair, are all valuable aids which improve
independence and quality of life for people with disabilities.

Below is an example of an individualised plan. Take note on how specific it is to the client. This is important as
support workers use this as a guide to support clients. Please note that all organisations will have different
formats, however, majority will have the same domains or headings and contain important information such as
that shown in the following example.
Care alerts (write in red) For example: allergies, drug reactions, smoker, falls risk, diabetic
Allergic to Seafood Smoker
Communication
Preferred name: Doreen

Care needs: Impaired vision. Comprehension difficulties
Goal: (expected outcome) Effective two way communication will be maintained
Vision Hearing
Aids glasses magnifying glasses hearing aids ( right

Aids left )
Clean and fit glasses daily
Adjust volume daily
Able to clean own glasses
Check batteries and clean
aids daily
Place objects in range of vision Gain attention before

speaking
Read aloud -
Speak loudly, clearly and
letters/documents directly
Assist to write Allow extra time for

response
Assist to use telephone
Give step-by-step
instructions
Use repetition when

difficulty persists
Other Other
Eye care required Ear care required

Speech and language Comprehension issues (For example: inappropriate responses)
Language/s spoken English

Unable to remember time and place
Understands Chinese
Speech disorder/s

Translate for resident Does not always recognise others
Take time to listen Unable to remember appointments/events
Initiate conversation
Use language cards
Use picture cards
Other
Mobility
Care needs: Gait unsteady. Walks with wheeled walker
Goal: (expected outcome) Client will maintain current level of mobility
Ambulation (walking) Transfers
ambulant (able to walk) independent weight bearing (able to stand)
non-ambulant (unable to walk) non-weight bearing (unable to stand)
1-staff assist 2-staff assist
hip replacement knee replacement
amputee ( left right )
Aids walking stick zimmer frame Aids bed rail slide sheet gait
belt
wheelchair quad stick
hoist standing hoist
wheeled walker
Hoist sling type and position of loop
Other Other
Provide direction
Supervise movement
Encourage to maintain mobility
Other
Toileting and continence
Care needs: Continent of urine and faeces
Goal: (expected outcome)To maintain current continence levels

Continence
Bladder control continent incontinent catheter ( occasionally frequently total

incontinence )
Bladder management Toilet (times )
Other
Bowel control continent incontinent constipation colostomy ( occasionally frequently total incontinence )
Bowel management high fibre diet encourage fluid intake aperients bowel chart
Continence aids Day Night
Toileting
Toileting aids commode urinal uridome kylie

bed pan
over-toilet frame Other Uses toilet self
Toileting regime independent supervise some assistance/prompt fully

assist
Adjust clothing Position on toilet Encourage self care Clean

perianal area
Other
Showering, dressing and grooming
Care needs: Provide supervision with personal care tasks as unsteady in shower
Goal: (expected outcome)Adequate personal hygiene will be maintained
Shower and washing
shower bath bed sponge flannel wash
Frequency Preferred time
Adjust water temperature Encourage to optimise self

care
Other
Transfer walk to shower wheelchair Other Wheeled Walker
Showering aids shower chair Other

Toiletries normal soap deodorant aqueous cream moisturiser ( am pm )
Other
Hair care wash in shower wash in bath Preferred days Daily
Grooming
Hair care independent supervise some assistance/prompt fully assist
Hairdresser Monthly
Facial hair wet shave dry shave Frequency
Hair removal Facial hair Frequency As required at

beauticians
Nail/foot care independent supervise some assistance/prompt fully assist
Podiatry visits
Teeth none some ( upper lower ) all
Cleaning routine Prompt to brush after meals
Dentures none partial full ( upper lower ) Night in

out
Cleaning routine
Dressing and undressing
callipers splints Other
Cultural dressing
Dressing assistance bra singlet buttons belt zips
stockings socks jewellery make-up shoes
Assist with selecting clothing Other

Pressure area and skin care
Care needs:
Norton Scale Score [ x ] low risk [ ] medium risk [ ] high risk
Pressure relief aids bed cradle sheepskin cushion bedrail/protectors Other
Pressure area regime Reposition in bed Reposition in chair Frequency
special mattress (type) personal chair
Other/specific orders
Skin care emollient cream to dry skin areas ( daily twice daily ) Preferred time/s
Eating and drinking
Care needs: Unable to prepare meals self
Goal: (expected outcome)Client will maintain adequate nutritional levels
Eating
Preferred place to eat dining room bedroom Other Lounge room in front of television
Type of diet normal soft modified soft (minced) puree
Special diet high fibre diabetic enteral feeding (PEG/NGT)
Special instructions
Aids modified crockery modified cutlery bowl lipped plate
built up cutlery clothing protector Other
Drinking
independent supervise some assistance/prompt fully

assist
Aids modified cup clothing protector
Thickened fluids level 1 level 2 level 3
Type of thickener to be used

Sleep and settling routines
Care needs:
Usual time to rise 0600hrs Usual time to bed 2230hrs Rest time ( am pm )
Preferred sleeping position On right side

Pillows required Prefers none
Sleep Aids massage music hot packs Other
Room light on door open door closed bedrail/protectors Other
Night-time patterns
Other preferences (For example: hot drinks or Hot Milo before going to bed
snacks)
Night checks every hour every 2 hours Other
Medications
eye drops ear drops Other See Doctors list

Current
medications
assist
pre-packed measure self-administer

Blood sugar assist
level testing
Frequency
Specialised care plans
Refer to specialised care plans for [ ] Medications
[ ] Pain management [x] Wound care
[ ] Therapy [ ] Restraint management

OHS
Completed injury risk assessment Home environment Yes No

forms
Client assessment Yes No
Social and human needs/activities
Care needs: Requires social activities to be organised as unable to manage self
Goal: (expected outcome)Social needs will be met
Frequency of visit/contact by family/friends Mother visits on weekends
Religion beliefs/practices Roman Catholic
Pastoral requirements Attends place of worship (day/s )
Cultural needs Enjoys Chinese food. Especially Mothers cooking
Hobbies/interests Nature lover Music Employment history Nil
Pets Name/s Type/s

client manages pet requires prompt and assistance in pet care fully assist pet care
Social group/s
Preferred activity/games Walks out side
Community care social outings Enjoys all Banksia House organised outings (Frequency )
Requirements
Taxi vouchers Yes No
Domestic needs/activities
independent supervise some assistance/prompt
fully assist
Frequency ( daily every 2nd day weekly fortnightlyOther )
Requirements Shopping Weekly
Washing clothes Every 2nd day
Cleaning Daily
Cooking Daily
Transport Weekly
Gardening Weekly
Other

Emotional support
Enjoys daily social contact affection from others
Behaviour
Care needs: Can become verbally loud and teary at times
Goal: (expected outcome) Minimise episodes of verbal and teary episodes
Orientate to time and place
Adhere to clients preferred routine
Provide emotional support
Reassure that Mother will visit regularly
Explain that verbal outbursts are not appropriate
Provide diversional activity
Additional comments (For example: special needs, restraint, routines, pain, palliative care, pacemaker)
Terminal care recorded Yes No
Date care plan evaluated (document in progress notes) Signature
C Jacobson
Fitzroy Falls Aged Care Facility use only
Entered in progress notes Date
Signed C Jacobson Print name Cameron Jacobson Position title Senior Care Worker
Review date every 3 months

2.4 Respect and include the family and/or carer as part of the support team
Trust, friendship, respect, understanding and compatibility are critical to the relationship between yourself as a
worker, your client and your client’s family and friends (who may well have been their original care provider)
and it can be mutually rewarding.
It is important to remember that the client and their family have known each other far longer than you, the
support worker, have known the client. Therefore if you require information about the client; their preferences,
likes, dislikes, moods, behaviours social activities, interests or hobbies; you should consult the client and/or
their family for answers.
The client should always remain at the centre of all decision making; so include them, give them choices and
encourage their participation in all aspects of their personal care. This is empowering for the person receiving
care and beneficial to the development of mutual trust. Where strong relationships exist between our client
and their families/carers; it is important that we support and respect those relationships.
In accepting the position of support worker you are accepting that you will show respect to the client by
providing a competent service, protect the client’s dignity and observing the requirements of confidentiality.
Activity: Quality of life

James, an 89-year-old war veteran, came into the high care facility with one leg having been amputated
several years before. Now ischemic heart disease and other medical complications indicated his life
expectancy was short. When the tell tale signs of poor
circulation appeared in his other leg, a family meeting was called. “He couldn’t take another operation”, was
the opinion of one son. “Can’t you just keep him comfortable?”
It was very difficult to keep James comfortable, because the pain was severe. No one at that stage had
thought to ask James, who appeared to be increasingly miserable, refusing to get out of bed. Family and the
aged care team agreed that he had “no quality of life”.
As the pain increased the doctor presented James with the options. “We could operate but it would mean
another amputation”’ James said, “Well, I’d rather have that than the pain. The pain is killing me!” James’ post-
operative recovery was uneventful, he ventured into his self-propelling wheel chair again, his sense of humour
returned and he lived for several more months.
How would you encourage and support James and his family members and/or significant others to share
information regarding James’ changing needs and preferences?
Give details of how you would respect James’ lifestyle, social context and spiritual needs?

In what way could you respect James’ cultural choices?
How do you or your colleagues support the freedom of James, his family and /or significant
others to discuss spiritual and cultural issues in an open and non-judgmental way within scope
of own responsibilities and skills?

2.5 Provide support according to duty of care and dignity of risk requirements
When supporting and implementing a client’s individualized plan one of the key considerations that we must
always be mindful our duty of care requirements. This is something that we must pay special attention to and
adhere to at all times.
Duty of Care
A Support Worker has a duty of care to the person with a disability or who is aged who they are
supporting and others in the general community when working within a community environment. A duty of
care is breached if a person behaves unreasonably or fails to act (which can also be unreasonable in a
particular situation).
A duty of care can be breached either by action or inaction.
Harm can fall under any or all of these four headings:
 Physical
 Mental
 Emotional
 Financial
Duty of Care means that while the client is receiving services , support workers we will do everything
reasonable to take care of their safety and well being at all times. Support workers have a responsibility to be
careful where injury or harm is foreseeable. All organizations have a responsibility and Duty of Care to staff.
Certain support for a client may not be possible where duty of care to service user and/or staff person is
compromised.
Dignity of Risk
The Dignity of Risk is the right of people to take risks when engaging in life experiences, and the right to fail
in taking these. This term was first coined around the issue of people with disabilities in the 1970’s. At that
time, people with intellectual or developmental disabilities were often viewed as not capable of living
independently or making decisions for themselves- a view which often deprived them of many typical life
experiences that others take for granted.
Dignity of risk acknowledges that life experiences carry the risk of failure, and that we must support people in
experiencing a spectrum of success and failure, throughout their lives.
People who are aged or have a disability have the right to make an informed choice; to experience life and
take advantage of opportunities for learning, developing competencies and independence and, in doing so,
take a calculated risk.
Support workers are under obligation to ensure duty of care is carried while supporting the person to fulfill
their desired goals.

Decision making and dignity of risk:
 Adults have the right to make their own decisions, and to be assumed to have capacity to do so
unless shown otherwise- and capacity should be viewed as decision specific
 A person should be offered all reasonable support and assistance in following through on their
decisions before others step in to make decisions for them
 People have the right to make decisions that others feel are unwise or disagree with, to have a
different tolerance for the risks associated with a decision, to change their mind, and to fail after
making a decision.
 When others are involved in decision making with the person, any decisions must be made with the
person’s best interest and preferences at the forefront, and must strive to infringe the least upon their
basic rights and freedoms.
Supporting your client with dignity of risk whilst ensuring duty of care
When assisting your client to exercise choice and make decisions, you need to take care to ensure they
understand the meaning of the options presented; and that you will give your client as much information as
possible to enable them to make informed choices. Support Workers will need to discuss with any risk that the
client may face as a result of a decision. If there is doubt about the possibility of harm, the support worker can
further discuss concerns with their supervisor.
To ensure that we can support clients to exercise their right to make decisions about issues
affecting them, the following should be considered:
 Individual Care Plans state the client’s preferences;

 The day-to-day routines developed give maximum opportunity for your client to exercise choice and
make decisions;
 Client’s are encouraged, wherever practical, to make decisions about their residence, employment
and relationships; and
 Client’s should be encouraged to develop skills required to participate in meetings regarding their
care and support.

2.6 Provide assistance to maintain a safe and healthy environment
Maintenance of the facility involves having and keeping the building, grounds, furnishings, and equipment in
good shape.
Maintenance may require fixing what was never very attractive and functional to serve the program better.
Good maintenance is holistic: addressing health, safety, and aesthetics — how the place looks, feels, smells,
sounds, as well as injury control.
Competent maintenance requires thoughtful planning related to four elements:
 Outside structures and features of the property

 Interior structures and furnishings
 Mechanical components
 People and procedures for maintenance
It is with this planning that your organisation’s WH&S policy comes into play. If you see something which is
considered to be a risk to the client or in fact to other staff members or visitors, it is your responsibility under
the WH&S act to notify these risks to your supervisor or to management and if the situation is in a non
institutionalised situation, then notify them to the client direct as well.
The built environment has a major impact on the health and development of all persons but more so the
young and the elderly.
The built environment includes the buildings, parks, businesses, schools, road systems, and other
infrastructures that people with disabilities and the elderly encounter in their daily lives. Protection from
physical injuries is a key aspect of a healthy physical environment. Having well designed homes, streets,
transportation systems, and roads, malls and halls will promote the safety and health of people who are aged
or have disabilities.
Fall Risk
Falls are a commonly reported in aged care and disability, and can be fatal. Older clients are not the only
population at risk. Factors that increase the risk of falls are summarized below.
Special risk factors for falls include:
 Age 65 or over
 History of falling
 Impaired mobility or difficulty walking
 Need for assistance in getting out of bed or transferring to/from chair

 History of dizziness or seizures
 Impaired vision, hearing, or speech
 Need for mobility-assistive devices (cane, walker, wheelchair, crutches or braces)
 Weakness or fatigue
 Confusion, disorientation, impaired cognitive function
 Use of medications such as diuretics, laxatives, or consciousness-altering drugs including sedatives,
analgesics, hypnotics, antidepressants, tranquilizers.
 Tripping hazards on the floor
Other Hazards or Risks regarding a safe and healthy environment

There are other possible hazards or risks within your client’s environment. It is important that you are able
to distinguish a hazard and its potential risk to you client. For example ensuring that the night light is on
and the door is locked can help in providing a safer environment for you client. Another example is to
ensure the smoke detector is in working order on a regular basis.

Activity
List 6 other hazards or risks that you may need to change or report to ensure a safer and healthier
environment for your client.
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2.7 Provide assistance to maintain a clean and comfortable environment
When providing assistance with a person who is aged or has a disability, it is important to ensure WH&S
standards and duty of care at all times. However, it is important to remember that the person you are
supporting also has a responsibility to maintain a safe and comfortable environment for themselves and
others.
A part of a support worker’s role is to assist the people we are supporting is to maintain their own living
environment. This means that we need to encourage the people we are supporting - within their capabilities,
and also, remind ourselves, to minimise hazards and risks wherever possible. This can be done simply by
tidying and cleaning up the kitchen after making a meal; placing dirty clothes in the laundry, and not leaving
them on the floor where they may become a tripping hazard. If providing personal care, follow infection control
procedures such as disposing of gloves and continence aids properly. Support workers also need to monitor,
document and report incidents which they consider pose health risks or present as hazards.
Consider the following scenario:
Mr Turner lives alone in his own home; he is vision impaired and has mobility issues due to a previous fall.
Your job role is to provide Mr Turner with personal care. You notice that his bathroom has not been cleaned in
a while and there is dirty laundry and towels on the floor. You also notice that in the kitchen there are many
dirty dishes and food remnants on the bench which are attracting ants. After the shower you assist Mr Turner
with dressing and notice that his clothes smell of urine and look like they have not been washed in a while.
You ask Mr Turner whether he needs assistance with tidying and cleaning, however, he states that he is fine
and he manages OK. According to Mr Turner’s individualised plan you are only to provide assistance with
personal care.

What should you do in this situation whilst maintaining Mr Turner’s rights, and your duty of care?
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How would you address the issues you have seen with Mr Turner?
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How would you report this situation?
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2.8 Respect individual differences to ensure maximum dignity and privacy
when providing support
Human Rights
The Universal Declaration of Human Rights is a declaration adopted by the United Nations General Assembly.
Human rights entitlements belong to every person, regardless of age, sex or culture, and are essential in a
democratic and inclusive society which respects the rule of law, human dignity, equality and freedom. This
includes person with a disability.
The purpose of the present convention is to promote, protect and ensure the full and equal enjoyment of all
human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their
inherent dignity. Persons with disabilities include those who have long-term physical, mental, intellectual or
sensory impairments which, in interaction with various barriers, may hinder their full and effective participation
in society on an equal basis with others.
There are eight guiding principles which underlie the convention are:
1. Respect for inherent dignity, individual autonomy including the freedom to make one's own choices, and
independence of persons.
2. Non-discrimination.
3. Full and effective participation and inclusion in society.
4. Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity.
5. Equality of opportunity.
6. Accessibility.
7. Equality between men and women.
8. Respect for the evolving capacities of children with disabilities and respect for the right of children with
disabilities to preserve their identities.
A respectful way of doing this is to ask the person what they like or do not like when providing support. This
information should also be in the individualised plan, however, remember that we all have the right to change
our mind, and therefore what is in the individualised plan may not still suit the person, or be the latest
information about how the person feels about something.

If the client requests something to be done outside the individualised plan, it is important to consider your
organisation’s WH&S policies and your duty of care. If you are unsure of any situation, you must ask your
supervisor for guidance before you continue, and discuss with your client why you need to do this. This
ensures respect and dignity towards your client, and ensures you are working within your organisation’s
policies and procedures.
Culture and communication are fundamental to the care to all persons/clients. Service providers should be
respectful of the person and complement a person's life experiences and choices. CALD clients often revert to
first language use as they age and their culture continues to be a primary framework of their lives.
Accurate and appropriate communication between providers, clients and family members is necessary and is
vital in key moments, such as development and review of care plans. Cultural awareness strategies should be
implemented for staff at all levels and from all backgrounds.
Translations and interpreters for clients and families, language classes for staff are recommended, but this
adds to the cost of care which an organisation will take into account.
Consider this case study:
Mrs Taha is a Muslim woman from Iran. She came to live in an Aged Care Facility following a major stroke. As
a result of her stroke, her mobility is very restricted; she is unable to move without assistance, she requires
assistance with all her personal care, showering, dressing, toileting. She is a large woman and has put on
more weight because of her immobility.
Mrs Taha insists on having a female worker, and does not like having more than one carer in the room at a
time, especially when she is being assisted out of bed or getting dressed/ undressed or being showered. She
does not like being put in a hoist as she says it is ‘not modest’ and gets angry if a worker says she needs help
to meet any of Mrs Taha’s care needs.
Mary, the support worker, agrees to help Mrs Taha on her own as she does not want to upset this resident,
knowing she can become very angry and even more difficult to manage.
Mary did not read the care plan. The care plan says a hoist and two workers must be used for Mrs Taha when
getting her out of bed. Mary tries to get Mrs Taha out of bed on her own but Mrs Taha falls and, as Mary tries
to support her, Mary also falls. Mrs Taha and Mary are both injured in the fall.
Mary immediately pressed the emergency button and other staff arrive to provide support. Mrs Taha was
assessed by the RN. The ambulance was called and Mrs Taha was transported to hospital. Mary complained
of back pain and was advised to seek medical attention.
Answer the following questions below:
1) What were Mrs Taha’s modesty and privacy needs?
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2) Why did Mary and Mrs Taha fall and hurt themselves?
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3) What should Mary have done?
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4) What should she do now?
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5) Report the incident in the following client progress notes.
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2.9 Seek assistance when it is not possible to provide appropriate support
When we are supporting the client in our care it is important that you provide the right level of support and
assistance meeting their personal care needs as best as possible.
There will be though a number of procedures, processes and aids that you will be unfamiliar with and they
may be outside your job role, training and skills. If this is the case it is important that you are honest about it
and talk to your supervisor so the task can be transferred to another worker or you may be able to get the
necessary training in that area. One thing to bear in mind is that it is important to update yourself and continue
to learn the industry practices.
At times procedures, processes and aids will require specialised training in order to care and support the
client. Some of these may include:
 Manual handling training
 Mealtime support training
 Using specialised tube feeding techniques
 Passive exercise regime training
 Medication training
 Care and assembly of prosthesis training
 Sample testing
 Blood sugar analysis

Chapter 3
Monitor Support Activities

your ability to:
 Monitor own work to ensure the required standard of support is maintained

 Involve the person in discussions about how support services are meeting their needs and any
requirement for change
 Identify aspects of the individualised plan that might need review and discuss with supervisor
 Participate in discussion with the person and supervisor in a manner that supports the person’s self
determination.

3.1 Monitor own work to ensure the required standard of support is
maintained
Organisations in the community service sector such as aged care and disability are governed by legislation,
industry standards, codes of practice and regulations. Support workers must carry out their work according to
the standards below.
Industry standards and codes of practice
In the disability and aged care sector there are industry standards that guide the actions of the organisation
and their workers. These standards must be met in order for the organisation to maintain their registration,
accreditation and funding.
Policies and procedures
Each organisation will have what is called policy manuals and procedure protocols, and it is your responsibility
to read them so as to ensure you know how your job is to be done. The purpose of these documents is to also
ensure consistency among the different workers within your organisation.
Some of these documents can be called policy documents, procedures for operations manual, workplace
guidelines, induction manual and so on. Some of the important points to consider in regards to these
documents are:
 Care and support you are required to deliver
 Personal conduct
 Level of knowledge and skill
 Confidentiality and privacy
 Freedom of information
 Workplace hygiene
 Disability discrimination
 Medication administration
 Job description
Monitoring own work

Using industry standards, policies, procedures and your job description will give you guidelines on the
standards of your own work practices. It is important that self- appraisal or self-reflection on your own work
practices is ongoing throughout your working career in the community services industry.
Monitoring your own work allows you to actively seek opportunities to improve your skills and the service you
are providing for your clients. It is important to request feedback about your performance, consider whether
you are meeting the required standards and seek opportunities to learn which allows continual improvement
with your knowledge and abilities.

3.2 Involve the person in discussions about how support services are
meeting their needs and any requirement for change
Models of Service Delivery
Each person has particular needs that should be considered in the planning of the service provision. A model
of service delivery is about the framework for the delivery of care, referred to as a ‘model of care’ or the way
health services are delivered. The following is a brief outline of the Service Delivery Model. A service may use
a range of services such as:
Allied health and aged care
Allied health professionals are an essential part of the team that enables older people to function well
physically, socially and emotionally and support them to live independently in the community. Allied health
professionals use their specialised knowledge and skills to provide many services for older people.
These include:
 Interventions to promote healthy ageing and reduce the impact of chronic conditions and disabilities
 Rehabilitative care to support people to regain function and strength after serious injury or an illness
such as stroke
 Strategies to support people to live independently in their own home
 Care co-ordination to assist people navigate the aged care system and make choices that are best
for them
Allied health practitioners work in hospitals, rehabilitation centres, community health centres and in private
practice. Older people can access allied health services in these settings as well as receiving services in their
home or residential aged care facility.
Allied health professionals provide services independently, but will often work in multi-disciplinary teams to
ensure older people have access to the full range of therapies and treatments they need to manage their
health needs.
Optimising function and independence
Allied health professionals can provide a diverse range of interventions that prevent or slow the progression of
conditions and empower older people to live full and active lives. Allied health interventions include
assessment, diagnosis and therapies to enable people maintain mobility, hearing, sight, speech and
swallowing, as well as advice on good nutrition. Allied health professionals also provide psychosocial
interventions such as counseling and music and art therapy.
Allied health professionals can provide a broad range of services:
 Audiologists provide services for hearing impairment and fit hearing devices
 Occupational therapists can arrange modifications to the home that will minimise hazards, reduce the
risk of falls and slips and create a safe environment that allows older people to be as independent as
possible
 Optometrists and orthoptists provide services for low vision
 Podiatrists provide services for the foot and care of foot wounds
 Physiotherapists, osteopaths and chiropractors can assist with musculoskeletal issues
 Exercise physiologists, occupational therapists and physiotherapists can provide fall prevention
programs to develop strength and balance
 Arts therapists and music therapists can provide services for people experiencing dementia
 Dietitians can advise on nutritional strategies to manage chronic conditions such as diabetes or
assess patients who may require specialised nutritional support and advice on tube feeding

 Dietitians also have an important role in advising on nutrition programs to monitor and meet the
needs of residents in residential care facilities
 Speech pathologists can assist if a person requires assessment for assistance with speech and
swallowing
 Psychologists and appropriately trained social workers or occupational therapists provide services for
older people who have mental health needs.
Accessing allied health aged care services
The My Aged Care website provides a referral point for older people to access assessment and funding for
the allied health services they need.
Allied health services provided in the community are funded through Medicare – a GP Chronic Disease
Management Plan and referral is required. The Department of Vetrran’s Affairs and private health insurance
also fund allied health services. Some services may require a co-payment, as rebates may not cover the full
cost of the treatment. Access to allied health professionals may also be available through community health
centres and programs funded by Primary Health Networks.
Access to mental health services for older people is different if an older person is living in the community or if
they are living in a residential aged care facility. For people living in the community, access is via Medicare-
funded mental health services.
https://ahpa.com.au/key-areas/aged-care/
Consumer Directed Care (CDC)
Consumers of disability and aged care services now have greater control over services received, with NDIS
and CDC allowing them to make choices about the types of aged care and disability services they access and
the delivery of those services, including who will deliver the services and when. So as an example, a person
may choose two hours of support travel from one provider and home-help for 2 hours from another provider.
CDC puts the consumer in the very centre of their own healthcare. It is more common in home care and aged
care services. It gives a stronger voice to the client/ consumer when working with their service provider. It
further enables providers to be care facilitators and work in partnership with the consumer to co-produce their
care plan.
Assessment and involving the person in discussion
Frequent communication with the person you are supporting is a necessity as their circumstance will change
over time. Talking to the person directly or consulting with their family if the person wants their support are
good ideas when reviewing support strategies.
National Disability Insurance Scheme (NDIS)
The National Disability Insurance Scheme (NDIS) is an Australian wide funding scheme that supports
people with a significant or permanent disability. The National Disability Insurance Agency (NDIA)
implements the NDIS. The type of support that is provided includes:
 Support to achieve greater independence

 Support to being more involved in the community
 Support in gaining employment, and
 Support with improved wellbeing

The NDIS will fund supports that help people live as independently as possible and achieve their goals. Each
person has their needs assessed and then a personalized plan is developed to assist the person to achieve
their goals.
A key requirement of funding is that the supports must be ‘reasonable and necessary’.
A reasonable and necessary support must:
 be related to the person’s disability

 not include day-to-day living costs that are not related to a person’s disability support needs
 represent value for money
 be likely to be effective and beneficial to the person, and
 take into account informal supports given to the person by families, carers, networks, and the
community.
A person can also participate in the NDIS if they meet the following early intervention requirements (this
includes children and adults):
 they have an impairment that is, or is likely to be, permanent

 there is evidence that receiving supports (early intervention) will assist to reduce the level of help
needed to do things now or in the future or will help their family or carer to keep supporting them.

Changes to the Client
Assessment data needs careful consideration by the carer and the organisation to identify a client’s actual or
potential interest areas and problem areas, and to formulate a suitable individual plan.
Allow for adjustments and changes in individual needs and desires and be flexible in your discussion when
preparing any plan for your clients.
Some examples of changes to the client and its services could include the following:
 the quality of the service provided by the organisation may decrease or the organisation may no
longer deliver the required service;
 the coordinator may need to consider whether the service will improve with feedback or whether it is
better to seek a different service provider;
 the support worker may not have the skills or knowledge required to deliver a particular service to the
client. They may need further training to meet the client’s needs or if this is not possible, then the
current support worker will need to be replaced with a support worker who is able to meet the client’s
needs, and
 the client’s needs may change. They might improve or worsen. Changes in the client’s condition may
mean the service is no longer appropriate.
A fundamental approach to plan design is to develop it on a can and can’t do basis, the pros and cons of
ideas and programs.
Whilst it might be desirable for a client to want to do a particular activity, it might not be practical due to cost
restraints or accommodation / assistance.
 Do an evaluation on your client and their plan.

 Observe your clients non-verbal behaviours
 Ask the client to share opinions and ideas
 Observe the client’s appearance
 Ask the client whether expectations are being met.
In holding your discussions with your client and with your supervisor, it would be pertinent to first ask your
client what activities they desire to have included in their plan. The client needs to be aware and have realistic
expectations about care and services and the ability of the organisation to meet needs and desires.
You may need to revise the plan, reflecting on successful experiences with other clients. Client adaption to
major changes may take a year or more but the fact that this period is long does not signify mal-adaptation.
If you have developed a good rapport with your clients, you may well be able to share how things are from
your perspective. You may be able to facilitate this sharing by initiating a review of what has happened over
time. This offers you the opportunity to share perspective and gives encouragement to the client to consider
and voice how they have experienced any changes.

You also need to show interest in and accept client’s feelings and thoughts in respect of their plans.
Evaluating success in meeting each client goal and the established expected outcomes requires critical
thinking. Frequent review of client plan and progress is recommended, to evaluate and so changes can be
made if needed.
Activity
In what way would you as a support worker for person who is aged or has a disability participate in discussion
with the client and supervisor to identify areas of the individualised plan that require review?
_______________________________________________________________________________________
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3.3 Identify aspects of the individualised plan that might need review and
discuss with supervisor
An individualised plan should reflect the current situation of the person’s needs and goals. This can change
through:
 Change in health status

 Change in person’s lifestyle
 Change in accommodation
 Person struggles to cope with changes whether it be community, cultural, spiritual, or social needs.
Monitoring is part of an ongoing process to provide good service that meets the client’s needs. The fact that
you may have to implement changes does not mean that the initial procedures were wrong. Think of
monitoring as part of your continuous improvement program where you are constantly looking to see what
improvements you can make to ensure that you are providing customer service excellence; what is best for
the client.
The frequency with which you review plans depends on the following several factors:
 The level of need. For example, if your client has high level disability or other complex needs, you
would need to review and monitor more frequently than if you are providing respite to someone with
low-level needs and good insight.
 The type of support activities you have put in place and their complexity For example, complex
personal care (such as continence regimes, pressure sore management) will need closer monitoring
than more basic procedures.
 The skill level and experience of the support workers assisting in the implementation of the client
plan.
 Your level of rapport and trust with the client. For example, if you have a good rapport, they will notify
you of changing needs. This will depend on cognitive skills and levels of trust.
 Information provided by health professionals subsequent to your assessment. For example,
physiotherapists and community support workers may report concerns that you will need to follow up.
 How long the plan has been in place. For example, with existing clients, who are in a stable
condition, monitoring can be less frequent.
These factors are not necessarily independent of each other and you should always look at the combination of
circumstances to decide the frequency of monitoring. You should draw on your own experience and that of
colleagues to decide on your monitoring program. You organisation’s policy and procedures will guide you.
Activity
Give examples and reasons how would you as a support worker, for either a person who is aged or has a
disability provide support according to the individualised plan, the client’s preferences and organisation
policies, protocols and procedures?
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Give examples and reasons how would you as a support worker for either a person who is aged or has a
disability provides support in a manner that contributes to the client’s skill development and/or maintenance?
_______________________________________________________________________________________
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3.4 Participate in discussion with the person and supervisor in a manner that
supports the person’s self determination
Self-determination refers to the right of individuals to have full power over their lives. This enables them to
make independent choices about decisions that affect them.
Duty of care encompasses the rights of the older person to self-determination, independence and dignity, and
generally is seen as including the responsibility to ensure that the full range of a person's rights are
safeguarded and upheld. These rights need to be considered alongside other issues raised by the duty of
care, for example physical safety, the right to take risks and need to break confidentiality.
 Individualised planning
As with any plan, you will have the opportunity to work with your client in assisting them to develop a plan
which enhances their self determination as well as helping them develop a healthy lifestyle and a healthy self
concept. Self-determination is the right of individuals to have full power over their lives and to be able to make
independent choices about decisions that affect them
There are four strategies you can use in supporting the client self-determination process:
 Provide accessible communication and information

 Work with and support advocates
 Commit to privacy
 Respond to individual needs
It is the client’s plan which you are formulating, and you do this with listening and aptitude. The client puts
forward their needs and desires and you have to be objective without being subjective in providing information
which will see the plan work. It is not appropriate to force your views on your client just because you don’t
consider the plan appropriate.
It is often in a long-term carer-client relationship in a home health or restorative care environment that a
support worker has the opportunity to work with a client to reach the goal of attaining a more productive self-
concept.
Activity
In what way would you as a support worker for a person who is aged or has a disability to participate in
discussion with the client and supervisor to identify areas of the individualised plan that require review?
_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
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Chapter 4
Complete Reporting And
Documentation

your ability to:
 Maintain confidentiality and privacy of the person in all dealings within organisation policy and
protocols
 Comply with the organisation’s informal and formal reporting requirements, including reporting
observations to supervisor
 Identify and respond to situations of potential or actual risk within scope of own role and report to
supervisor as required
 Identify and report signs of additional or unmet needs of the person and refer in accordance with
organisation and confidentiality requirements
 Complete and maintain documentation according to organisation policy and protocols
 Store information according to organisation policy and protocols

4.1 Maintain confidentiality and privacy of the person in all dealings within
organisation policy and protocols
Privacy, Confidentiality and Disclosure
Privacy is the person’s ability to control access of others to themselves, their space and possessions i.e. the
right to be left alone’
Confidentiality is the expectation that specific information is confined to a relationship of trust i.e. not
divulged to other parties without the permission of the consumer/ client
Disclosure is telling someone about an issue that is sensitive in nature. Disclosure is a requirement in
exceptional circumstance to disclose private information, for example if the person is having thoughts of self –
harm.
To ensure confidentiality, workers should only access confidential information for work that is covered by their
job description and the policies and procedures of the organisation. They should only disclose information to
other parties where a client (or co-worker in relation to their personal information) has consented to the
release of the information or where disclosure is required or mandated by legislation due to indications of risk
of harm.
As a support worker, you will have access to confidential information about clients and their families.
What sort of information is confidential varies from person to person, but generally, it refers to personal
information relating to financial, health, family, sexual or legal issues. Some people are sensitive about
other issues such as age.
 It is essential that you treat all client information as confidential.

 Respect your client's right to privacy at all times.
 If you do speak about your work to others do so in a way that does not identify specific clients or
situations.
When you do have to pass on sensitive or private information, do so in a place that is private and out of
earshot of other people, and only to a representative of your organisation who is entitled to know such
information.
If a client reveals sensitive information to you and you feel that it would be appropriate to pass it on, ask the
client if they mind. It is important to remember 'duty of care' in this situation.
 Before passing on any information, stop and ask yourself if the person concerned would mind if you
passed it on.
 Do not discuss clients with or in front of other clients.
 Be responsible to your organisation at all times.
 Any breach of confidentiality will be treated seriously and may result in dismissal.
Client confidentiality is a very important matter and if you are unsure or don’t know how to act in certain
circumstances always seek the assistance and advice of a superior at work. Alternatively refer to legislation such
as the Privacy Act 1988 or the National Privacy Principles. They can serve as a good guide to your actions.

4.2 Comply with the organisation’s informal and formal reporting
requirements, including reporting observations to supervisor
Documentation is a term used for any written information that an organisation collects. Many community care
services organisations use documentation to provide continuous care, develop a profile of clients, meet legal
obligations and to help attract the government funding to which they are entitled.
Effective documentation, along with accurate verbal communication between staff members, is critical to the
provision of quality care within any service.
Documentation is any written or electronically generated information about a client that describes the care or
service provided to that client. Client records may be paper documents or electronic documents, such as
electronic medical records, faxes, e-mails, and images.
Purpose of Documentation
Through documentation, support workers and other professionals communicate their observations, decisions,
actions and outcomes of these actions for clients. Documentation is an accurate account of what occurred
and when it occurred. There are policies and procedures manuals in place on how to report and the
significance of reporting.
Documentation completed through professional and accurate writing, with legislative and ethical requirements
in mind, helps to ensure that continuity of client care is provided.
Documentation facilitates
 Communication of relevant information between the appropriate people
 Assessment of client health status, existing needs and the care provided by support workers and
other professionals
 Auditing of service standards and adherence with legislative and ethical requirements
 Compliance of legal requirements
 Maintenance of professional standards
Organisational policies
Your current or future workplace will have policies that dictate:
 how information is gathered

 who receives information about a client’s progress
 how the information is stored
 who may access the information.
These policies are designed to help organisations meet the necessary requirements under different
legislations, regulations and industry standards, they may include:
 privacy laws
 freedom of information legislation
 regulations and codes of practice
 aged care or disability service standards and principles.
There will be different documentation requirements that you will have to abide and follow, let’s briefly have a
look at some of these.

Personal information forms
Personal information forms are completed usually the first time the client enters or uses the service, it includes
basic information such the client’s:
 name
 address
 date of birth
 emergency contact
 Medicare number
 health details
Health assessments
Besides collecting the client’s personal information when you meet them for the first time the information you
collect for a client’s health assessment will also be helpful. These assessments can come in the form of
questionnaires, forms and also in an interview format. This will assist you to ascertain and identify the
following needs:
 psychological
 physical
 emotional
 cultural needs.
The client individualized care plan

Care provision organisations create a professional individualised care plans unique to each client. Care
Plans for clients will be different according to the identified needs of clients and the structure will differ
according to the policy and procedures of the organisation in which the carer works.
Development of the Care Plan is a series of planned actions directed towards meeting the needs of the clients,
they include:
 Assessment—determining and clearly stating the needs and problems, and the capabilities and
preferences of the client.
 Planning strategies to meet these needs and problems that are acceptable to the client.
 Implementation of strategies.
 Evaluation and resetting of goals.
Case documentation
Case documentation can include:
 medical records
 progress notes
 test results
 completed questionnaires
 completed assessment tools
 records of client feedback.
Incident and accident reports

As support workers we have strict and important workplace health and safety responsibilities. If any
accidents and incidents occur we will be required to fill out the relevant accident/incident report forms. This is

an important process as it allows your workplace to make the necessary improvements in achieving a safer
environment for you and the client.
Mandatory Reporting
The Child Protection Act 1999 requires certain professionals, referred to as ‘mandatory reporters’, to make a
report to Child Safety, if they form a reasonable suspicion that a child has suffered, is suffering or is at an
unacceptable risk of suffering significant harm caused by physical or sexual abuse, and may not have a
parent able and willing to protect them.
Mandatory reporters should also report to Child Safety a reasonable suspicion that a child is in need of
protection caused by any other form of abuse or neglect.
Under the Child Protection Act 1999, mandatory reporters are:
 teachers
 doctors
 registered nurses
 police officers with child protection responsibilities
 a person performing a child advocate function under the Public Guardian Act 2014.
Elder Abuse and the Law - Mandatory Reporting

There are no mandatory reporting laws for elder abuse anywhere in Australia.
As from the 1st July 2007 Compulsory Reporting of certain assaults, inflicted on a recipient of residential care
was imposed on providers of Australian Government subsidised Aged Care homes. Amendments to the Aged
Care Act 1997 (the Act) are designed to increase safeguards for residents of Aged Care homes. The Act
requires approved Aged Care providers to report unlawful sexual contact or unreasonable use of force on a
resident of an Australian Government subsidised Aged Care home.
As mentioned in the freedom of choice section, for other incidents of alleged abuse (financial, psychological,
social and or neglect), the law assumes adults can make their own decisions, about whether or not to do
anything about the abuse that they experience.
The law does not regard an older person differently from any other adult. Older people have the right to
access all the current laws available. If you are supporting an older person who is experiencing abuse your
role will involve assisting people through intervention strategies and the steps taken will ensure their full rights
are upheld eg confidentiality and freedom of choice.
In circumstances where people are unable to make their own decisions, full consideration of intervention
strategies needs to be undertaken prior to any actions. Capacity is a medical issue and must be determined
by a doctor. A written report by a General Practitioner, psychogeriatrician or geriatrician should be obtained
by the supervisor and kept on file. This helps to show that you have taken steps to meet your duty of care. In
situations such as these, your supervisor might consider applying to the Guardianship Board.
Source:
http://www.sa.agedrights.asn.au/residential_care/preventing_elder_abuse/elder_abuse_and_the_law/
mandatory_reporting

Activity:
What is the purpose of documentation, name three?
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Why is it imperative to comply with organisational reporting compliance?
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4.3 Identify and respond to situations of potential or actual risk within scope
of own role and report to supervisor as required
Scope of Practice
When working with clients there may be jobs and tasks that are outside your skills and knowledge. In these
cases you will have to seek the appropriate support either externally or internally within your organisation.
As a result you need to know and understand your own knowledge and capabilities, your personal level of
training and ensure that your level is in line with your client’s specific requirements, and expectation.
Some of the situations that you may come across which are outside your skills and knowledge may include:
 Have assisted in a procedure, but have not attempted it on your own, so you have some reservations
about attempting it.
 Have never seen it done but have learned about it.
 Have done the procedure in the past but feel you are not as skilful or knowledgeable as you could be.
 You have performed the procedure in the past many times but the variables are so great on this
occasion that you feel if you attempt it on this occasion under these circumstances it may endanger you
or the client.
 There may be many legitimate reasons you will come across as you discover the range of variables that
could occur.
If you experience any of the above situations it is important that you seek the necessary support and be aware
of guiding documents that will give you information in regards to your job roles and duties. Be aware of:
 Your job description, and work schedule will dictate what you should be doing.
 Your policy and procedures will give you a framework and a description of how to do the procedure.
 Your supervisor and manager will enforce what you should be doing.
 The care plan will direct you to the tasks involving the care regime required.
In the workplace there will be risks associated with the work environment such as equipment, manual
handing, behaviour of staff and clients and many more. As a worker it will be your role to identify these
potential risks and report them accordingly.
Situations of Risks
What is meant by the terms hazard and risk?
 A ‘hazard’ refers to the potential to cause injury or illness.

 A ‘risk’ refers to the probability that the hazard will cause injury or illness.
Risk can include the following

 Evidence of self-neglect
 Evidence of self-harm
 Evidence of abuse
 Uncharacteristic or inappropriate behaviours
 Impaired judgement and problem solving abilities

 Impaired cognitive functioning
 Sudden or unexpected change in health status include sensory loss
 Environmental hazards
 slippery or uneven floor surfaces
 physical obstructions (e.g. furniture and equipment)
 poor home maintenance
 poor or inappropriate lighting
 inadequate heating and cooling devices
 inadequate security
 Social rights infringements
Risk Management
1. Identify the hazard
2. Assess the risk
3. Control the hazard
In communicating and assessing your client, you can build a rapport with your client and as such can
assess if there are risks to your client, remembering that risks can come from all sources, not just the
immediately visual ones of wet floor or unsteady gait.
The aim should be to identify, report and record all hazards, which may affect the health, safety and welfare of
people so that action can be taken to assess the risks associated with them. Once the risks are identified,
procedures can be put into place to eliminate or minimise the level of risk.
In your role you have a duty of care to ensure you minimise the impact of these risks, and to ensure you do
not contribute to them. When you have identified risks, report them immediately to your supervisor and ensure
that you also document them, and then follow up on them to ensure action has been taken to address the risk.
For example, where a client is in danger you may need to act immediately to minimise the risk of accident or
injury or if the need has arisen to respond to an emergency, then you may need to respond with appropriate
action such as First Aid.
Everyone in the workplace needs to know what risks and hazards they might expect to encounter in their daily
work, how these are avoided and what controls are in place to manage risks. The hazards may include
hazardous substances, heavy loads, noise, stress and hazardous work environments.
Management and the people responsible for OHS supervision in workplaces (ie supervisors, team
leaders) where elevated risk levels exist should consult regularly with their work teams about risk control
and be proactive in managing OHS with the work group.
This can be achieved through:

 regular formal meetings and daily informal consultation with the work group;
 conducting regular work area inspections;
 regular housekeeping to maintain a tidy workplace and so reduce exposure to risks
 and hazards;
 ensuring operators carry out regular equipment checks;
 reviewing records and record-keeping (for example, dangerous goods registers), and
 scheduled WHS audits.

The organisation has the responsibility (‘duty of care’) to acquaint all staff with the risk management plan,
show staff how to identify and report new risks and hazards, and how to recognise when risk control
measures are ineffective or inadequate.
The reporting process may be verbal or non-verbal.
Verbal reporting may include:

 a report to your supervisor, peers, or other significant official face to face, and
 Telephone reporting to your supervisor or other significant person.
Non-verbal reporting may include:

 written reports, memos, documents, communication books and daily operation journals;
 progress reports that require you to continue to report on a particular situation;
 case notes relating to a particular person being supported in the workplace
 (internally/externally);
 hazard and incident report forms, and
 care plans which will require you to address the particular care requirement documented in that plan.

4.4 Identify and report signs of additional or unmet needs of the person and
refer in accordance with organisation and confidentiality requirements
While working with clients their circumstances and care needs can suddenly change. Any significant change
in your clients physical or mental condition, and change in their attitude or medical situation should be
conveyed to your supervisor immediately in accordance to the policies and procedures or your organisation.
The following are some basic protocols that should be followed:
 Record your observations in written form
 Verbally report what you have observed to your supervisor and fellow workers
 Date and sign your information
There can be different forms of change that we can observe in clients. Some of the more common ones
include:
 Physical
 Emotional
 Cognitive
 Cultural
 Spiritual
 Sexual
 Education
 Safety
 Environment
 Monetary

When reporting to your supervisor in regards to changes in a client, there are several considerations to
remember. An important aspect is what to report. Consider the following situations:
 Skin integrity behaviour
 Measuring and recording weight
 Collecting a urine, sputum or faecal specimen
 Monitoring and recognising changes in cognitive ability
 Incident report
You also have to consider the different personal care roles you will be undertaking. In some of these roles you
will be in a good position to notice changes. Take note of the following procedures:
 Personal hygiene
 Washing
 Dressing and undressing
 Grooming
 Hair and nail care
 Oral hygiene
 Mobilisation and transfers
 Elimination
 Hydration and nutrition including dysphagia
 Skin maintenance
Example
Mrs. Jessie Bowen is a client of your organisation.
When carers noticed an increase in her incontinence, the standard approach was for carers to enter her room at
night and feel her bed to see if she had soiled herself. This was unsatisfactory for all.
The solution was to use an enuresis pad (Kylie), which issues an alert if Mrs. J is incontinent.
This allows for carers only to enter her room when an incident occurs, and if she is incontinent she is assisted
with her toilet needs and bedclothes are changed straight away.
It also enabled carers to examine records of alerts.
They could see that a pattern of incontinence developed between 2 and 3 am. Using this information carers can
now assist Mrs. J to the toilet at 1.30 am and promote Mrs. J’s continence.

4.5 Complete and maintain documentation according to organisation policy
and protocols
Care documentation is recognised as admissible evidence in a court of law. It is therefore important to ensure
that documentation is timely, complete, accurate, legible (readable), relevant and honest. What you have written
should always provide a clear and factual account of events.
Documentation must always be completed in a professional, accurate and objective manner.
Factors that are to be considered when completing documentation in relation to care or treatment provided to a
client include:
 Even routine observations and assessments of changes of a client's condition must be recorded
 Ink (black or blue) is used, as pencil does not provide a permanent record
 Writing is neat and legible, as illegible entries can be misinterpreted
 The date and time are included for each entry
 Only approved abbreviations are used (this will be in the policy and procedures manual)
 Correct spelling is used
 Recording is performed in a logical and sequential manner
 The information is accurate, concise and factual.
 When recording subjective data the client's own words are used whenever possible, using quotation
marks to indicate that the statement is a direct quote
 Each entry is signed by the person who records it. Most organisations require that a full signature, I
printed surname and designation is included; for example, Jane Smith (RN)
 Confidentiality is respected
 Transcription of information should be avoided whenever possible, as this practice increases the
potential for error to occur
Activity: Case Study

A colleague has left work for the day, phoned work, you pick up the phone and the colleague tells you she has
forgotten to write in Mr Hennessy’s case notes that he has a specialist appointment tomorrow at 10am and a taxi
has been ordered. The pick-up is at 830am. The call is complete.
What do you do and why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

The delivery of high standards of care relies on effective documentation. There are a number of features that
characterise quality documentation, and the first step to achieving quality is to plan in advance what you need to
document, and how and where this information should be recorded.
Quality Documentation
Quality documentation is characterised by the following features:
 the use of ink

 legibility
 plain English
 factual
 concise
 timely
 complete
 dated, timed and signed.
Use of Ink
It is a legal requirement that all formal documentation is recorded in ink. Pencils or erasable ink should never be
used.
Legibility
All documentation should be legible so that it can be easily read by other workers. Always ensure that correct
spelling and grammar is used, as incorrect use can lead to miscommunication.
Plain English
Writing in a way that can be understood by everyone is called writing in plain English. The reader should be able
to pick up a document and understand what has been written. Writing in plain English also means using simple
or commonly used words instead of complicated ones.
Factual
Documentation should always be factual. Keep documentation to what is seen, smelt, heard and/ or felt through
touch or palpation (objective data). When writing what you think or feel (subjective data), the chance of
misinterpretation is increased.
Objective data is factual and precise. Objective data means that you report what happened or what was
stated, not what you think happened or what you think was stated.
Subjective data relies on an individual's feelings or perspective. This creates differing opinions and
interpretations of events. For example, one person may write "The music was fun and relaxing"; another "The
music is loud and annoying".

Concise
Documentation needs to be concise, which means it must be clear, comprehensive and no longer than
necessary. Keep your sentences to the point, and avoid long, wordy sentences. Write what needs to be written
and do not include irrelevant information.
Timely
It is important that events, observations and incidents/accidents are recorded as soon as possible after they
occur. Documenting promptly will increase the accuracy of what you write.
Complete
Be sure to include all relevant information in your documentation. When important information is not included in
documentation, there can be serious consequences.
Date, Timed and Signed
All entries to care records or charts must include:
 the date
 time of entry
 signature of the writer
 writer's name printed legibly
 Designation of the writer, for example aged care worker, registered nurse, podiatrist.
Activity:
Why is it important to document in a manner consistent with reporting requirements?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

4.6 Store information according to organisation policy and protocols
Every workplace will have different practices and procedures for the location and storage of information. It is
important that you fully understand your workplace practices and procedures and that you understand the
reasons for these practices and procedures. Information must be safe but accessible as needed.
Confidentiality must be maintained. Store all records in their correct place directly after using them such as the
locked filing cabinet where you got it from. If the importance of the methods of location and storage of information
in your workplace is clear to you then it is easier to follow them and be conscientious about doing so.
Electronic Media
A major way of accessing and storing information in the modern workplace is through the use of electronic
media.
Computers are one example of electronic media. Much of the information we get today is by electronic means
such as computers. For instance, our list of groceries and their prices at the supermarket checkout, money from
the bank, or lottery tickets all depend on computer systems.
Check the use of electronic media in your workplace. It may include:
 fax machine
 computers
 electronic mail
Consider the clients in your workplace and the information your organisation holds on each client. The overall
records kept on individual clients are termed the 'clinical record' and refers to all the documents relating to care
and management of the individual client. The administrative records of each facility are kept separately and
concern business, financial, committee, personnel and development records.
Usually, each employee will be given a username and password so that there will be a record of what they see
and access on the computer this is to make sure they have ethical behaviour and not look up family and/or
friends details which are confidential. It is also important to remember that if you need to leave the computer for
any reason to save what you have and logout. This is so that other workers can use the computer and for
confidentiality purposes that unauthorised eyes are kept away.
Where and How information is Stored

The facility in which you work is responsible for the safe and secure storage and handling of clinical records. A
unit record system is recommended to be used where all information on a client is filed securely in the workplace
in one unique clinical record. A system should be supported by policies and procedures governing requirements
for documentation, methods of filing and retrieval, release of information and maintenance of confidentiality.
Record handling must respect the privacy and confidentiality of residents. Persons able to access the client
records must be specified and procedures developed which include supervised access by clients to their own
records.
Information should be stored in such a way that the active use of the current information is facilitated and a
secure method of filing and retrieving inactive records is in place.
Some Tips to Remember

 Client/resident files should be kept in a locked filing cabinet when not in use.
 If you need to leave a file due to work then you MUST put the file back into the locked filing cabinet
 If you leave a file anywhere unattended, then you are in breach of confidentiality and privacy legislation
which will also mean you are in breach of the organisations policies and procedures and there will be
consequences so, take the time to put the file away. Note; would you like your file left out for anyone
else to read.
 Make sure each piece of paper has the client’s details on it. If there is no details of who the information
is about due to no name or sticker then the information on the paper is useless.
 Put the file back in the filing cabinet in the correct place so others can find it.
 If the client has to be taken to hospital photocopy what is required and put into a sealed envelope with
the clients’ name. Do not send the originals as you may not get it back.
 It is important to follow policies and procedures because it means you are complying with the law.
 When compiling the file make sure they are in the designated ordered so that all files are exactly the
same
Activity:
You have been entrusted with a new employee as part of your job today, you need to explain to the new
employee about the file documentation in regards to organisational policies and procedures. In dot points, write
what you would tell the new employee in regards to file documentation.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Create your own glossary of key terms
Useful web sites:
http://www.myagedcare.gov.au/glossary
http://www.sa.agedrights.asn.au/residential_care/the_charter_of_residents_rights_and_responsibilitieshttps://wh
https://www.dss.gov.au
http://www.dras.com.au/
https://www.agedcareguide.com.au/consumer-directed-care
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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CHCCCS015

Enable College Level 3, 31 Franklin Street, Adelaide 5000 South Australia

Learner Guide CHCCCS015 Provide individualised support Page | 2

Learner Guide CHCCCS015 Provide individualised support Page | 3

ELEMENT PERFORMANCE CRITERIA

1.3. Ensure the person is aware of their rights and complaints

1.5. Prepare for support activities according to the person’s

Learner Guide CHCCCS015 Provide individualised support Page | 4

2.2 Provide support according to the individualised plan, the person’s

2.3 Assemble equipment as and when required according to established

2.5 Provide support according to duty of care and dignity of risk

2.6 Provide assistance to maintain a safe and healthy environment

2.7 Provide assistance to maintain a clean and comfortable environment

2.8 Respect individual differences to ensure maximum dignity and

2.9 Seek assistance when it is not possible to provide appropriate

3.4 Participate in discussion with the person and supervisor in a manner

4.2 Comply with the organisation’s informal and formal reporting

4.3 Identify and respond to situations of potential or actual risk within

4.5 Complete and maintain documentation according to organisation

4.6 Store information according to organisation policy and protocols

Learner Guide CHCCCS015 Provide individualised support Page | 5

Learner Guide CHCCCS015 Provide individualised support Page | 6

Learner Guide CHCCCS015 Provide individualised support Page | 7

 Demographics; name, age, date of birth, next of kin

What is the preferred term for the people you support?

To whom might you provide support?

Learner Guide CHCCCS015 Provide individualised support Page | 8

Support can be provided to people in a variety of settings, such as:

 Residential Aged Care Facilities – formerly referred to as Nursing Homes

Support workers may perform the following tasks:

Learner Guide CHCCCS015 Provide individualised support Page | 9

Skill Maintenance and Development

What are the personal requirements of the support worker?

Consider the following:

C: for communication skills; listen to the people you support

A: for attitude; a positive, “can-do” attitude builds trust relationships

R: be real; be genuine or down to earth

R: for respect; unconditional regard will promote dignity and self-worth

 patience and understanding

Learner Guide CHCCCS015 Provide individualised support Page | 10

Working outside of your scope of knowledge, skills or job role.

Learner Guide CHCCCS015 Provide individualised support Page | 11

 The person receiving support

The following principles govern the development of ISPs:

 Respect for the dignity and rights of each individual

Learner Guide CHCCCS015 Provide individualised support Page | 12

Preferred name: Irena

Aids glasses magnifying glasses hearing aids ( right left )

Place objects in range of vision Gain attention before speaking

Read aloud Speak loudly, clearly and directly

Eye care required Ear care required

Language/s spoken Greek/English

Take time to listen

Use language cards

Use picture cards

Learner Guide CHCCCS015 Provide individualised support Page | 13

Goal: (expected outcome) Mobility will be safely maintained

Ambulation (walking) Transfers