Wellbeing Independence and Empowerment - Learner Guide - Low Res V1 - 1

Learner Guide
Wellbeing,
Independence
and
Empowerment
CHCCCS040
Support independence
and wellbeing
CHCCS038
Facilitate the empowerment
of people receiving support
Ageing Support and Disability Support

Edition 1 first published 2021 by Eduworks Resources
Edition 2.1
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About this Learner Guide
About this
Learner Guide
This Learner Guide covers the following units of competency:
Wellbeing, Independence and Empowerment
CHCCCS040 Support independence and wellbeing
CHCCS038 Facilitate the empowerment of people receiving support
Wellbeing, Independence and Empowerment 1

Using this Learner Guide
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down your responses to the learning activities.
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Example of the title for the link or RESOURCE

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2 Wellbeing, Independence and Empowerment

Contents
Contents
1. Support for People as Individuals 4

1.1 Basic Human Needs and Rights 5
1.2 Human Development Across a Lifespan 12
1.3 Individual Identities 19
1.4 Privacy and Confidentiality 22
Chapter 1 Review Questions 27
2. Promotion of Choice and Independence 28

2.1 Empowerment and Disempowerment 29
2.2 Dignity of Risk and Duty of Care 36
2.3 Building, Strengthening and
Maintaining Independence 38
3. Physical Wellbeing Support 44

3.1 Basic Requirements for Good Health 45
3.2 Healthy Lifestyle Promotion 52
3.3 Support Practices for People With
Specific Conditions 56
3.4 Restrictive Practices 61
4. Emotional Wellbeing Support 64

4.1 Factors That Affect Emotional Wellbeing 65
4.2 Social Wellbeing 73
4.3 Sexual Wellbeing 76
4.4 Risk in Emotional and Mental Health 79
Bibliography 86

1. Support for People as Individuals
Chapter 1
Support for People
as Individuals
In the past, most aged and disability services were run using a model similar
to a hospital. People supported in these services were expected to conform to
rules and routines, and were often told what to do and when, leaving little room
for individual differences.
In the past few decades, there has been a huge shift in the approach to aged
and disability services in part because we now recognise that all people have
the right to make their own choices.
By the end of this chapter,

you will understand:
3 basic human needs and how they differ
between people
3 basic human rights and how to ensure they

are upheld
3 the physical, intellectual, social, sexual and

cultural development of humans
3 the differing needs of humans across the

lifespan.

1.1 Basic Human Needs and Rights

No two people are the same. However, we all have certain common needs. These needs are part of our biology
and what it means to be human. In a community services setting, providing for the needs of people within your
care is a basic human right.
Note
Human rights and the empowerment of people receiving support are topics that have
gained much attention over the past decades and even resulted in the Royal Commission into
Aged Care Quality and Safety. The following structural and systemic frameworks all impact
the way in which people in care are treated:
Legal Political
There is a number of legal requirements for persons The political framework includes various
working within community services care and government departments that are mandated
support-based roles. Legislation detailing these with improving health and human rights services.
requirements include: These departments include:
• Disability Discrimination Act 1992 (Cth) • Australian Human Rights Commission
• Age Discrimination Act 2004 (Cth) • Department of Health
• Australian Human Rights Commission • Services Australia
Act 1986 (Cth) • Department of Social Services
• Children and Young People Act 2008 (ACT) • Fair Work Ombudsman.
• Work Health and Safety Act 2011 (Cth)
Social
• Privacy Act 1988 (Cth)
Social frameworks largely relate to moral and ethical
• National Disability Insurance Scheme
factors relating to people in care. Workplaces are taking
Act 2013 (Cth)
on best practice approaches to the way they handle the
• Racial Discrimination Act 1975 (Cth) social aspect of people in care, including undertaking
• Sex Discrimination Act 1984 (Cth). person-centred, self-directed and strengths-based
approaches to care. All of these approaches will be
explained in more detail later in this Learner Guide.
Note that this information is not exhaustive but
contains examples of the types of information Workplaces will also have their own policies,
relating to the different frameworks in which procedures and a code of conduct (sometimes called a
support work is undertaken. code of practice, code of ethics or code of professional
conduct) outlining the ethical and behavioural
standards the workplace expects of its staff.

Physical
needs
Social Emotional
needs needs
Intellectual
needs Cultural
needs
Spiritual Sexual
needs needs
Basic human rights include the right to eat nutritious food, drink clean water, live in a hygienic environment,
have access to education and work, and have liberty to make decisions that affect oneself.
When assisting a person in care, your framework for service delivery should consider and be structured in
accordance with all elements of a person’s basic human needs and rights, including the following areas:
When we treat a person with consideration for all of these areas, we call this a holistic (or whole-person)
approach. ‘Holistic’ means that we see the whole person—not just the physical part of the person—and that
all of their needs are equally important.

Physical needs
Physical needs include the need to eat, drink, sleep and stay warm; and the need to have a regular way to stay
clean, such as a bath or shower. Physical needs also require having symptoms of illness, such as pain, attended to.
When we need medical help, we need to see a doctor.
Emotional needs
Emotional needs can also be referred to as ‘psychological’ or ‘mental health’ needs. We all need to feel good about
ourselves and to feel that we have a sense of purpose. We need to feel safe. To be truly content, we need to have a
life that is largely free of pain and distress.
Intellectual needs
We need to exercise our brain to stay mentally healthy. We are often happiest when challenged by tasks that we
enjoy, when we have problems to solve that are not too difficult for us, and when we have things to do with our day
that are meaningful to us.
Social needs
Nearly all people need to feel included as part of a group, and to have other people around them in a space where
they feel welcome and safe. We need to have other people to talk to and discuss what is meaningful and enjoyable
to us. We need to feel loved. Many of us also need to form romantic attachments to another person during our
lives. This is part of our biology.
Sexual needs
Nearly all people have sexual needs of some kind. At some point in our lives, most of us seek out another person
or people who provide us with affection and make us feel safe and loved. Even when we are older, these needs
remain. Sexual needs do not just refer to having sex, although this can be important. They also include our need
to express our gender and sexual identity. We express these aspects of ourselves in the way we dress, the way we
groom ourselves and the way we talk.
Cultural needs
Typically, our culture informs our idea of who we are and where we belong. Cultural needs refer to the need to
express our background and to feel part of a community. Cultural needs can include the need to dress or behave
in a certain way, to eat a certain diet, to follow traditions or customs, and to be respected for who we are and what
we believe in. People’s cultural identity can include their religion (such as Jewish culture), their ethnicity (such as
Sudanese culture), their racial background (such as Indigenous culture) or belonging to a group that shares similar
ideals or experiences (such as the LGBTIQ community).
Spiritual needs
All human communities throughout history have developed a set of beliefs about a higher purpose or something
that is bigger than ourselves. For some of us, this is a formal religion. For others, it is a sense of what will happen to
us after we die, or how our own behaviour affects and is affected by the ‘universe’.
Our spiritual needs can include the need to be respected for our beliefs and to practise our beliefs in a way that is
meaningful for us.

Strategies for Assisting to Meet a Person’s Needs and Rights

Strategies you may use to ensure a person’s needs and rights are upheld include:
Undertake a person-centred approach
This approach means placing the person at the centre of all your thinking, planning and actions, and focusing
on meeting their needs in a holistic way, according to their own circumstances, life experiences, desires and
requirements.
Undertake a self-directed approach
This approach allows the individual to have a voice in the care that is provided to them, and encourages the
individual to make decisions relating to that care wherever possible.
Undertake a rights-based approach
A rights-based approach includes assisting a person to understand their rights and ensuring there is no
prejudice or discrimination towards that person that will prevent them exercising their rights.
Undertake a strengths-based approach
A strengths-based approach sees carers and those in their care working collaboratively together to find outcomes
that will play to the strengths of the person in care. For example, if a person thrives on social interaction then part
of their care plan may involve group-based classes or attendance at social events. Strengths-based approaches
will be discussed further in Chapter 2.
Active listening
Active listening involves far much more than just hearing someone else speak. When you are practicing active
listening, you are giving the other person your full attention, concentrating on what is being said. You tap into
your senses to ensure that you do not miss out on what is being said. Applying active listening to a person in
your care will make them feel valued and heard, and in most situations, it is the foundation of a care relationship
and productive conversation. When applying active listening, your goal should be to facilitate conversations with
the person to have them communicate their needs and wishes and help the person to achieve those needs and
wishes, where able to do so, accordingly.
Active support
Active support includes developing plans based on the information you have obtained from the above strategies,
so that the persons needs and wishes can be supported where possible.
LEARN MORE
For further information on how to practise active listening, read the following article:
‘Practicing Active Listening in Your Daily Conversations’ by Arlin Cuncic
https://scnv.io/8p6Q

The optimum outcome when assisting to meet a Strategies that can be used to assist people in your care
person’s needs and rights is to ensure that they have to exercise their rights and have independent action and
a voice in the decisions that affect their care. This is thinking include:
referred to as ‘enablement’. This will be easier to achieve
Use of technology
in some situations that others; however, it should always
be the ultimate aim of any strategy informing your Technology can be a highly effective communication
care plan. tool that allows people to facilitate choice over their
preferences. Certain technology allows for a person
In some situations you may have a person in your care
to view information in different ways according to
who has been impacted by a period of impairment that
their needs. For example, a person who has little
has meant they have been unable to contribute to any
communication skill or a language barrier may find
decisions impacting their care. For example, an illness
comfort in using technology to communicate their
may have caused a person to have unsound judgement,
preferences via visual images, whereas a person who
or a person may not have been aware of their options
likes detail and wants to understand all of their options
and their right to speak up.
fully may find comfort in using technology to undertake
As an individual support worker, it is important that
research.
you are able to recognise when a person’s judgement
may be impaired and what care or action is required Privacy
to enable them to reach a position where they may be Some people will need to take time to consider what
better able to contribute decisions about their care. their preferences for care are. Allowing people privacy
This is referred to as ‘reablement’. to process their options and seek further information or
input from family or other sources is an important part
of care. In some situations, people may have a strong
emotional response to their care options and should be
given the right to privacy to deal with their response.
Involvement in planning
Wherever it is possible to do so, people within your care
should be involved in the planning of their care options.
This will not only give the person a greater sense of
control in the outcomes of their care, but will allow
them to feel valued as part of the process and that their
'The difference between individual circumstances matter.
reablement and enablement Informed consent
is that "reablement" is the It is important to ensure people within your care
service of caring for a person understand what their care plan entails, and that they
have access to sufficient information before any care
after a period of disability or or treatment is commenced. This can be achieved
illness, helping them to recover by carers communicating with those in their care,
developing professional relationships where two-way
and "enablement" is the communication is supported, and encouraging those in
act of enabling.' their care to ask questions. When a person feels they
understand their care plan and their rights, they are more
Explain Questions likely to exercise those rights, along with independent
thinking and action where possible.

Resource Note
In Victoria, the state government The Department of Social Services
has released a Community Services has developed the Aged Care
Quality Governance Framework Quality Standards, which refer
which must be complied with by all specifically to the need for aged
community services organisations. The purpose care services to meet the holistic needs of older
of the framework is to ‘…set the objective of people in care.
safe, effective, connected and person-centred Standard 1 (consumer dignity and choice) is the
community services for everybody, every time. It central standard that underpins all of the other
outlines the roles and responsibilities involved in seven standards. It requires you to:
delivering on that objective, and the domains and
systems which promote and support its consistent • recognise and respect individual differences
delivery.’ • provide support that recognises the cultural,
spiritual and social needs of the person
Visit the following link for a copy of the framework:
• allow and provide choice and control.
Community Services Quality Governance
• allow dignity of risk
Framework by the Department of
Health and Human Services (Vic) • be given information about their care, so that
they can make choices about how they want to
https://scnv.io/m6sf be supported.
How Our Needs Intersect In the National Standards for Disability Services,
developed by the Department of Social Services,
All of our needs in our lives work together and affect
three of the six standards refer to individualised
each other. For example, if our social needs are not met,
support and choice:
it is difficult for us to meet our emotional needs. When
we are unhappy, it is often harder for us to look after our Standard 1: Rights
physical needs. ‘The service promotes individual rights to freedom
of expression, self-determination and decision-
Example making and actively prevents abuse, harm, neglect
An older person who has a hearing and violence.’
impairment is more likely to feel Standard 2: Participation and Inclusion
socially isolated because they
‘The service works with individuals and families,
cannot communicate in the same
friends and carers to promote opportunities for
way as others, which can cause other people to
avoid having conversations with them. Because of meaningful participation and active inclusion in
this, the person’s social, emotional and intellectual society.’
needs may not be met, and they may find it Standard 3: Individual Outcomes
more difficult to take part in cultural and spiritual
‘Services and supports are assessed, planned,
practices that they have always followed.
delivered and reviewed to build on individual
Stress and depression can be the result of these strengths and enable individuals to reach their
needs not being met. Depression can lead to goals.’
further withdrawal and isolation. Stress can
have a negative impact on the person’s health
and physical wellbeing. Their appetite might
be reduced. It can also lead to the person not
attending to their physical needs such as hygiene.

Activity 1A
Old People’s Home for Four Year Olds
Watch an episode of Old People’s Home for 4 Year Olds on ABC iView:
https://scnv.io/90QU
Answer the following questions:

1. What needs do the older people have that might not have been met when they first joined the program?
2. How does the program show the importance of all of our holistic or whole-person needs?
3. Which needs are being met through the interactions in the program?

1.2 Human Development Across a Lifespan

The basic human needs are part of our biology. However, our individual needs and differences can change as we
grow and mature. Our needs change at different times in our lives.
The biggest differences between us in terms of our needs are often related to our age and stage of development.
Some people need different types and levels of help and support. However, many needs are the same for all of us,
including people who have intellectual disabilities, acquired brain injuries, mental health conditions or dementia.
The following tables outline the way that we develop as we age and the basic needs that change with age and
development. You must take the person’s age and stage of development into account when you are supporting
any individual.
Infancy (Birth to 2 Years)
Area of Need Developmental Changes Basic Needs
Physical • A safe and clean environment

The baby undergoes fast physical growth. A lot of this
growth happens in the brain. • Complete assistance with
hygiene and personal care—
The senses (sight, hearing, smell) develop and sharpen. the baby is helpless
The baby will learn to move their limbs, pick up objects, • A liquid diet that is changed
crawl (6–11 months) and walk (9–16 months). to solids over time, new foods
The body systems, such as the digestive and immune being introduced slowly
systems are still developing. • Shelter
Emotional • To feel safe

The baby begins to show when they feel pleasure,
through smiling and laughing. • To be held and touched
Pain, discomfort or fear can trigger extreme distress, • To be free from pain, hunger
and the baby reacts by crying. and other discomfort as much
as possible
Intellectual The baby’s cognitive development is amazing. They will

learn the beginnings of understanding words, and will • Exposure to a range of simple
begin to recognise people and objects. experiences, including touch,
The brain is being constantly stimulated by new things, sight, sounds, tastes and
and intellect is being stimulated by music, language smells
and social interactions.
Social The baby tries to mimic language by cooing and

babbling.
They cry to let others know when they need help. In the • To hear and respond to
beginning, this is a reflex, but crying for help becomes language and gestures
a conscious social action by the time the baby is a few • To have familiar faces around
weeks old. them
The baby begins to recognise the faces of the people they
know, and often prefers those faces. Many babies do not
like to be held by people they do not know.
Cultural and The baby begins to observe and absorb cultural and
spiritual rituals but is not an active participant in them.
N/A
spiritual Culture can mean differences in parenting styles, and
the baby begins to experience these effects.
Sexual Apart from the genitals, there is little to no difference

between genders at this age, and sexual development • Protection from sexual abuse
has not begun.

Childhood (Approx. 2 to 12 Years)
Physical The child’s fast physical growth in infancy • Protection from harm while they learn
begins to slow down. about their physical limits and try new
Their gross and fine motor skills are developed. things
They learn to control their movement and • Help with their physical needs, even
coordination, and they learn to run, climb and though they are beginning to learn the
use objects such as cutlery. skills of caring for themselves
• Physical exercise balanced with time
to rest and sleep
• Access to a healthy diet
• Shelter
Emotional The child begins to develop a sense of self- • To be allowed to practise

esteem. In the primary school years, this can independence
affect their confidence. For some children, a • Love and affection
sense of inferiority can begin to develop.
• To feel safe, through routines and
They can become very frustrated and reassurance
impatient, and often do not have the ability to
• Fun
control their emotions.
• To play pretend games and make
The child seeks out fun and enjoyment, but also
believe
often loves routine and predictability, especially
at young ages. • Praise and encouragement
• Protection from abuse and violence,
including domestic violence
Intellectual The biggest area of growth during these years • To see, hear, read and be involved in a
is language development. The child learns range of experiences
to use and understand thousands of words. • To play alone and with others
By age two, they can often talk fluently using
• To talk to and listen to others
sentences.
• Preparation for kindergarten and
They are learning to do some things
school
independently, such as feed themselves and go
to the toilet. • Support for learning, including help if
the child has learning delays
The child learns creativity and this can lead to
lifelong interests.
In early childhood, the child usually has a very
short attention span, but they are curious and
ask lots of questions.
The child learns to read and write in primary
school years.
As they get older, they begin to develop more
complex and abstract thinking skills. They
learn to think logically and understand cause
and effect.

Childhood (Approx. 2 to 12 Years) Continuation
Social The child starts to recognise that other people • Love and belonging
have feelings and that they can affect the • Access to play
way other people feel. This is the beginning of
• Social interaction with adults and
empathy.
other children
Play helps the child to interact with others and
• The sense of being a part of a family, a
helps them to learn communication, social rules
group or small community
and interactions.
The child’s attachment is strongest to their
parents and family, especially in the younger
years.
It has been shown that too much use of
smartphones and tablets in early childhood can
limit the child’s social development.
Cultural and The child develops a sense of security in routines • Inclusion in cultural and spiritual
spiritual and rituals, which are often linked to the family’s routines
cultural background. • Education on their family’s culture
The child might begin to play pretend, in which and background
they mimic the behaviours and rituals that they • Protection from negative attitudes
see acted out by others. about their own culture and religious
background
Sexual The child is beginning to understand gender • Help to understand physical

identities and body differences. They might differences between sexes
develop a curiosity about sexual characteristics • Education on consent and privacy
of the opposite sex.
• Protection from sexual exploitation
Around school age, the child starts to develop a and abuse
sense of privacy. Unhealthy sexual development
• Freedom to develop their own sense of
can lead to a sense of shame about themselves
gender identity and appearance
and their body.
The gender roles that are given to the child are
thought to affect their understandings of gender.
The child often begins to have a strong
preference for dressing and presenting in their
preferred gender role.

Adolescence (Approx. 10 to 19 Years)
Physical The physical changes of growth and puberty are a major part • Access to a healthy diet
of adolescence. • Shelter
Most teenagers can self-manage many different parts of their • Exercise
lives, and are usually independent in self-care.
• Support to help balance
The adolescent is often reaching their full potential in muscle risk taking and safety
strength and flexibility during these years. Sport and formal
exercise can take over from exercise gained from play.
Emotional The sense of identity and feelings of self-confidence or • Love and support to
insecurity can become firm. accept and manage
Many teenagers become self-centred and self-absorbed. They hormonal and physical
may experience mood swings or even depression, which changes
can be caused by hormones but can also be due to the fact • Freedom to feel a sense of
teenagers can feel a deeper sense of loss and grief than they independence, balanced
did as children. with safety and security
Peer groups often become the centre of the child’s world, and • The sense of fitting in with
they can feel a strong need to dress and behave in the way a peer group
that their peers do. Not being accepted by their peers at this • Praise and positive
age can have a strong negative emotional effect, which can feedback
continue through their life.
Intellectual The brain reaches near full development in the teenage years. • Access to learning that
The adolescent usually has the ability to use complex abstract challenges them
thinking and reasoning and is in the process of learning full • Respect for differences in
independence and life skills. cognitive abilities
The adolescent often begins to question things they once
accepted.
Social The adolescent often begins to develop close attachments to a • Support to recognise and
small but close friendship group. react to dangerous social
Social interactions are often focused on having fun and trying situations
new things, such as experimenting with features of adulthood • Social opportunities and
and rejecting childhood interests. activities that are age
Peer acceptance at this age is very important. appropriate
Many adolescents feel worthwhile and accepted only if they
feel that they are a valuable part of a peer group.
Cultural and The adolescent may have a period of questioning and • Freedom to question
rebelling against their cultural backgrounds. beliefs in their own way
spiritual This can often lead to a return to a strong sense of pride in • Protection from
culture and spiritual beliefs in later adolescence or adulthood. discrimination and
The adolescent can sometimes look for new ways to express harassment
themselves spiritually, such as through music, community • Support to feel pride in
groups and social causes. their heritage
Sexual Puberty triggers sexual development and strong interest and • Sex education, including
curiosity in sex. knowledge of consent and
The adolescent may begin to experiment with sex and develop boundaries
sexual and gender preferences. • Protection from sexual
The adolescent often has a strong interest in dressing and abuse
grooming to feel sexually and physically attractive, and to
express their gender and personal identity.

Early and Middle Adulthood (Approx. 20 to 64 Years)
Physical In these years, most people have finished growing and • Exercise
achieve their peak physical fitness level. • Healthy eating,
Pregnancy and childbirth can cause physical changes to the particularly during
female body. pregnancy
Ageing begins to slowly lead to declines in muscular strength • Shelter
and energy levels.
Emotional Many adults gain a strong sense of achievement from • Meaningful activities and
obtaining education and employment. A feeling of financial employment
independence and security can be very important. • The ability to make their
Our need for a sense of purpose can become even stronger own choices about their
as we age. Adults often feel a strong need to provide for and life
protect their immediate family. • Independence from others
Anxiety and stress can sometimes be a big part in the lives of • Respect for individual
many adults as responsibilities increase. abilities and differences
Many adults mature emotionally and learn from past • Freedom to express
mistakes, to understand more about themselves and what opinions where they do
makes them happy. not harm others and to
Adults may feel strong opinions about a range of issues. be respected for those
opinions
Intellectual Mental development and capacity for learning can continue • Challenges and a sense of
to increase during adulthood. purpose
Transitioning from school to employment is a huge jump in • Intellectual pursuits that
the development of skills and learning. suit the person’s interests
Adults can become more confident decision makers as • Ongoing education and
they age. learning
Hobbies and sports can continue to be ongoing interests.
Social Adults tend to have more intense social relationships with a • Love
narrower group of friends than in the past. • Friends
Many people feel a strong drive to partner and have a family. • The sense of belonging to
Being an active part of the community can become a community
increasingly important as we age.
Cultural and Social behaviour is often strongly influenced by culture in • Freedom from
adulthood. discrimination
spiritual Adults can feel stronger ties to their background, and begin to • Freedom to practise
identify more strongly with their cultural identity. religious and cultural
For many adults, spirituality can be a way to reduce anxiety rituals and feel culturally
and feel a sense of higher purpose safe
• Access to the community,
regardless of language or
cultural barriers
Sexual Intimate relationships in adulthood are an important part of • Privacy

life. • Freedom to have
Most adults seek out sexual relationships during adulthood, consenting sexual
often with an intimate or life partner. relationships
• Freedom from sexual
harassment

Late Adulthood (Approx. 65+ Years)
Physical As people age, they begin to show more significant declines in • Falls prevention
strength, fitness and health. • Healthy diet
Hearing and eyesight can deteriorate, and memory loss can • Exercise balanced with
become more common. safety
Older adults also become more likely to develop diseases and • Help with personal care
poor health. needs
Some older people remain physically independent well into • Shelter
their nineties, but many will need help to care for themselves.
Emotional Ageing can be emotionally difficult for many older people. • Choice
They can experience grief relating to the death of friends • Dignity and respect
and partners, loss of home, poor health and loss of financial
• A sense of purpose and
independence.
belonging
Retirement can for many people lead to loss of identity and
• Support and
sense of purpose. For others, it is a time of freedom from
acknowledgement of grief
work, and a time to pursue leisure interests.
Familiarity and routine can often become more important as
people get older.
Intellectual Adults can continue to learn as they age, although they may • Access to activities and
take longer to learn new skills. hobbies that trigger
People who keep their brains active are thought to be less memory and intellect
likely to develop dementia or to develop it at a later age.
If a person experiences cognitive changes, they may need
support to care for themselves.
Social Adults continue to need meaningful social interactions with • Meaningful social
others as they age. Many older people become grandparents interactions
and can derive a great deal of satisfaction from this role. • Support to see family
The death of a spouse and friends can cause significant and friends or to join
changes in the person’s social network. Older people are more community activities
likely to be socially isolated than younger adults.
Cultural and A search for meaning through spirituality can become • Support to access cultural
stronger in later years. activities and routines
spiritual
The attachment to cultural routines and rituals can also be a • A sense of meaning and
significant and important part of later life. purpose
Sexual Menopause leads to physical changes in women. Changes • Privacy and respect for
in sex drive can happen as people get older, but most older space to express sexual
people continue to have sexual needs. Sexual needs can often needs safely
be expressed with intimacy and privacy.
Gender identity continues to be important, and sometimes
is more important. This is still often expressed through dress
and appearance, which continue to be important for
many people.

Activity 1B
Your own human development
At what point in the human life cycle are you? Answer the following questions about yourself and your own needs:
1. What needs do you have that are common to other people your own age? Write down at least THREE examples.
2. Imagine you have an intellectual disability—you stopped developing intellectually at around age six, but you
continued to develop physically to the age you are now. Which of the needs in your list do you still think you might
have? How would those needs be different? How would they be the same?

1.3 Individual Identities

No two people are ever the same. We are all the Our individual differences
product of complex factors that make us all uniquely can stem from:
individual.Recognising that all people are different,
and respecting all people as individuals are
Life experiences
important elements of social justice. and opportunities
People with disabilities and older people are not
different in this model. Individual differences mean Disability and physical
that the support you provide will be different for differences
each person.
Education
Social Differences
Social differences can refer to both our social Cultural, social and
background, such as the type of family we were financial backgrounds
raised in, and the differences we have in the way we Peer groups
socialise with others. and cceptance
Our social background can influence us in many
ways. It can lead to differences in: Upbringing
• their level and type of education
• how much money they have to spend Genetics
• whether they live in the city, regional or remote
areas
• the type of house they live in
• the community groups they interact with
• their political beliefs Think
• their hobbies and interests Do you consider yourself an
• the way that they dress and talk introvert or an extrovert, or
• social taboos and rituals. somewhere in between? How do
you think this influences the way
The way we interact socially with others can be one you mix with other people?
of the main differences between people. Some enjoy
being in different types of social situations with all
types of people. We sometimes call people who love
the company of others ‘extroverts’. Example
Other people prefer the company of a few people at You can show respect for a person’s
a time or prefer to talk one on one to other people. social differences by:
They might feel shy around strangers, or they might • Not making judgements about
findsocial interactions tiring. We tend to call these the way the person talks, how
types ofpeople ‘introverts’. they dress or what they believe
Many of us are somewhere in between these two • Not expecting the people you
extremes. Many people need time between social support to want to socialise
interactions to recharge, even if they enjoy being with with others in the same way that
you do.
others. Some of us need time to get to know someone
before we feel comfortable around them. Older people
and people with disabilities experience the same
degrees of difference in these characteristics.

Cultural and Spiritual Differences

Australia is a country with people from many different cultural backgrounds, and with wide-ranging religious and
spiritual beliefs—including people:
• with different cultural or ethnic backgrounds and languages
These differences can mean the person:
• who are from Aboriginal and Torres Strait Islander
backgrounds
• who have different cultural identities related to the part of Speaks
Eats a
Australia they live in, such as city dwellers or people who live another
certain diet
language
in remote areas of Australia
• who belong to groups that identify as having a unique
culture, such as the LGBTIQ community Prays at Goes to a
certain religious
• who practice a particular religion times service
• who live a unique way of life, such as hippie communities.

As long as the person’s social, cultural and spiritual differences Believes in
Wears certain
do not harm anyone else, it is important that you respect and different
clothing or
things than
support them. dress
you
You can show respect for a person’s culture by:

Prefers to be Uses different
• making an effort to learn about their cultural differences, cared for by ways to
such as by asking them, asking their family or by researching someone of communicate
their own sex feelings
• helping the person to practice cultural and religious rituals,
such as going to church
• supporting the person to eat or dress according to their
cultural preferences.
Website
The Translating and Interpreting Service (TIS National) provides free online and phone interpreting
services to help services, such as government schools, to communicate with people from non-
English-speaking backgrounds.
TIS National offers immediate phone interpreting on 131 450, along with onsite interpreting.
https://scnv.io/qnB6

Note
You do not have to believe in what the
person is doing to be able to support
them well. For example, you do not Activity 1C
have to be religious to support the person to go to
church. Your role is to provide physical support only so Aged Care Quality
the person can fulfil their cultural and spiritual needs. Standards Guidance
Read ‘Standard 1, Requirement (3)(b): Care and
Services Are Culturally Safe’ from the following
Case Study resource:
Supporting Cultural Needs Guidance and Resources for
Li is a Vietnamese lady who has Providers to Support the
recently entered aged care. She does Aged Care Quality Standards
not speak much English, and she feels anxious about
by Aged Care Quality and
communicating with the staff and other residents.
Safety Commission
Veronica is one of the workers in the facility. Together
with her manager, Veronica talks to Li’s family about https://scnv.io/tHIW
how they can meet Li’s cultural needs, and they help
Once you have read this section, answer the
to translate the conversation with Li.
following questions: Share and discuss your
Veronica helps the family and Li to access information findings in class or online.
written in Vietnamese about entering aged care,
from the My Aged Care website. The family help Li 1. What is cultural safety?
to create signs and directions in Vietnamese, to help
Li find her way around while she is new. They help
Li to talk to the chef in the kitchen about how her
meals could be prepared using traditional Vietnamese
ingredients and spices.
Li’s manager includes these and other cultural needs
2. What suggestions do the standards make about
on Li’s individual support plan.
how can you find out more about a person’s
culture?
Supporting Religious Needs
Harry comes from a Muslim background. He does not
eat pork and does not drink alcohol. His food must be
prepared and stored in certain ways. The aged care
facility where he lives does not have the resources
to prepare his food using the correct methods, so
they outsource Harry’s main meals and have them 3. What examples does the guidance material give
delivered by a local halal kitchen. about being proactive when providing cultural
support?
Supporting Dietary Needs

Lorraine is vegetarian. Her support worker Tony
helps Lorraine to prepare her meals and respects
her request to eat only vegetarian foods. He makes
certain to ensure meat is not accidentally included,
such as in stock cubes. He helps Lorraine to include
other foods that help to provide the nutrients she
might miss in meat, such as iron. These foods include
leafy green vegetables, mushrooms, nuts and grains.

1.4 Privacy and Confidentiality

One area that people working in community services often find difficult is maintaining a balance between managing
your privacy and confidentiality responsibilities and ensuring that the best interests of people in your care are met and
disclosures are dealt with sensitively and appropriately.
There is often some confusion about the differences between privacy and confidentiality, and the two terms are often
used interchangeably. For the purposes of this section, we are using ‘privacy’ when discussing the handling of a
person’s private information, such as their name, address, medical and health information, and the ‘confidentiality’ is
used to describe the information that you must not share with others.
Privacy developed to protect individuals and help us each have

control over our own information. There are also privacy
In the course of a day, in many organisations, a vast
standards (or principles) to guide organisations in how
amount of personal information is exchanged. The data
information is used.
might relate to employment details, spending habits,
online viewing habits, income, taxation, health, business What Is Personal Information?
interactions, banking, sporting clubs, dating, identity and Personal information is information about an individual
so on—the list is almost endless. And with the advent that identifies them or which might allow for their identity
of information technology (IT), it is easy to collect, store, to be easily worked out. It includes a person’s name,
manipulate, access and share this information with home address, mailing address, email address, marital
others. status, financial information, medical information,
Private information is now a commodity, and there are ethnicity and religion.
obviously many implications for individuals and for
organisations as a result of this. Legislation has been
Personal
Information
 a person’s name
 home address
 mailing address
 email address
 marital status
 financial information
 medical information
 ethnicity and religion

The Australian Privacy Principles • APP 6 – Use or disclosure of personal information
In March 2014, the Australian Government introduced APP 6 outlines how an organisation can use and
a set of 13 privacy principles (the Australian Privacy disclose any personal information that it holds.
Principles or APPs), which govern how personal • APP 7 – Direct marketing
information is managed by government agencies and An organisation may use or disclose personal
by private organisations with an annual turnover of information only for direct marketing purposes if
more than $3 million dollars. In some cases, the APPs certain conditions are met. This principle outlines
also apply to organisations with an annual turnover of those conditions.
less than $3 million dollars. (For more information about • APP 8 – Cross-border disclosure of personal
whether or not your organisation is required to adhere information
with the APPs, you should seek professional advice.)
APP 8 outlines the steps an APP entity must take to
The APPs replaced the National Privacy
protect personal information before it is disclosed
Principles (NPPs).
overseas.
The following is a brief summary of the APPs:
• APP 9 – Adoption, use or disclosure of
government-related identifiers
• AAP 1 – Open and transparent management of
personal information APP 9 relates to organisations interacting with
government agencies. It outlines some limited
AAP 1 ensures that personal information is managed
circumstances when an organisation might use
in an open and transparent way. It also ensures that
government identifiers to identify individuals.
organisations have an up-to-date privacy policy that
is clearly expressed. • APP 10 – Quality of personal information
• AAP 2 – Anonymity and pseudonymity APP 10 states that organisations must make efforts
to ensure that the personal information collected and
AAP 2 allows individuals to either not identify
released is accurate, complete and up to date.
themselves or to use a pseudonym. There are some
limited exceptions to this rule. • APP 11 – Security of personal information
• AAP 3 – Collection of solicited personal APP 11 requires organisations to ensure that the
information information it holds is secure.
AAP 3 determines when an organisation can collect • APP 12 – Access to personal information
and store personal information that is solicited (asked APP 12 outlines an organisation’s obligation to
for). There are higher standards for information that is provide individuals access to their own data upon
of a sensitive nature. request.
• APP 4 – Dealing with unsolicited personal • APP 13 – Correction of personal information
information APP 13 outlines an organisation’s obligation to allow
APP 4 determines how an organisation must deal individuals to amend/correct their own
with unsolicited personal information. Unsolicited
information is information that the organisation has
not specifically requested.
• APP 5 – Notification of the collection of personal
information
APP 5 outlines how and when an organisation must
notify an individual about the personal information it
is collecting.

Implications of the APPs and Privacy Act

What do you think are the implications of the APPs and the Privacy Act to the community services sector? How might
they affect your day-to-day practice? It all depends on which sector of the industry you are working in and will, of course,
vary widely depending on whether you are working in the private or public sector and on the size of your organisation.
However, assuming that you are working in an organisation that is required to comply with the APPs (the great majority of
the sector), your privacy obligations are likely to have a significant impact on your workplace.
Here are some tips for ensuring that you, and your organisation, are complying with the Privacy Act:
• Understand the APPs. • Be open and honest with all individuals about their
• Have a privacy plan. personal information (remember that children and
young people have a right to know about all aspects
• If you are collecting and storing personal information,
of their care)—do not hide that you are collecting
understand why you are collecting it and what you will
information or trick the individual into giving it.
be using it for.
• Remember that you have a personal obligation to
• Regularly review your privacy plan and ensure that it
comply with legislation.
continues to comply with legislation.
• Dispose of personal information securely (not in a
• Ensure that you have adequate security on all IT
rubbish bin in the street).
systems (including physical, network, firewall, virus
protection and so on). • Limit access to data to only those who need it.
• Do not collect and store personal information that you • Be aware of your organisation’s policy and
have no use for. procedures and ensure that you follow them.
• Discuss privacy obligations in meetings, performance • Think about more than just keeping data safe –
planning, training and when planning new projects. keeping data up-to-date, relevant and complete is also
important. A number of professional associations have
• Have a privacy ‘champion’—that is, make someone
published guidelines for ensuring compliance with
within the organisation responsible for privacy.
privacy obligations and you might find the following
• Have a complaints process for privacy complaints and
useful.
monitor any complaints.
Read
The following link provides information on ensuring compliance with privacy obligations:
‘Privacy Management Framework: Enabling Compliance and Encouraging Good
Practice’ from the Office of the Australian Information Commissioner
https://scnv.io/JTMy

Confidentiality
If privacy is about the handling of personal information (data), what is confidentiality? Confidentiality is about protecting
more than just the person’s information. It is about protecting their stories, their sense of self, and sometimes their safety
and their right to decide for themselves what is shared and with whom.
All of the information that you and your team have about • Remember that, unless it is in the child or young
a child or young person in your care and their family is person’s best interests to share information, they
highly confidential and cannot be shared except in specific have a right to trust that their information will be kept
circumstances that are defined by your organisation and confidential.
the legislation. General advice for protecting those in care • A child or young person’s rights in confidentiality
includes the following: extend beyond when they have left the unit and even
• Never share information of any kind with your friends beyond when they have left care.
or family. You will, of course, need to debrief. Make the When working in community services, you will be exposed
most of the support offered by people in your personal to information that is to be kept confidential. This includes
life, but if you need to discuss specifics, work with your all information about clients and their families. All information
supervisor, appropriate colleague or a member of the that is confidential should not be shared with anyone.
support team.
Furthermore, as a leader, you will be exposed to staff
• Never post information on social media. information that is also to be kept confidential. This information
• Never share information that could identify a young might relate to staff members’ personal circumstances, pay
person, their situation, location or their family. or performance matters within the workplace.
Sharing confidential information will not only expose you to
potential legal proceedings but will diminish any trust you
have built with your clients and team.


Chapter 1
Use the following questions to check your knowledge.
Q1. Describe the main difference between the way we supported people in disability and aged care settings
in the past, and the way we aim to provide support today.
Q2. What basic needs do people at all stages of life have in common?
Q3. Describe the major differences between a person’s needs in early childhood and in early adulthood.
Q4. Give two examples of cultural differences.
Q5. Explain what a service could do to increase cultural safety and awareness.

2. Promotion of Choice and Independence
Chapter 12
Support forof
Promotion People as
Choice
Individuals
and Independence
Person-centred approaches tailor supports to the individual, rather than provide

the same supports to everyone.
There is no one-size-fits-all approach in aged and disability support.
Individualised support plans must include details and supports that can direct
you and other staff to support the person’s individual needs and choices. The
plan must detail things such as the person’s culture, language, hobbies and
interests, past experiences and current preferences.

you willend
By the understand:
of this chapter,
3 the meaning of person-centred support
3
3 the
basiceffects
humanof needs
disempowerment
and how they anddiffer
discrimination
between people on older people and people
with disabilities
3 methods
are upheldto empower people to make
choices
3 how to apply
cultural principles
development of of dignity of risk
humans
and duty of care to providing choice and
3 independence
the differing needs of humans across a
lifespan.
3 the use of assistive technologies to meet
individual needs.

2.1 Empowerment and Disempowerment

In older models of care, people with disabilities were encouraged, even forced, to do what others told them to do.
The nurses or doctors in institutions were in charge, and they always knew best.
Note
Historically, individuals in community services settings were provided an institutional style of care.
This style of care was based on people having physical and medical needs only. Often, a one-size-
fits-all approach was used to fulfil these needs, and there was little social justice that recognised and
respected the needs of individuals as their own unique people.
In an institutional style of care the role of a disability or aged worker was to help the person to stay clean, get some
exercise, eat and drink, and have medical conditions treated where needed. The problem with this approach was
that these physical needs are only a small part of what we need as humans. Many other areas of the person’s life
were often neglected.
Nowadays, the importance of a person-centred and self-directed model of care is clearly seen as an important part
of social justice and as an important part of best practice:
• A person-centred approach (as discussed in section 1.1) means that the individual’s needs are the basis for the
care provided to them.
• A self-directed model (as also discussed in section 1.1) means that individuals are encouraged to provide input
into the care that they receive and how the care suits them.
Disempowerment
A person who is disempowered has lost some or all control over their own lives and choices. Many services in the past
have contributed to disempowerment. You can contribute to this in ways that you might not even be aware of,
for example, by:
• Using language or body language that implies that • Using a bossy or intimidating manner that implies
the person does not have the right or ability to make you are in charge
choices, such as saying: • Talking about the person as if they are not present,
• ‘I’ll tell you what to do.’ such as asking family members about what the
• ‘It’s better if I make that decision.’ person wants, rather than the person themselves
• Withholding information from the person about
• ‘We have decided for you.’
their rights.
• ‘You’ve been naughty/bad/disobedient.’
• ‘Have you done what I said to do?’
• ‘I know more about this than you do’

Case Study
Power Imbalance in Care Activity 2A
Jamil supports Toby, an 18-year-old
man with Down Syndrome. Toby Your Personal Values
loves going to the movies, and Jamil takes him to the and Attitudes
local cinema every Tuesday as part of his work role.
Reflect on your own personal values and attitudes
Jamil has developed the idea that the movie they regarding disability. Try to articulate at least THREE
choose should suit them both. When Toby wants points that come to mind upon your reflection.
to see a movie that Jamil has no interest in, Jamil
1.
sways Toby towards a different movie. ‘Let’s choose
something that we both like,’ he often says.
This Tuesday Toby tells his parents that Jamil did not
want to see the movie that Toby had chosen, so they
saw something else.
2.
Toby’s parents mention this to Jamil, who responds
by saying, ‘We are two friends going to the movies.
Both friends have to agree with the movie choice.
That’s the way life is.’
What do you think is the problem with Jamil’s 3.
thinking?
Are they ‘just two friends’ going to the movies?
The truth is that in any support role there is a power
imbalance. Jamil and Toby might be friends, but
Now, consider these points and how they may impact
it is not that simple. Jamil is in a paid role. Toby is
on individuals for whom you are providing support.
receiving support to go to the movies because he
List THREE ways, in respect of each point, in which
needs the physical and emotional help to do so.
you may be able to develop and adjust your values
and attitude to further empower those in your care.
Sometimes support workers can impose their own 1.
personal values and attitudes onto the person they
support without realising it. Many people who were
born with disabilities grew up wanting to please the
people who care for them. They may not have been
given opportunities to practice saying ‘no’ or speaking
out about what they want because they have been
2.
dependent on the people who make decisions for them.
Many older people lived through an era where it was

important to respect people in authority, and they might
see you in this way, too. Consciously or subconsciously,
the people you support might feel that if they make you
3.
happy, they will have a better relationship with you, and
they will receive better care.
It is important to remember this tendency to want
to please you when you are helping a person to make
choices.

Case Study
Trying to Please the Carer
Joseph is supporting Gabrielle, a 50-year-old lady with cerebral palsy, in her own home. Joseph
has limited time to help Gabrielle get ready for the day, before he needs to go to his next job.
Gabrielle is aware of this and feels sorry for Joseph. She likes him and wants to please him.
When he asks her what she would like to wear, she picks the outfit that she knows is easier for him to help her
into. When he asks her what she would like for breakfast, she says she will have cereal and cold milk, even
though she would prefer warm porridge. Joseph tries to help her make choices; however, Gabrielle has become
an expert at reading Joseph’s preferences.
Gabrielle has been suffering from depression and anxiety, and she tells Joseph that she is seeing her GP
(general practitioner) today. ‘I think I need to ask him for tablets to help my depression,’ she says. Joseph looks
at her, concerned. ‘What do you think?’ she asks when she sees his expression.
Joseph has strong opinions about antidepressant medications because his mother had severe depression
through most of his childhood. His mother took antidepressants, and she had awful side effects. He feels that
depression can be controlled in better ways. Joseph practises mindfulness and meditation. He really finds that
these methods help.
‘I don’t believe in taking tablets,’ he says.
Gabrielle has tried mindfulness, but she has found it does not work for her. However, when she goes to see
her GP later that day, she does not tell him about her depression. She decides that Joseph’s ideas about
depression and taking tablets are probably correct.
When she sees him next, she tells Joseph she agrees that taking tablets is not the right thing to do. Joseph
smiles and says, ‘Good for you!’
Gabrielle has missed an opportunity to talk to her GP about her symptoms, but she feels that she has pleased
Joseph, and that matters to her.
Why do you think Gabrielle might feel this way?
How does Joseph impose his own values and attitudes on Gabrielle without realising he is doing it?
What could be the consequences of this for Gabrielle?
We need to remember that the person we are supporting is an expert on themselves. They have the right to
make choices we might not agree with. It is no longer acceptable for support workers to impose their beliefs
on the person they are supporting.

Empowerment
Empowerment means ‘giving the person power’. This is an especially important principle in
support work.
It is a basic human right to have control over our own life and decisions. When the person feels confident about feeling
in control of themselves and their own choices, we give them power. There are many ways to help the people you
support to express their own preferences and to gain confidence in speaking up about their own wishes.
You hand over this power to the person when you do the following:
• Talk to them as someone who is providing a service, rather than as someone who is in charge.
• Tell them about their rights and how to use them. Remind the person often that they are their own expert, and that
they have the right to express their own wishes.
• Do not just say it, do it – Treat the person as an expert about their own needs and preferences whenever you can.
• Help them practice making choices, such as exploring options together, rather than simply telling them what you
think they should do. Try to practice using open-ended questions like ‘What would you like to do today?’ rather than
providing your own options.
• Help the person practice saying ‘No’ to what they do not want.
• Respect the person’s reasonable final decisions without question, unless it is not safe for them to do so.
Be conscious of your facial expressions and
how you respond to the person’s own choices. Avoid showing displeasure or annoyance, even in subtle ways,
when you do not agree with the person’s choices. Different choices are what make us unique.

There may be times when a person may experience structural and systemic
power and obstacles to empowerment. For example:
Physical barriers
A person may have physical limitations and therefore have little choice in how they are transported from one
area to another.
Social barriers
A person may have limited family assistance and therefore be required to seek professional assistance, despite
their wishes.
Cultural barriers
Cultural barriers can provide a significant obstacle to empowerment, particularly when a person feels they need to
behave in a certain way characteristic of their culture, which may be different to the cultural norms of where they are
receiving care. Furthermore, language and communication barriers can also result.
Emotional barriers
A person may have little resilience in their capacity to deal with decision-making, particularly when they feel the
situation they are in is unfair. In this instance, a person may find making decisions stressful, or doubt the decisions
that they are making.
Cognitive barriers
A person may have dementia, which may prevent them from making sound decisions about the support they receive.
Economic barriers
In many instances a person may be prohibited from making the decisions they want to due to economic pressures
and financial strain. Some people will not be in a position to take on costly care arrangements or will be hesitant to
do so due to cost. This can sometimes mean that people do not receive the care they actually require, as a person may
not want to discuss the financial elements, or they feel that they would become a financial burden on their families.
Stigma
Stigma plays a role in creating structural and systemic power by limiting the opportunities and resources
available to individuals or groups who are stigmatised. For example, if a person is stigmatised because of
their race or gender, they may face discrimination in the workplace, which can make it difficult for them to
advance in their careers. This can lead to a lack of economic power and a lack of access to resources that
are necessary for empowerment. Additionally, stigma can also create psychological barriers that make it
difficult for individuals to believe in their own abilities and to take action to improve their situation. This can
further reinforce the structural and systemic power imbalances that exist in society.
Age barriers
Ageism applies to the young and the old. In society, the young are seen as lacking experience. This can
lead to older individuals having more power and influence than younger individuals. Additionally, older
individuals may also have more financial resources, which can give them more power and influence in
society. This can create structural and systemic barriers for younger people trying to access the resources
they need to be empowered. Conversely, age-related stereotypes and discrimination can also create
obstacles for older individuals, limiting their opportunities and access to resources. For example, older
people are typed as having low technical skills and are not flexible in their thinking.

In some circumstances, these barriers may prevent

a person from having choice or sound judgement,
and there may be times when decisions are required
to be made on behalf of the person. When this
happens, you can help to provide empowerment to
the person by assisting them to understand what
the decision entails, and supporting them to feel
comfortable with the decision. Strategies you can
use to assist the person to feel comfortable with
any decisions being made include:
• Talking to the person about the ‘what’, ‘where’,
‘when’, ‘how’ and ‘why’ of the situation in a
way that helps them to understand any detail
they require (Note that excessive detail is not
required, and you should use your judgement as
to what information will or will not be relevant to
support the person, taking their cognitive ability
into account.)
• Facilitating a conversation with the person that
allows them to ask questions about the decision
• Providing further information or assistance
to the person, from an expert or other means,
if required.

Activity 2B
Disempowerment
Has there ever been a time when you were told what to do, such as by a teacher or parent when you were growing
up, and you wanted to do something else instead? For example, you might have been told to wear your hair in a
certain way or to act in a certain way.
1. How did it feel to be forced to act according to the wishes of others?
2. What do you know about yourself that others do not?
3. Who is the expert about you?

2.2 Dignity of Risk and Duty of Care

At many points in our lives, we take risks and make choices that others may perceive as not good for us. We
might smoke, drink alcohol, eat an unhealthy diet or have sex with a person we do not know. We might go
skydiving or climb a ladder to fix the roof. As long as these decisions are legal and do not harm others, we have
the right to choose them. However, in the past, services have tried to take this right away from older people and
people with disabilities. Doctors, nurses and support workers considered it their duty of care to protect clients
and residents from all harm. The aged and disability industries were so concerned about the person’s health and
safety that they took away the person’s right to make mistakes and to learn from them, and to take the kinds of
risks that we all take from time to time.
Case Study
Example Dignity of Risk
It is your own choice not to take
Jimmy is an 85-year-old man who lives
medications that your doctor
in an aged care facility. He has always
advises you to take. It is your choice
loved sweet food and has had two
to eat an unhealthy diet, to smoke
glasses of wine after dinner every night for as long as
and to do other risk-taking behaviours that might
he can remember.
harm only you.
Jimmy has recently been diagnosed with diabetes.
He does not have dementia, but sometimes he feels
like he is being treated like a child. The support
Dignity of risk means the person has the right to take
workers say things like, ‘You are so naughty, Jimmy!
some risks in their everyday life, even if others do not
You have already had a glass of wine. No more
approve, and even if it is not the best or safest thing for
for you!’
the person. It allows the person to make choices, even
if we do not agree that they are the right ones. At morning and afternoon tea, he is told he cannot
The person should be allowed the dignity of risk when have a piece of cake because he is diabetic. Jimmy
the following three things have been considered: says he does not care. He is still not allowed to
have cake.
1. You have helped them to learn about the
consequences of their decision if they were not Jimmy has had enough. He talks to the nurse in
aware of the risk. charge about how he feels. The nurse realises that
Jimmy has not been provided with the dignity of risk.
2. They are able to understand the consequences of
She calls his GP and asks the GP to help make sure
their decision.
that Jimmy understands the consequences of his
3. The choice they are making does not have the choice to eat cake and drink wine.
potential to harm anyone else.
Jimmy tells the doctor that he understands these
choices are not good for his health but he still wants
the right to make them.
The staff are satisfied that Jimmy has been told
about the consequences and that he understands
what could go wrong. His choices do not harm
anyone else.
In this situation, Jimmy must be allowed the dignity
of risk. It is his human right, and what the staff think
about his choice is none of their business!

There are limits, however, to dignity of risk. These limits

fall under our duty of care responsibilities.
Note
See section 5.1 of the Fundamentals
Duty of care refers to your responsibility to your client’s
of Community Services Learner
safety and wellbeing, and the safety and wellbeing
Guide (Eduworks Resources) to read
of others. This is part of your work role. While you
more about the intersection between
must allow dignity of risk in some situations where the
dignity of risk and duty of care.
person can understand the consequences of their own
decisions or life choices, you also have a duty of care to
protect the person from undue harm, without infringing
on their human rights.
Activity 2C
Example
You have breached duty of care Dignity of Risk
if the person takes risks when Consider each of the following examples and
they do not understand the decide whether the person is entitled to
consequences. For example, you dignity of risk:
cannot allow a person with severe dementia to
wander out on the street alone, no matter how 1. John has emphysema and has been urged by
much they want to. his GP to stop smoking. He does not wish to
do so and has told his GP that he understands
You also cannot allow, encourage or turn a blind but does not care about the consequences.
eye to a client taking risks that might harm others. John smokes alone outside and respects the
For example, you cannot allow a person to smoke health of the workers and others around him.
in their bedroom in a facility, because this has the
potential to cause a fire or to harm staff through 2. Naomi has an acquired brain injury and has
passive smoke inhalation. You have the right to stopped sending her children, aged 7 and 12,
impose a nut-free policy in a house or facility where to school.
one resident or client has a severe nut allergy, even 3. Franko lives in an aged care facility and has
if the other residents really enjoy eating nuts. very few social networks. He does not have
You also have the responsibility to intervene in dementia. He has told the staff that he does
illegal behaviour that has an adverse effect on not like most of the other residents, and he
others. For example, a client does not have the would prefer to sit on his own in the quiet
right to drive a car without a licence, or to use room most days.
racist or homophobic language towards 4. Georgio has an intellectual disability. He
another person. wishes to see a sex worker.
5. Lucy and Fred live in an aged care facility.
Neither of them has dementia, and they want
to have a sexual relationship.
6. Harry and Hilda live in an aged care facility.
Harry does not have dementia, but he wants
to have a sexual relationship with Hilda, who
does have dementia. Hilda does not seem
to be objecting.

2.3 Building, Strengthening and Maintaining Independence

Strengths-Based Approaches
In the past, community services often focused on weaknesses.
A person with autism might not be able to communicate verbally, so they may not participate in activities. An older
person might have arthritis, so they may stop creating things with their hands.
A strengths-based approach does not focus on weaknesses. Instead, it considers the person’s individual strengths,
and makes use of those strengths to provide support. Every person has their own strengths. When you provide
support to someone for a while, you can help them to learn, understand and use their own strengths and abilities.
Think
Think about how a choir uses the strengths of each choir member to create a chorus.
The baritones’ strengths are the low notes, and they provide the deeper pitches. The altos provide
the middle notes and are often given the mid-range parts. The sopranos sing the higher notes and are
given the higher pitches to sing.
A choir is the perfect analogy of a strengths-based approach. Each member of the choir has weaknesses. The baritones
could not sing the melody, but this is not important. Each part is played to the strengths of each individual singer.
Example
1. A person with autism might not be able to communicate verbally, so they may not
participate in activities.
Many people with autism have weaknesses in their communication and social skills. However,
they often have strengths in other areas.
Graham has autism and is largely non-verbal. He is extremely good with computers and tablets and can learn to
use new programs very quickly. His support worker Alice finds an app that helps to play to this strength. The app
seems complicated to Alice, but it allows Graham to program photos of his belongings and favourite activities into an
interface that turns them into words spoken out loud by the app. Graham has become so good at using this app that
he is starting to create whole sentences, and he uses the app to speak for him. His greatly enjoys Alice and his family
members being able to understand his more complex efforts to communicate. Over time, he begins to learn to use
language more often himself because the app has helped him to do this.
An older person might have arthritis, so they may stop creating things with their hands.
2. There are many ways to be creative, and there are many ways to overcome barriers that are
related to the person’s weaknesses, by thinking about their strengths instead.
Joan has always enjoyed needlepoint, but she now has arthritis and can no longer work with the needle. Her designs
were always beautiful. She has been helped to learn new arts and crafts skills, such as painting with watercolours
and knitting with big needles, but it is not the same for her. Her support worker Maria has looked online and found a
handheld machine that punches coloured thread easily into canvas, leaving a very similar look to needlepoint. Joan is
thrilled. She needs someone to thread the machine for her, but once that is done, she is able to reproduce fine work
that is as good as what she produced with her needle.

Strengths-Based Independence Support

It is tempting sometimes to over-support a person
with a disability or someone who is older. Being
independent helps a person to stay in control. It also
helps them to maintain existing skills, such as their
ability to care for themselves and to develop
new skills.
When a person understands what they can do and
what they need help with, they are well equipped to
care for themselves more independently.
Every day and every task is a new opportunity to
help the person to understand and use their own
abilities. At meal preparation time, they may be able
help you to wash the vegetables and set the table. In
the shower, they may be able to hold the soap and
washer and to wash the areas they can reach. While
on a hoist, the person may be able to hold and use
the controls while you support them from behind.
Always try to provide only the support that the
person needs and let them do the parts of the task
they can. Help them to learn new skills at their own
pace and encourage and reward improvements. Information About Support Services
Introduce the person to other services that are in place
to strengthen supports so they can live as independently
as possible and make decisions about their own life.
Example Funding models such as the National Disability
A person with an intellectual Insurance Scheme (NDIS) focus on providing resources
disability may depend on you to and supports that allow the person to live more
wash their clothes because they do independently in the community.
not know how to use the machine themselves. You Supports in the community can also include:
could help by talking them through the process • independent living centres
when you do the washing and then encouraging • disability specific support groups and websites
them to help. Eventually, over time, you can begin
• Dementia Australia
to set goals for the person to learn how to sort
• advocacy and financial services
colours from whites, use the dials, and then empty
the machine and hang the washing. If there are • cultural groups such as Aboriginal Health Services
steps that the person struggles with, support them • specific supports for other types of diversity, such as
with these and encourage independence in the QLife, a counselling and referral service for people
parts they can achieve alone. who identify as LGBTIQ
• Community Visitors programs, which enable people
Many people see independence as a signal that
to speak up about the way in which their rights are or
they will no longer qualify for your help, or that they are not being met
will not have your company or support when they
• local council aged and disability services
can do it on their own. Reassure the person you
• Communication resource centres, such as those run
are still there to help them and that you can provide
by Scope Victoria.
support whenever they need it.

Assistive Technologies
Continuous development of assistive technologies and
their implementation in various programs and services
enable people with different impairments and disabilities
to live an active, better-quality life, build upon their
strengths and increase their independence.
Types of assistive technology include:
• aids for daily living such as self-care, hygiene
equipment, modified eating utensils, emergency call
systems and page turners
• computer access such as touch screens, light

pointers, modified keyboards and special software
• mobility aids such as electric wheelchairs, scooters,

lift chairs and modified vehicles
• aids for recreation activities such as sitting

systems for boats, swings and seesaws, modified
switchboards for computer games and closed
captions for videos and movies
• home and workplace modifications such as ramps,

lifts, automatic doors, sensor water taps and lights
Watch
operated by voice recognition Assistive technology:
improving access through
• augmentative communication, such as speech four steps by World Health
synthesisers, communication boards and text-to- Organisation (WHO):
voice software
https://scnv.io/CHcB
• cognition and memory loss support such as
medication reminders, active brain games, smart
watch
Resource
• comfort and support, such as pressure care You can find more information
mattresses, adapted seating and custom cushioning. about assisstive technology here:
Australian government services fund a range of

appropriate assistive technologies. These technologies Assistive Technology Australia
can also be added to individual plans, and the NDIS https://scnv.io/FtBu
provides an assistive technology operational guide.
Before choosing an aid product, it is recommended to
consult an assessor to determine the right solution for NDIS – Assistive Technology Explained
each individual need. https://scnv.io/FtBu

Support Services and Resources Referrals

Without your information and assistance, some people Activity 2D
you support may never know about, or may not be able
to access, supports in the community to help them Dementia Australia
achieve independence.
Explore Dementia
Your role in providing information and referrals might Australia’s website:
include:
https://scnv.io/e64v
• helping the person locate the services that best meet
their needs Answer the following questions:
• letting your supervisor know that the person may 1. What resources and supports does Dementia
need supports from other services Australia suggest for helping people with
dementia to stay independent?
• helping the person or their family to contact other
services
• supporting the person to travel to or use the
resources offered by the service.
In some funding models, such as aged care funding,
these services must be accessed through a portal like
My Aged Care, and often involve an assessment and
referral from the person’s GP. NDIS funding is supplied
through applying to the National Disability Insurance
Agency. In both cases, the person’s doctor, social
worker or other professional can help.
2. How can Dementia Australia assist

with these needs?

Seeking Expert Advice

When you are dealing with care arrangements in an
individual support setting, you are likely to experience
a wide range of persons requiring care, all with their
own unique circumstances and requirements. It is
unreasonable to think that you may be able to provide
expert information on each and every scenario that
each of these persons present. There may be times
when you do not have the required knowledge or
Activity 2E
capabilities to deal with a certain topic of discussion
or request from someone in your care. In this situation, Standards in your Community
you should acknowledge to the person that the topic Services Sector
or request is outside of your area of expertise or
capacity, but that you will help them to find someone Use the internet to research and record details or any
who can better assist them. standards relating to the community services sector
that you currently work in or are hoping to work in
Doing so will ensure that: one day. Research:
• Your work role boundaries, responsibilities, and
limitations are adhered to.
Legislated standards
• The person can be put in contact with a subject
matter expert to discuss their requirements,
and that the person they are dealing with will
understand specific nuances of the topic and
situation.
• The person is provided fairly in that their interests
Statutory standards
were dealt with by someone who knows what they
are talking about, rather than someone who may
not be equipped to understand the significance of
certain topics.
• Any legal, political, structural, systemic, and social
frameworks are fully complied with using best
practice principles. Professional standards
• Any legislated, statutory, professional, or ethical
standards are met.
Your workplace is likely to have a policy or procedure
on how the seeking of expert advice is handled. If so,
you should ensure that you understand and comply
withthat policy. Ethical standards
If your workplace does not have a policy or procedure
on seeking expert advice, you should discuss the
matter with your direct manager or supervisor, who
will be able to recommend the best person for you
to consult with over the particular matter.

Chapter 2
Q1. Explain the meaning of strengths-based support.
Q2. Give two examples of how you can support a person to express their own individual preferences.
Q3. Give three examples of what must be in place before a person is given the dignity of risk to make a
choice that could harm them.
Q4. Give one example of when you have the duty of care to step in and prevent someone from making a
choice that could harm them.
Q5. Briefly explain why independence is important.

3. Physical Wellbeing Support
Chapter 13
Support
Physical for People as
Wellbeing
Individuals
Support
Good physical health has many benefits. Not only does it enable us to live
longer and fight off illness, but it also affects us in many of the other holistic
areas that we looked at in Chapter 1. When we are healthy, we tend to have
more energy to devote to social and intellectual pursuits.

you
By thewillend understand:
of this chapter,
3 the basic requirements for good physical
health
3 basic human needs and how they differ
3 between people of nutrition, hydration,
the importance
exercise and oral health care
3 are
howupheld
to report changes in the person’s
physical condition
3 cultural
how todevelopment of humans
promote a healthy lifestyle
33 the
usediffering needspractices.
of restrictive of humans across a
lifespan.

3.1 Basic Requirements for Good Health

Good health is not just about our physical condition. As discussed in the previous chapters, a holistic view of a
person considers other areas. The basic requirements for a person in good health include:
Nutrition
A good diet is one of the most important factors contributing to good health and quality of life. Food and mealtimes
are also important to our social and cultural routines.
Many older people you support may have small appetites, have problems with swallowing or do not have access to
a good diet. These issues mean that malnourishment is common in older people.
Malnutrition increases the risk of pressure sores, falls and fractures. It shortens the person’s life expectancy and
leaves them with low energy and a lower quality of life.
Adequate
fluids
Good
Exercise
nutrition
Good
mental
health Good
hygiene
An
Good oral enjoyable
health lifestyle
health lifestyle
Good oral enjoyable
An
Note
At least half of all residents in
Australian aged care facilities are
thought to be malnourished.
Older people can need more protein, calcium and

vitamin D than many younger people.
Note
The Australian Dietary Guidelines
recommend minimum quantities of
certain foods.
These recommendations include:
• 2 1/2 serves of meat, chicken fish or eggs
every day
• 3–4 serves of calcium-rich foods (such as milk,
Fibre is important to help reduce constipation, which can
cheese, yoghurt or ice-cream) per day
be a major problem for many older people and people
• 3–4 serves of breads, cereals, rice and with physical disabilities. Vegetables, grains and fruits
noodles per day are all excellent sources of fibre. Prunes and liquorice,
• 2 serves of fresh, frozen, canned or dried fruit and fibre supplements stirred into a drink are great ways
each day to boost fibre.
• 5 serves of vegetables, nuts or seeds each day. Protein builds muscle strength, reduces the chance of
falls and helps the person to stay active. It also plays
a part in wound healing and restoring damaged cells.
Meat, chicken, fish, eggs, cheese, milk, custard and
Example beans are all good sources of protein.
Sometimes, older people may not
Calcium is needed for bone strength. Full-cream dairy
express that they have much of
options, such as full-fat milk, yoghurt and cheese,
an appetite. However, there are
contain more calcium than low-fat versions.
some actions that can be taken to
Vitamin D works with calcium to increase bone strength.
encourage older people to eat. For example, the
We get most of our vitamin D from the sun, but it is also
look and smell of food can help trigger appetite,
in foods such as fish, margarines and milk products.
as can the temperature of food and the addition
of flavours.
Browning and heating food just before it arrives
helps to trigger saliva production and makes the
Note
person feel hungry. Ten minutes with skin, such as
arms, exposed in the sun each
day can help the person to get the
vitamin D they need. You cannot get it through
glass—you have to be outdoors!

Being underweight is much more of a problem in aged Hydration

care than being overweight. However, in disability
A healthy person has at least 2 litres (6–8 cups) of water
services, inability to exercise can make younger people
or other liquids per day.
prone to being overweight.
Residents in aged care must be weighed at least
monthly, and you must report any unplanned weight loss Note
or slow wound healing. A doctor or dietician can help Dehydration is common in aged
to assess the reasons for the weight loss and help the care facilities. Older people must
person to gain healthy weight. have a fluid intake to meet their
needs.
Example
Some reasons for dehydration can include:
Foods that can help a person
• swallowing difficulties
to gain weight
• diarrhoea or vomiting unwell with illnesses such as
• peanut butter • olive oil the flu or gastro
• coconut milk • butter. • sweating in hot weather
• avocados • not being able to see, reach for or to ask for a drink,
and not getting enough help to drink regularly
• medicines that make the person pass more urine
Case Study • forgetting to drink, such as when the person has

dementia
Responding to a Small
• deliberately not drinking to try and avoid trips to the
Appetite
toilet.
Gail is a support worker providing
support for Betty, a frail lady who lives in her own
home. Gail knows that Betty has a small appetite
and that she has lost weight recently. This could
have a serious effect on Betty’s physical wellbeing.
Gail talks to her manager about some options for

helping Betty to increase her appetite. Together
with Betty and her husband, they work out
the following, which will be added to Betty’s
individualised care plan:
• Help Betty to stimulate her appetite by

supporting her to walk a short distance before
meals.
• Offer Betty small meals more frequently; Betty
enjoys finger foods and custards.
• Reheat Betty’s food regularly if it has gone cold
while helping her to eat.
• Betty’s husband will help to organise a visit to
the dentist to make sure that Betty’s dentures
are fitting well.

Signs of dehydration:
Confusion Headache
Dry mouth Sunken eyes

and tongue
Dry skin Tiredness
Dark,
Constipation concentrated
urine
Here are some tips to help people at risk of dehydration • pump blood more effectively around the body and
to drink more fluid: into the tissues, providing energy to our cells and to
• Offer small sips of a drink frequently, rather than a our brain
large drink every now and then. • work muscles and other structures to keep them
• Fluid does not have to be in liquid form. Frozen or strong, supple and efficient and to reduce the chance
thick deserts—such as ice cream, icy-poles custard, of falls
milkshakes, jelly, soft lollies (e.g. jubes), sauces and • strengthen bone and reduce osteoporosis and
pureed food—all contribute to fluid intake. fractures
• Offer the drinks the person prefers. If they do not • help lift mood
like water, try milk or cordials. Tea and coffee • provide the person with a purpose and an enjoyable
contribute to fluid intake but they should not be pastime, such as sport or games
the only source of fluid.
• increase the person’s lung function and support
Exercise breathing
• increase appetite.
Exercise helps nearly every part of the human body
(and our mind) to function better. Exercise does not have to mean high-impact or energetic
workouts. If the person has a physical disability, an illness
Exercise can:
or if they are frail, you can help them to tailor exercise to
• help the person to maintain a healthy weight, and
suit their needs and abilities.
reduce fat around the body’s organs such as the heart
and blood vessels
• reduce high blood pressure

Hygiene
Watch
Supporting the person’s personal care needs and
Watch the following YouTube
hygiene is often a common part of your job role.
video from Scope to learn more
about exercise for people who are Bacteria and moisture left on the skin for long periods
disabled: can lead to infections, disease and pressure sores.
‘Exercise Classes for Disabled Hygiene includes:

People – Disabled Fitness Instructor • showering, bathing or washing to remove dirt,
Kris’s Story – Scope Video’ bacteria, urine, faces and sweat from the person’s
https://scnv.io/SYmh skin
• helping the person to care for their mouth and teeth,
to remove food and bacteria, and prevent ulcers,
gum disease and tooth loss.
Example • supporting the person with continence aids if they
Here are some examples: are required
• The person can exercise in a • bowel care.
chair or wheelchair, using their Provide personal care in line with the person’s
legs and arms if they can. preferences and according to their individualised care
• Ball games can be adapted to use a balloon plan. Remember to wear gloves when you are potentially
instead of a ball, giving a safer and gentler form in contact with body fluids, and to wash your hands
of exercise. before and after attending to the personal care needs of
• Walking is a very beneficial exercise for a person you support.
everyone; the more the person walks, the less Respect the person’s privacy and confidentiality by
chance they have of injury from falls. keeping doors closed when you are attending hygiene
• Weight bearing exercises can be designed by practices. Do not ask personal questions in front of other
a physiotherapist to help the person maintain people, including family and other visitors.
strong and healthy bones and muscles.

Oral Health
Note
Our mouth, teeth and gums play an important role in
biting, chewing and swallowing food. They help us to It is just as important to attend
speak clearly and are important to our appearance to oral hygiene for people with
and self-esteem. Dental diseases are almost entirely dentures as it is for people with
preventable with good daily oral care. their own teeth. Dentures should be
cleaned twice a day and be cleaned professionally
Oral care includes:
on a regular basis. All dentures in an aged care
• helping the person to clean their teeth and dentures facility should be marked with the person’s name.
after each meal This is usually done with engraving.
• checks of the person’s mouth and gums regularly for
signs of cuts, pain or infection
In aged and disability care, regular checks of the older
• caring for the tongue, lips and gums
person’s mouth can help to find problems.
• supporting the person to have regular check-ups
Check that:
with a dentist
• the person does not feel any pain in their mouth or
• keeping the mouth and lips moist by making sure
gums
they have a good fluid intake
• dentures fit well and do not rattle or click on the
• reporting pain or ulcers.
gums as the person moves their jaw
Sugary foods and drinks, alcohol and smoking can
• their gums are moist and pink, and not bleeding
cause damage to the enamel on teeth. If the person
• there are no sores, redness, ulcers or white patches
does want to consume these things, encourage them to
have a drink of water immediately afterwards. • food is not trapped in pockets in the mouth or
cheeks
Nutrients that support healthy teeth and gums include
vitamin C and calcium. Dairy foods are the best source • existing teeth do not have breaks or sharp edges
of calcium. • there are no signs of yellow plaque near the gums
Lemon and glycerine alcohol mouthwashes and swabs • the mouth is moist with saliva and not dry.
are no longer recommended, because of their negative Document and report any problems that you notice or
effect on the teeth. that the person reports relating to their mouth,
gums or teeth.
Helping a Person to Clean Their Teeth
Remember that the person should be encouraged to
care for their teeth, in whatever way they are able to
do themselves. When a person has dementia or has Example
difficulty swallowing, food can sit in pockets in the Individual differences in oral care
mouth. The person might not be able to communicate might include preferences for a
mouth pain to you. particular flavour of toothpaste, a
Oral care should be performed at least twice a day, in soft- or firm-bristled toothbrush
the morning and evening. Wash your hands and wear (soft is usually safer for older people) or the use
gloves when performing oral care. of an electric toothbrush. The person might ask
you to follow certain procedures for cleaning
their dentures. They might also have their own
preferences for a choice of dentist.

When a person has an intellectual disability or dementia, Your service will have a system for reporting these and
it can be more difficult to provide oral care, as it is other signs of illness. If you have concerns, report as
natural to feel uncomfortable when another person soon as possible, because some signs and symptoms
opens or touches the mouth or teeth. can deteriorate quickly or can be indications of a serious
Help to make oral care a pleasant task. Always explain health problem. In community settings, reporting will
what you are going to do, and encourage the person often be via a phone call to your supervisor. In a facility,
to do the parts of their oral care that they can do reporting will usually be to the supervisor or nurse in
themselves. It can be useful to clean your own teeth with charge.
them, using your own toothbrush, and ask them to copy. You will also need to document the person’s signs
and symptoms carefully. Documentation helps to
support your verbal report, and can help to ensure the
Example information is passed on correctly to others such as
Use music, singing, jokes or praise health professionals. Documentation in community
to help encourage the person to settings will often be via a form called a ‘monitoring
enjoy the process. Stroking the form’ or an ‘incident and illness report’. In an aged
cheek towards the mouth can help care facility, documentation will be via a file note in the
stimulate a reflex that encourages the person to resident’s file.
relax and open their mouth.
Watch
Changes in Physical Condition Reports Watch Maggie Beer talk about a diet
to help fight dementia:
No one expects you to understand the full range of
diseases or conditions that might affect the people you https://scnv.io/pZV5
support. However, it is important that you are able to
look for and report changes in health and wellbeing
that might mean the person is unwell, or that they need
additional help or referral to a professional such as a GP
(general practitioner).
Signs that a person might be experiencing illness or that
they are at risk of poor health include:
• pain or discomfort, especially if it is ongoing Participant
• sudden signs of confusion Health Report
• a high temperature, or feeling hot and sweaty for no
good reason
• nausea and vomiting
• dizziness or weakness
• rashes, redness or other skin problems
• pale or flushed skin
• changes in the person’s physical abilities
• withdrawal or depression.

Not
smoking
Getting Seeing Getting

enough a GP enough
exercise regularly sleep
Finding
things to Having
look forward good social
to and enjoy networks
Avoiding
too much
alcohol
3.2 Healthy Lifestyle Promotion

So far, we have looked at the importance of nutrition, hydration and protection from infection with good hygiene
practices. A healthy lifestyle incorporates all of these things, including the points in the diagram above. While the
people you support must be offered choice, it is also important to help them to understand the benefits of these
choices. You can promote and encourage a healthy lifestyle by modelling your own choices, such as exercise
and a healthy diet, for the person to observe. You can help them to access programs such as Quitline to help
them to stop smoking when and if they are ready.
A person’s physical condition and their environment are critical to a healthy lifestyle and deeply affect their
wellbeing.
Physical condition
Supporting people to live independently, attention to the physical condition of the individual is fundamental to the
support role. There can be many reasons why a person in supported independent living may start to have poor
physical condition, such as lack of hygiene. Some common causes include:
• Physical health conditions, such as chronic pain or illness.
• Cognitive decline or dementia, which can affect a person's ability to remember and follow hygiene routines.
• Limited mobility or physical abilities, which can make it difficult for a person to perform personal care tasks.
• Depression or other mental health conditions, which can lead to a decline in self-care and hygiene.
• Social isolation or lack of support, which can make it difficult for a person to maintain their hygiene routines.
• Limited access to resources, such as transportation or financial resources, which can make it difficult for a
person to obtain personal care products and services.
It is important to identify the underlying causes of poor physical condition and provide the appropriate support
and resources to help the person maintain their wellbeing.

Signs that a person’s physical condition requires

support include:
Note
The role of procedure
• poor personal hygiene
• wearing dirty/soiled clothes While assisting an individual to
rectify an issue immediately (such
• loss of weight
as lack of food/poor hygiene, support workers
• little fresh food in the fridge or food in general.
should also follow their organisations procedures.
There may be instances where an individual’s physical Rather than raise the issue with the individual when
condition can be attributed to factors outside the it is first observed, an organisation may approach
scope of independent living support worker. For such situations by considering:
example, in cases of abuse where the individual has
• What has changed to cause the deterioration?
been physically/mentally traumatised.
• What has changes in the individual’s care plan
When physical health is impacted in these cases:
may be required?
• the immediate well being of the individual must be
Reporting signs of physical deterioration is
attended to and their health and safety secured
essential to addressing the causes of the
• the issue should be reported to the individual’s
deterioration.
support organisation and also immediately to other
appropriate authorities.
Think
Dignity and Physical
Condition
It is important to approach the

conversation with sensitivity and understanding.
It may be helpful to start by expressing your
concern for the individual's wellbeing and
explaining why good personal hygiene is
important for their health and comfort. You
can then ask the person if they are having any
difficulties with their personal hygiene routine
and offer to help them identify any potential
barriers or challenges. It may also be helpful to
provide practical suggestions and support, such
as assisting with shopping for hygiene products
or setting up a schedule for bathing and other
personal care activities. It is important to listen
to the person's concerns and respond with
empathy and support.

A Healthy and Safe Environment

Case Study When the people you support live in their own home,
Environment Maintenance you have less control over how clean and safe their
Renate visits Mary Lou in her environment is. However, there are plenty of opportunities
home to provide assistance with for you to support the person to keep their surroundings
showering. Mary Lou has a mental illness, and clean and safe. Talk to the person about issues that affect
she has very little motivation to keep her house safety at their own age and stage of life, such as falling
clean. She hoards old newspapers and needs to when we get older.
be encouraged to throw out food scraps. Renate Hygiene and cleanliness can be taught to people
cannot visit the home if it is not safe for her to be who might not understand the importance of a clean
there. Renate’s manager works out a compromise
environment. If the person is not motivated to keep their
with Mary Lou. The areas of the house in which
whole house clean and tidy, you might find a compromise.
Renate needs to be to do her job, such as the
Some people might be eligible for home help or garden
bathroom, bedroom and hallway, must be kept
clean and clear of litter. Mary Lou continues to maintenance services through their funding body, or
hoard, but she knows that this must be kept to through their local council or shire.
other areas of the house if she is to continue to A big part of your responsibility in supporting a healthy
have support services. and safe environment is to be alert for hazards and to
help to reduce or report risks. When you see something
in the person’s own space that is not safe, talk to them
about the risks, and work together to come up with ways
suitable for the person to reduce the risks. You might
Example
find compromises, or the person might want to make
Older people are more likely to trip
the change as you have suggested. Report hazards that
on obstacles and cause serious
are not easily managed, or that the person is reluctant to
injury to their physical wellbeing.
manage, to your supervisor or via an incident or hazard
Loose mats, clutter, wet leaf litter and uneven
report form, which should be submitted through the
paving can all contribute to falls.
appropriate channels as relevant to your organisation.

Activity 3A
Personal Care Preferences
What preferences do you have for your personal hygiene procedures, such as time of day or the particular order
you like to do things? Consider the way and the time you have a shower, wash your hair and clean your teeth. List
as many of your individual preferences as you can.
What would it feel like if these preferences were taken away from you, and you had to do things the way someone
else wanted you to?
Activity 3B
Providing Personal Care
This activity is designed to do either in the classroom in pairs or at home with a family member or friend. If it is
being performed in the classroom, you and your partner will need to bring the following items with you to class:
• A snack • A clean toothbrush
• A washcloth • Toothpaste.
Your trainer will provide you with gloves.
If you will be doing this exercise at home, ask a family member or close friend to play the part of the client.
1. Wearing gloves, help the other person to eat their snack. You must help them to sit comfortably and straight,
and provide them with choices about how much they would like to eat. Feed the snack to the person, and provide
support and reassurance.
2. Wearing gloves, help the other person to brush their teeth. Provide the person with choices about how they
prefer to have it done, but they are not to assist.
3. Answer the following questions:

• What did you do to make sure that the person had their own preferences taken into account?
• How did you provide reassurance and dignity to the person during the activity?
4. Ask the person how it felt for them to have these tasks done for them, and record their answers. Did they feel
embarrassed? Did they feel powerless? How might these feelings be the same as those felt by a client?

3.3 Support Practices for People With Specific Conditions

You are likely to have people in your care who will have
specific mental and physical conditions that will impact LEARN MORE
the way in which you care for them.
These conditions may relate to factors such as: To read more about PTSD, including symptoms
• genetic conditions and treatment, visit the following link:
• physical trauma ‘Post-Traumatic Stress Disorder

(PTSD)’ from Mayo Clinic
• psychological trauma
• chronic lifestyle conditions https://scnv.io/jVlR
• acquired brain injury.

Depending on the cause of the trauma and the extent of
Genetic Conditions any injuries sustained, will depend on the care that the
People experiencing genetic conditions may be well person requires. Some examples of care that may be
informed of their condition, based on family members required include:
already having had the same condition. They may have
• short term rehabilitation
had time to process that the condition may impact
• long term rehabilitation
them as they grow older, or they may have been born
with the condition. In some cases, the person may • management of life-long injuries
already have ideas for a preferred treatment plan to be • exercise programs
put in place. However, this is not the case for all people • therapy.
experiencing genetic conditions.
It is important to speak to the person to ascertain
The Mayo Clinic describes
knowledge they already have of the condition or
PTSD as follows:
otherwise. It should never be assumed that the person
already understands the options for their care plan,
even if there is a family history.
'Post-traumatic stress disorder
Taking the time to consult with the person about their
options and their rights, and gaining informed consent (PTSD) is a mental health
to a care plan that works for their individual preferences condition that's triggered by
is important.
a terrifying event — either
Physical Trauma experiencing it or witnessing
People who have experienced physical trauma may be it. Symptoms may include
impacted in various ways beyond the physical injury.
For example, they may be impacted both physically flashbacks, nightmares and
and mentally, and may even experience symptoms of severe anxiety, as well as
post-traumatic stress disorder (PTSD).
uncontrollable thoughts
about the event.'
Mayo Clinic

People with physical injuries may be angry and feel that

their situation is unfair. They may also become triggered
easily. Use of the word ‘triggered’ is increasing as
society learns and accepts more about mental health.
However, it is sometimes misused in a casual, playful or
humorous scenario. Because of this, the true meaning
of the word may not be taken as seriously as it needs to
be, particularly in a community services setting.
Healthline describes that a person may be triggered by,
‘anything that might cause a person to recall a traumatic
experience they’ve had. For example, graphic images of These are just some of the responses that the person
violence might be a trigger for some people.’ As you can may have. Everyone reacts differently, from becoming
see from this description, being triggered is a serious loud and rageful, to becoming quiet and withdrawn.
matter, as it can raise serious stress within people and Factors that may influence a person’s trigger response
have an effect on them for some time.
include:
• The severity of the traumatic experience – For
Read example, if an incident was highly traumatic, it is
probable that the person may have PTSD, whereas
Read the following article about
if the incident was less traumatic, the person may be
being triggered:
able to deal with it better as time progresses.
‘What It Really Means to Be
• Any therapy that the person has received to deal
Triggered’ from Healthline Media
with the traumatic experiences – Therapy can
https://scnv.io/1aOI provide the person with coping mechanisms to assist
them in their recovery.
• Personality type – For example, some people
are naturally more resilient; some are very good at
Watch masking their emotions; and some people are highly
Watch the video below information on emotional people who may not deal with stress well.
the top triggers for stress
in the workplace: Psychological Trauma
https://scnv.io/2wtL Psychological trauma can arise from a myriad of
situations, including:
• Bullying at home, in school or in the workplace
• Being involved in a traumatic event
Being triggered can produce some powerful emotions
and physical responses within the person’s body. These • Witnessing a traumatic event
responses may include: • Being in an abusive relationship.
• feeling nervous Psychological trauma can take many years to recover
• feeling sick or physically becoming sick from and, in some cases, may impact the person
• shaking for the rest of their lives. People who are subject to
• sweating psychological trauma may develop PTSD and may show
• racing heart more stress and less resiliency in their lives. They may
also suffer from triggers as discussed previously.
• feeling hot and/or flushed
• feeling rage People who are subjected to psychological trauma will
likely benefit from therapy and practising relaxation
• rapid change in behaviour
techniques such as mindfulness. In some cases,
• become irrational.
medication may also be required.

'Relaxation techniques are an essential part of stress management. Because

of your busy life, relaxation might be low on your priority list. Don't short
change yourself. Everyone needs to relax and recharge to repair the
toll stress takes on your mind and body.
Almost everyone can benefit from relaxation techniques, which can help slow
your breathing and focus your attention. Common relaxation techniques include
meditation, progressive muscle relaxation, tai chi and yoga. More-active ways of
achieving relaxation include walking outdoors or participating in sports.
It doesn't matter which relaxation technique you choose. Select a
technique that works for you and practice it regularly.' - Mayo Clinic
Read
To read more from the Mayo Clinic
on stress management, read the
following article:
https://scnv.io/nRpd
Chronic Lifestyle Conditions

Chronic lifestyle conditions include unhealthy
Activity 3C habits relating to:
• alcoholism
Relaxation Techniques • drugs
Find 10 minutes where you can avoid • smoking
disruptions. Then participate in the guided
• gambling
meditation for stress relief at the following
link. Before you begin, take note of how you are • poor diet.
feeling in terms of stress: Each of these factors can be linked to addiction, which
is increasingly classified as a mental health disorder.
‘10-Minute Meditation for Stress’
by Goodful on YouTube Often, people who are affected by these lifestyle
conditions will feel shame around their behaviours
https://scnv.io/fV9x
and may not seek help until their condition is
How did you feel at the end of the meditation? Did considered chronic.
you feel more relaxed? Do you think meditation
Treatment of these conditions may include
could be used as a tool for alleviating stress in
education, therapy and rehabilitation programs.
your day or for a person that you support?
People experiencing these conditions will need to
be referred to medical experts who can tailor a
care plan suitable to the individual.

Acquired Brain Injury

An acquired brain injury is an injury of the brain
that a person receives after they have been born. Acquired brain injuries may be caused by:
• alcoholism
• drugs
• physical trauma to the head
• stroke
• some illnesses (e.g. Alzheimer’s and dementia).
Each person will react differently based on their injury, and tailored care will need to be put in place that works
for the individual and their support network.
People with an acquired brain injury may have difficulty making sound judgements about their futures,
depending on the severity of their injury. Extra care will need to be taken with the individual and their family
members when developing care plans; however, the individual should be allowed to make decisions for
themselves where they are able.

Activity 3D
Consultation with a Client
This activity may be undertaken at home with a friend or family member to assist you.
Imagine you are required to provide care to Leigh, who has sustained a physical injury from a car accident. Leigh
requires long-term therapy and rehabilitation to learn to walk again.
You will act as Leigh’s carer. Have your friend or family member act as Leigh.
Imagine you are meeting with Leigh to determine his goals and aspirations. Use the following table as a guide to
assist you in undertaking a person-centred consultation.
It is important to check that Leigh understands what his options and rights are, and any other information that is
discussed during the consultation. Use the column on the right hand side to note Leigh’s understanding or if there
are any further resources that may be required to assist Leigh’s understanding.
Notes from consultation Does the client understand

Options and rights
with client and agree?
Goals and aspirations:
Recommended service:
How service will be

adjusted for client:
Recommended strategy
to meet the client’s
health or reablement
needs:
Situations and barriers:
Remember to use communication skills according to the needs of Leigh, to maintain positive and respectful
relationships, facilitate empowerment and acknowledge the role of Leigh as his own carer.

3.4 Restrictive Practices

What is a restrictive practice?
A restrictive practice is any practice or intervention
that has the effect of restricting the rights or freedom
of movement of a person.
There are five types of restrictive practices:
• chemical restraint
• environmental restraint Activity 3E
• mechanical restraint
• physical restraint
Guidelines for the Use of
Restrictive Practices
• seclusion.
The use of restrictive practices is heavily regulated in
WATCH the video
both the Aged Care and Disability services sectors. What are restrictive practices?
A short video by the Aged Care
These five types of restrictive practices are subject to
Quality and Safety Commission
regulation and oversight by the Aged Care and Quality
Safety Commission and the National Disability https://youtu.be/etqRy42qW7A
Insurance Scheme (NDIS) Commission. Each Outline the procedural and documentation
Commission’s role is to provide registered aged care requirements that must be met by care providers
providers, NDIS care providers and NDIS behaviour before a restrictive practice can be used.
support practitioners with clear guidance to ensure
appropriate safeguards are in place with the aim of
reducing and eliminating the use of regulated restrictive
practices where possible.
The use of restrictive practices for the aged or people
with disability can present serious ethical and human
rights breaches. The decision to use a restrictive
practice needs careful clinical and ethical consideration,
taking into account a person’s human rights and the
right to self-determination. Restrictive practices should
be used within a positive behaviour support framework
Read
that includes proactive, person-centred and evidence- To read more from the Mayo
informed interventions. Clinic on stress management,
read the following article:
In some circumstances, restrictive practices are
necessary as a last resort to protect a person with https://scnv.io/nRpd
disability and/or others from harm.
Use of restrictive practice as a last resort

"Restrictive practices must only be used as a last resort and in the least restrictive form for
the shortest period of time to prevent harm to the consumer or another person. Furthermore,
it must only be applied after careful consideration of the likely impact on the consumer.”
Australian Government: Aged care and Quality Safety Commission

Behaviour support planning

LEARN MORE
Behaviour support is about creating individualised
Aged Care: ‘Overview of restrictive practices’ strategies for aged care or people with disability that
are responsive to the person’s needs, reducing and
This guide provides an overview of the five restrictive
eliminating the need for the use of restrictive practices.
practices, including their definitions under
The Aged Care Act 1997 and the Behaviour support plans must focus on strategies and
Quality of Care Principles 2014. person-centred supports that address the needs of
the person and the underlying causes of behaviours of
https://scnv.io/51zs
concern while safeguarding the dignity and quality of life
of people who require specialist behaviour support.
The ‘Regulated Restrictive Practices Guide’ PDF
Emergency use of restrictive practices
This guide explains to NDIS providers and persons
with disability what a restrictive practice is and sets out An emergency is a serious or dangerous situation
information on the five types of regulated restrictive that is unanticipated or unforeseen, and that requires
practices. It includes comprehensive and immediate action. It is expected that providers will be
easy to read practical case study actively engaged in a consumer’s day to day care and
examples of each of the five types support needs, including behaviour support planning,
of restrictive practices. and that this understanding and engagement will
https://scnv.io/Mn68 reduce the incidence of emergencies. Situations, where
restrictive practices are required in residential care in the
event of an emergency should therefore be rare.
Activity 3F
Restrictive Practice Examples
In the following table, to each category, name some examples of restrictive practices, followed by
foreseeable physical, psychological and emotional risks.
Type of Physical, psychological and emotional risks

Examples
Restrictive practice related to the use of this restrictive practice
Chemical restraint
Environmental restraint
Mechanical restraint
Physical restraint
Seclusion

Chapter 3
Q1. Describe the basic requirements for good health.
Q2. List three examples of the effects of poor oral health on a person’s general health.
Q3. List two examples of individual differences in the way the person wants to attend to hygiene needs.
Q4. Explain how you should respond when a person you support wants to give up smoking.
Q5. Consider two examples of how you can support a person to express their own individual preferences
about their own physical needs.

4. Emotional Wellbeing Support
Chapter 14
Emotional
Support forWellbeing
People as
Individuals
Support
Our emotional wellbeing refers to our enjoyment of life, and the absence of
excessive stress and depression. Feeling good about yourself can mean that
you feel in control and accepting of the many different parts of your life.
People who are older and who have disabilities can be at higher risk for
depression and anxiety. This section will look at the reasons for this, along
with strategies that you can use to help support emotional health.

By
youthe
willend of this chapter,
understand:
3 the factors that affect emotional wellbeing,
3 basic
and thehuman needs for
risk factors andyour
howclients
they differ
between people
3 the effects of discrimination and devaluation
3 basic human rights
on emotional and how to ensure they
wellbeing
are upheld
3 promoting social wellbeing
3 promoting sexual wellbeing
cultural development of humans
3 responding
the differingto abuse.
needs of humans across a
lifespan.

4.1 Factors That Affect Emotional Wellbeing

Emotional health can be dependent on internal and external factors on the person’s life.
Physical Spiritual
We feel at ease when we have When we feel at peace with who we are
control over our body and and the reason we are here, we can
feel a sense of happiness. Some people
over choices about our own
search for a higher meaning, and
body and health. Problems
others are satisfied with their spiritual
like pain and disease can take
beliefs, or even their lack of beliefs.
away independence and our
enjoyment of life.
Financial
Psychological
Financial stress can put a great deal of
We feel better about ourselves when pressure on our emotional wellbeing.
we have a sense of purpose and When a person struggles to meet basic
achievement. This sense can come from needs because of lack of money, they will
being able to contribute to a cause, or be unlikely to feel emotionally satisfied.
to help the community in some way. It
Unfortunately, for many older people or
can also come from having a career or
people with disability, lack of financial
occupation, or volunteering.
security is more common.
Cultural
Social
Confidence in social situations comes Our cultural background tells us a
from being satisfied with who we are lot about who we are. When we feel
and the way in which we act around that we can practise our culture,
others. We learn confidence from what especially with others from the same
others tell us about ourselves and background and language, we can
from being loved and appreciated. feel a sense of belonging.

Myths and Stereotypes About

Age and Disability
In the past, people with disabilities were not usually
visible in the community. Children or babies with
physical or intellectual disabilities were often
cared for in institutions, and special schools were
provided for children with many types of disability.
Access for wheelchairs in many public places was
limited, and employers were not encouraged or
supported to employ people with disabilities. There
were very few laws around discrimination.
Example The result of this widespread segregation in our

Some examples of myths or community meant that people with physical or intellectual
disabilities were invisible. People are more likely to be
stereotypes about older people
afraid of things they are not familiar with, and myths and
include:
stereotypes are more likely to evolve.
• all old women like knitting A stereotype is the tendency to make generalisations,
• all old people like easy listening music or have broad beliefs, about a group of people, such as
people from a certain culture, or people who are older or
• all people with disabilities are grateful for any
who have disabilities. For example, it is easy for some
help you give them
people to believe that all older people have dementia or
• people with disabilities need our pity. that people with disabilities do not have sex.
The Effect of Devaluation

Older people and people with disabilities can Here is how that
sometimes be made to feel less important, or cycle can happen:
less valuable than others because of a problem
in society called social devaluation. Social
devaluation can affect the level of impairment
experienced by a person. The person
experiences Other people
Devaluation happens when large parts of the poverty, exclusion treat that
community automatically look down on people or social person as less
from certain groups. This devaluation can lead awkwardness valuable
to fewer opportunities to make friends, gain
employment or feel included as a valuable
member of society.
A person
People can be devalued because of the way has a
they look, such as being older or having a disability
disability; because of the way they speak; or
because of how they dress. People who live
in poverty or have fewer financial means than
The person
others are frequently devalued. Unfortunately, finds it harder to The person
having less money can go hand in hand with make friends feels a low
being older or experiencing disability, and so and gain self-esteem
devaluation becomes a cycle. employment

Discrimination
Discrimination happens when a person or group of people
actively treat a person differently because of a factor that
is irrelevant. For example, it is discrimination to refuse
to give a person employment simply because of age or
disability, if the person is able to do the job in the same
way that a younger, non-disabled person can do.
People who belong to certain groups, such as people with
disabilities, mental health conditions, people from certain
Note races and ethnicities, people who identify as LGBTIQ and
Ageism is using language or people from low socio-economic backgrounds can find that
actions that put down individuals they are not able to access the same opportunities as other
or older people because of their people in society. This can lead to further disadvantage,
including cycles of poverty, poor health, social exclusion
age. Ageism is rampant in our
and increased incidence of mental health issues.
community, and most of us are guilty of using
ageist terms about ourself or others. Calling older Discrimination, both direct and indirect, still contributes to
this cycle in Australia.
people ‘old farts’ or categorising all older people
as being unable to drive or work are common Direct discrimination is illegal. It refers to treating a person
examples of ageism. differently or unfairly in their access to opportunities,
services or venues in society on the basis of a protected
Ableism is the tendency to use terminology that and irrelevant trait, including gender, sexuality, cultural
devalues people who have different abilities. background, religious beliefs, English-speaking status,
Examples of ableism include assuming a person age, race and disability.
who uses a wheelchair cannot work or that they People with mental health conditions frequently find
cannot make their own decisions. themselves the victim of direct discrimination. This means
that the person has been directly refused fair access
because of traits that are not relevant to the situation. This
You can help to reduce the effects of devaluation by: can affect their ability to obtain work because they have
• calling out ageism or ableism whenever you see it disclosed a mental illness; their ability to access rental
accommodation; and their access to the full recreational,
• reporting discrimination to the manager of a creative, spiritual, sporting and other opportunities in
service or business, or even to the human rights society that most of us enjoy.
commission
Other people are victims of indirect discrimination,
• helping the person to dress and present in ways meaning that the person is not able to fully access public
that help them to be accepted by others, if that is and private services, because of rules that make it more
what the person would like difficult for them to pass through.
• avoid talking down to the person, or making it clear
to others around you that they have dementia or a
Example
disability
If a service, club or group requires
• helping the person to learn skills that they may have
the person to access the internet in
missed during their lives because of exclusion,
order to join, this can create often
such as employment skills or social skills
unintentional barriers for people
• using positive language that focuses on their who are unable to afford an internet connection and
strengths and abilities. device, or for people who do not speak English.
Unfortunately, these same disadvantages can also make it harder for the person who has been illegally discriminated
against to access and understand information about their rights. These disadvantages may also mean the person
lacks the skills and means to address breaches in their rights.

Example Website
One group who can often be You can learn more about human
disadvantaged in several different rights, along with real examples
but interconnected ways is of discrimination that have been
Aboriginal and Torres Strait Islander people. This investigated and resolved, on the
group faces a lower life expectancy, poorer health, Australian Human Rights
lower levels of education and financial stability, Commission website:
higher rates of mental health problems and an
increased chance of being involved in the criminal https://scnv.io/gczC
justice system.
Confidence
People working in all areas of community services People usually feel more confident and secure when they
need to be aware of the layering effect of discrimination like themselves and feel good about who they are.
and disadvantage over the person’s lifetime. You will People with disabilities sometimes struggle self-esteem,
come across many opportunities to address direct and because of the attitudes of others, and because of
indirect discrimination in an individual support worker lifelong experiences of bullying, discrimination and
role. It is important that you take steps to help the disempowerment. They might feel conscious that they
person to understand their rights under discrimination are being stared at when they are around strangers. They
law, including the Disability Discrimination Act 1992 might feel conscious of the way others might focus on
(Cth), and to self-advocate where they can. their weakness rather than their strengths.
Where needed, you should also consider it part of You can help to promote self-esteem and confidence in
your role to advocate directly for social justice for the the way you support and communicate with the person.
person. You might also refer examples of discrimination
Give sincere praise when the person achieves something
to advocacy services or help the person to complain
new, but do not be condescending in your praise. Most
to the Australian Human Rights Commission when the
people with disabilities want to be recognised for real
person has given consent to do so.
achievements, the way that we all do.
Challenging society’s attitudes by being involved in
Try to practice praising the person for things that they
community discussions and educating individuals
have achieved in terms of their disability.
in services and business can be one of the most
important ways for social justice principles to be more
widely understood. Example
Do not use baby talk or talk down
to the person. Do not yell as if the
Example person has a hearing problem,
When you recognise the effects when they do not. This is insulting to
of disadvantage, you can be more many people with disabilities.
proactive in helping to link people
with opportunities that can help them to overcome
indirect discrimination and the cycle of poverty
and disadvantage. For example, linking a person
to initiatives that provide access to computers, job
skills programs or language skills.

Note that, as well as helping people in your care to

Example feel a sense of safety and security, work health and
When you praise a person with a safety (WHS) laws require workplaces and businesses
physical disability simply for getting to actively manage their setup and operations so as
dressed or performing tasks they to keep safe all persons who are involved with the
do every day, you are implying that business. This includes workers, contractors, clients,
your expectations are low. For example, saying ‘It’s persons in care and others who come into contact with
amazing that you finished high school, given that the business.
you have a disability’ or ‘What an achievement to
get a job, especially since you use a wheelchair.’
You must put health and safety practices in
place as soon as you start your business. Under
Be supportive of the person for who they are, and for
Australian WHS laws your business must ensure
the strengths that they have, without judgement. Try
the health and safety of your workers and not put
never to compare an individual to any other person.
the health and safety of other people at risk. To do
A Sense of Safety and Security this you must:
Feeling safe is one of the most important human • provide a safe work environment
needs. Safety and security are not just about physical • provide and maintain safe machinery
safety. We also need to feel emotionally secure. It is and structures
only when we feel a sense of security that we are able
• provide safe ways of working
to seek out our other higher needs, such as creativity,
friendships and enjoyment of life. Being able to meet • ensure safe use, handling and storage of
the highest of these needs is called self-actualisation. machinery, structures and substances
For many people, having a safe and predictable routine • provide and maintain adequate facilities
can help foster a sense of security. This is especially • provide any information, training, instruction or
true for many people with developmental or cognitive supervision needed for safety
disorders, such as autism, dementia and intellectual • monitor the health of workers and conditions
disability. Change can be difficult and stressful as we at the workplace.
get older, or for people with conditions like autism. business.gov.au
Routines, such as following a schedule for eating or
showering, can be helpful because they can help the
person to feel secure in knowing what will happen next.
Routines and rituals can also help the person feel a
sense of control over their lives. For example, when
they are familiar with a certain way of drying their toes
or with where they like to have their mobility equipment
placed, respecting these habits shows the person they
are in charge and they do not need to worry about
having to do what other people want instead.
If a person prefers to stick to a routine, try to make sure
interruptions are avoided wherever possible. This might
mean planning your work day around that person’s
preferred routines. If there will be a change in the way
or time that things are done, let the person know as far
in advance as possible and reassure them about what
they should expect to have happen. This helps to instil
trust and helps the person gain some control over the
situation.

Resources for Safe and Secure Routines

Visual reminders of where the person is and what will be happening next are useful in many support settings.
Networks such as communication resource centres can help you and other staff to create images and other
resources to foster safety and aid understanding.
Dementia Australia has an excellent website with ideas for how to promote safety and security for people with
dementia. It has an online store where resources such as those described in the previous example can be
purchased. It also provide ongoing training and support for families.
Think
A person supporting an individual’s independent living is focused on assisting the person
with their daily needs and supporting their independence. However, there are some tasks and
responsibilities that are outside the scope of a support worker's role. For example, a support
worker is not typically responsible for making decisions on behalf of the person or managing their finances.
Additionally, a support worker's role does not typically include providing direct supervision or monitoring the
person's behaviour. If a person's behaviour is a concern, it is typically the responsibility of other healthcare
professionals or social services to assess the situation and develop a plan to address the issue.
In general, a support worker's role is focused on providing practical and emotional support to the person, helping
them to maintain their independence and wellbeing.
However, there is a duty of care to report and seek appropriate assistance when issues that affect a supported
individual are observed. This is critical in observed instances that are believed to be because of neglect or abuse.
Example
Calendars or timetables that
show the day’s schedule can
include pictures or photos to help
understanding. A ‘Who’s Here
Today’ chart can contain the names and photos
of the staff who are working today, so people with
cognitive disabilities feel informed and safe.
Clocks can include a large face or large-format
digital numbers. They can be used to show when
the current task or activity begins and ends.
Large-font menus can show pictures or words
about what might be for lunch in a facility or
group house.
Process charts or stories can be used to explain
or show step-by-step instructions for routines or
new activities.

Mental Health Considerations and Support A support worker can take several steps to consider
an independent living individual's mental health and
When assisting people to live independently, it is
protective factors. Some of these steps may include:
important to consider and provide support for any
mental health issues they may have. Additionally, it is • Regularly checking in with the person to assess their
important to identify risk factors that could potentially mood and overall wellbeing.
trigger or contribute to mental health problems. • Providing emotional support and guidance, such
Some of the most common risk factors include: as listening to the person's concerns and providing
reassurance and encouragement.
• a family history of mental illness
• Encouraging the person to engage in activities that
• exposure to traumatic or stressful events
support their mental health, such as exercise, social
• chronic medical conditions or chronic pain activities, or hobbies.
• substance abuse or addiction • Providing information and education on mental health
• social isolation or lack of social support and available resources, such as counselling or
• poverty or financial insecurity support groups.
• unstable or abusive relationships • Coordinating with other healthcare professionals,
• limited access to mental health services. such as a therapist or psychiatrist, to provide
comprehensive mental health support.
Risk factors for mental health issues can vary depending
• Identifying and supporting protective factors, such
on the individual and their unique circumstances. It is
as strong social connections or a sense of purpose
important for support workers and other healthcare
and meaning, that can help the person maintain their
professionals to assess an individual's risk factors and
mental health and wellbeing.
provide appropriate support and resources to help them
maintain their mental health and wellbeing. It is important for the support worker to work closely
with the person and tailor their support to their individual
needs and preferences. By considering the person's
mental health and protective factors, the support worker
can help the person maintain their independence and
wellbeing.

Activity 4A
The Dementia-Friendly Home
Search the Dementia Australia website for information
about creating a dementia-friendly home:
https://scnv.io/e64v
If you would like to, you can also download the dementia-friendly
home app from the Dementia Australia website:
https://scnv.io/AvIi

1. What types of changes does Dementia Australia recommend to keep the home safe and secure for a person
with dementia?
2. How do these changes help the person’s physical and emotional wellbeing?

4.2 Social Wellbeing

People who are supported in facilities or by disability services sometimes seem to be surrounded by other people. It
can be difficult for an outsider to see how someone being supported in this way could be lonely or could need help and
support to make friends.
Consider this, though. Understanding their interests, including their cultural and
1. Support workers who work with people with spiritual preferences can be a good first step. Cultural
disabilities should not be considered as natural and religious groups in the community can offer a wide
friendships. You might consider yourself a friend, range of social opportunities for people who might have
but you are also in a work role. This means particular cultural and spiritual interests.
that you have professional boundaries and Using the person’s existing networks can be useful here.
requirements that are not the same, and cannot When an older person has first entered an aged care
be the same, as a real friendship. facility, encourage family and friends to help them to
2. Just because people are the same age, or all make connections with other residents. Let them know
have disabilities, does not make friendships a that the older person can still take part in the social,
natural thing. People who live in a facility, or who cultural and spiritual activities in the community that they
are supported in groups, are usually as diverse have previously enjoyed.
in their interests, culture and personalities as any
other people in the general community.
Example
Having friends is not as simple as meeting other people
• Help the person to learn social
or being around other people.
skills, such as how conversation
Friendships are one of the most important, rewarding
naturally unfolds and popular
and enduring parts of our life.
topics of conversation. You can do this by
Forming or maintaining friendships can be more practicing holding a friendly conversation with
difficult for some of the people you support. People them as a role-play or by letting them know
with disabilities might not have had the opportunities better ways when they use inappropriate social
to learn social skills or how to make friends. Older conversation or behaviour.
people and people with disabilities might have difficulty
• Help them to make phone calls or to visit
with communication, with hearing or with transport.
friends.
They might feel a lack of confidence about forming
• Support them to arrange visits from friends, for
friendships. They might have English as a second
occasions such as a dinner or morning tea.
language and find it difficult to meet people from their
culture and language background. • Talk to them about their culture, hobbies or
interests, and support them to find groups in
There are several ways that you can help and
the community where they can follow these
encourage the person to make natural friendships.
interests with other people.
The first step is to get to know the person’s individual
physical needs, where they might make friends, and
the way that they like to socialise.
Example
For example, encourage family to continue to take the person to their local church service. Let
them know that your service welcomes them at any time to help take the person out on visits to
friends or to continue to belong to other groups in the community.

Participation Resources to Help Participation

The people you support can benefit greatly from a little There are many different types of aids to help people to
bit of help to participate in social, cultural or spiritual make and maintain friendships and social activities.
activities, such as art or craft groups, going to church or A Lightwriter is a portable communication device that
taking part in cultural festivals and rituals with others. allows the person to type in what they want to say and
But getting them there is only the first step. Some have the machine read it aloud.
people give up easily on forming friendships, often Communication aids are becoming smarter and more
because of past experiences. Try to get to know the portable. Many people use apps on their phone or
person’s preferences for social interactions. Are they tablet to help overcome language barriers, such as
shy? Do they prefer to talk to one person at a time? Do translation apps. It has become possible to hold a
they need help to open up a conversation? What do they detailed and enjoyable conversation with another person
like to talk about? Try to work with these preferences. who speaks a different language using these aids.
Never force someone to take part in a group activity if Other apps can translate people’s unique and individual
they do not want to. We are all different. way of speaking, such as when a person has cerebral
palsy and is difficult to understand. These apps learn
the person’s sounds and meanings over time, and
Example convert unintelligible language into speech that can be
In a facility, make an effort to find understood by others.
out which residents might have
Less technical communication aids can include picture
things in common, or who enjoy
or word boards.
each other’s company. Help residents to sit near
people they like in the day room or at mealtimes.
Help them to visit each other’s rooms, an outdoor Example
area or a smaller common space if they prefer, so The internet and social media
that friendships can be formed one on one, rather can open up a different kind of
than just in large groups. social world for people who have
unique interests, or for people
who have friends and family who are busy or
who live far away. Many older people and people
Remember that participation in group activities can be
with disabilities embrace Facebook or Instagram
passive. Some people, such as people with dementia, when they are shown how. Chatrooms and special
may not join conversations with others around them. interest groups can help them to connect to others.
But they can often still absorb social benefits from being
around others and from listening to conversations,
smiles or laughter. Help them to feel part of a group Financial issues, such as not being able to access or
with smiles and open body language, even if they do not pay for transport can be a major barrier for some people
seem to be actively taking part. who live alone, or who cannot walk or drive to visit the
community. You can help the person to access transport
through options like subsidised taxi fares, community
transport such as free buses or teaching the person to
use public transport.
Other types of financial assistance are available to help
support people to access social opportunities. There is
often funding available to help supplement the cost of
aids and equipment to help the person to communicate.
NDIS provides planning and funding options to support
people to access the community, so that they can
participate in social, cultural or spiritual activities.

Activity 4B
The Meaning of Friendship
1. What do you have in common with your own friends?
2. What types of activities do you share?
3. What qualities do you look for in a friend?
4. Do you think you could have these same feelings about any person you happen to meet?

4.3 Sexual Wellbeing

Humans are sexual beings. It is a myth that older people or people with disabilities do not want or need sex.
This can be an area that has a big impact on the person’s physical and emotional health.
In the past, the sexual needs of people supported in aged

or disability settings were often either ignored or actively Example
suppressed. Supporting the person’s sexual needs is an Here are some ways
area we are just starting to learn about. We are beginning you can support a person in
to understand that some behaviours of concern, such as disclosing their gender or
aggression, can be triggered by sexual frustration. We sexual preferences:
know that for many people, being happy, and having a full
and enjoyable life, includes having sexual experiences. • Explain to all people you support that they
We now consider a person’s sexual needs as a part of can disclose gender or sexual preferences if
the whole person, and support can be provided in a they wish, to you or another person in your
professional way to address these needs. organisation. Let them know that if they choose
to disclose this information, you will support them
Gender and Sexual Identities
and that you may be able to help them to access
Respect and support the person’s own expression of resources, groups and support that can help
gender and sexuality, whatever that might mean to them. them. If they do not wish to do so, that is OK too.
Feeling attractive is an important part of our gender
• When a person does disclose previously hidden
identity and sexual life. You must help the person to
dress, put on makeup and groom in the way they wish, sexual or gender identities, respect that this may
and without judgement. have been difficult for them, and support them to
maintain confidentiality of this information if they
Older people who identify as lesbian, gay, bisexual,
transgender or intersex (LGBTI) have often experienced wish.
discrimination, trauma and abuse. They may have tried • Do not tolerate homophobic or transphobic
to hide their gender or sexual identities from others in comments or judgements from others, including
the past. It is important to respect the person’s wishes in other residents in aged care. All people you
disclosing or not disclosing their sexual or gender identity, support have the right to feel safe, especially in
and to support them to feel safe if they do. the place where they live.
Choice and Consent

It is not your business who the person has sexual contact with, unless you are concerned that the person is not able
to consent. A person can only give full sexual consent when they are aged 16 or over, and when they are able to
express their consent in some way. When this is the case, the person’s legal sexual choices in a private place are their
own choice. Respect and support the person’s privacy, by allowing them private space and time to meet their sexual
needs, either alone or with a partner. You must not show or imply disapproval, regardless of your own values.
A person with a significant intellectual disability or dementia is usually not able to consent, and can sadly be
vulnerable to sexual abuse or rape. It is important to understand the person’s ability to consent to sexual contact with
another person, and to immediately report any concerns that you might have about illegal sexual activity or abuse.

Sexual Activity Support

Some people with physical or intellectual disabilities might need help to access sexual activities, partners or
resources. Some workers may feel more comfortable in this role than others. Let your supervisor know if you do
not feel comfortable or have concerns about supporting a person’s sexual life.
Note It is important to maintain strict professional

boundaries when providing support in this area.
Some funding bodies such as the
This can mean that you provide only the support
Transport Accident Commission
that is documented on the person’s plan, and avoid
(TAC) and NDIS consider funding
situations that might cause misunderstandings or
for sexual activities as an important
require working outside of your work role.
part of meeting the person’s holistic care. The
person may be able to access funding to visit
a sex worker, access sexual aids to help them Note
overcome disabilities that prevent them engaging
It is never, under any
in sexual activity, or support sex education. Some
circumstances, appropriate to
sex workers specialise in working with people with
propose, conduct or groom a
disabilities.
person you support, or who you
A person’s care plan might ask you to: have supported in the past, to have any type
of sexual contact with you. It does not matter
• Support the person to visit or prepare to see a
whether the person is able to consent or not.
sexual partner (or a sex worker).
This is an illegal act, reportable to police, and
• Help the person to access legal sexual material,
you can be severely punished by the legal
such as online pornography or magazines.
system if you are found guilty of any act of
• Help the person to position themselves during sexual conduct with a client or resident.
sex, or during masturbation, particularly if both
partners have a physical disability. While this is
rare, it is important to remember that this can
be a crucial support to the person, who might
otherwise not be able to experience sexual
activity.

Inappropriate Sexual Behaviour

Sometimes, people with dementia or people with intellectual disabilities are not able to understand or follow sexual
boundaries. It is important that a person who is using inappropriate sexual behaviour, such as masturbating in public,
is helped to express these needs in a more appropriate place.
Stop the person gently, and remind them or support them to go to a more private place. If you notice that this
behaviour happens at a certain time of day or in certain situations, you can use this knowledge to provide the person
with privacy and the opportunity to express sexual needs in private before they are in that situation.
Never scold or express negative opinions about a person’s sexual needs.
Activity 4C
Older People Who are LGBTIQ
Read about the rights of older people who identify as LGBTIQ:
‘LGBT Older People’ from the Australian Human Rights Commission

https://scnv.io/a4nb

1. What issues do LGBTIQ older people often face?
2. Why are these issues often unique to people from this community?
3. What are the rights of LGBTIQ people in accessing care that allows them to be who they are and make choices
about their own life?

4.4 Risk in Emotional and Mental Health

Awareness of the importance of good mental health is quite new to the world we live in. However, it is now known
that there can be strong links between stress and diseases such as cancer.
We also know that depression and anxiety can cause us to feel tired and be less likely to take part in exercise, self-
care and social activities.
Many of the people you support can be at higher risk for depression. Older people have often experienced many
life changes, and grief can be ongoing. These negative mental states can increase when the person enters an aged
care facility.
People with disabilities sometimes experience issues that put them at higher risk of depression, too. Ongoing pain,
loss of a function they could once perform, or the experience of repeated discrimination and disadvantage can lead
to feelings of hopelessness or despair.
Signs of Mental Health Concerns

Depression and anxiety are the most common mental health conditions in our community. Sometimes these
can be difficult to recognise, as some people will attempt to hide how they are feeling from others.
Signs that can indicate the need to report potential emotional concerns include:
Expressing or showing Complaining

Withdrawing from Talking a lot excessively about
a lack of interest in
others and wanting about themselves physical problems and
activities that the person
to be alone in a negative way ailments
used to enjoy
Showing little Wanting to sleep

reaction to the things Worrying
Crying excessively more than usual.
around them

If you recognise signs of depression in a person

you support, talk to them about the help that
is available or report what you have noticed to
a supervisor. It is also important to document
your observations, such as in a file note, to help
professionals determine how long the person has
been showing these signs.
You should also recognise the limits of your
own role if you suspect that a person might be
experiencing mental health issues. A GP (general
practitioner) or a person who is professionally
trained in counselling or supporting depression
and anxiety can help provide the best support
Website
Example Beyond Blue has excellent resources
There are many ways in which targeted at specific groups (e.g.
the person can be helped and people who are older) who have
supported. For example: mental health concerns:
• The Australian public health system provides
funded visits to a registered psychologist for https://scnv.io/rwPC
a person who may be experiencing mental
health issues. This process is begun by
visiting their GP, who can determine if they
qualify and then provide a mental health plan The person might find improvement in their mental health
as a referral. through joining groups or starting hobbies that interest
them, taking courses or using podcasts, or pursuing self-
• Exercise is known to be beneficial in helping
development using:
to overcome the symptoms of depression
and anxiety. A gentle exercise program can • meditation and mindfulness
be tailored to suit the person. • activities that have had a proven effect on the mind-
• Mindfulness and meditation help many body connection, such as sport, walking, yoga, Pilates
people to learn to focus on what is or tai chi
happening in the present and to reduce • expressing spirituality through organised or individual
negative thoughts. The person can learn religious or spiritual pursuits
these techniques through formal programs • using creative outlets such as painting, craft, writing or
with a teacher, by reading about the process singing.
or through guided apps such as the Smiling
Mind.
Resource
• Talking can be useful. Let the person talk,
and listen rather than try to tell them what You can read about and download
you think they should do. Remember that the Smiling Mind app on
your job role does not always qualify you to the Smiling Mind website:
help with counselling people with severe or
https://scnv.io/uYzq
ongoing depression.

Signs of Abuse and Neglect

Abuse happens when a vulnerable person is subjected to physical, emotional, sexual or financial trauma, usually by a
person who is in a position of power. It can be committed by support staff, other professionals, family members, friends
or people in the general community.
Physical Abuse Psychological or Emotional Abuse

Physical abuse is when someone deliberately hurts Emotional abuse can include yelling, using humiliating
another person or uses excessive force against another or degrading terms or names, making a person feel
person. It can include hitting, kicking, pinching or using frightened or using threats to force a person to comply
unnecessary force when providing personal care. It can with your wishes.
also include using restraints, such as tying a person to a Signs of emotional abuse can include:
chair, without the correct legal process or authority.
• excessive compliance or wanting to please
Signs of physical abuse can include:
• expressions of fear
• unexplained injuries such as bruises, cuts or broken
• withdrawal
bones
• low self-esteem.
• showing fear or anxiety, such as cowering or guarding
the body, especially when around certain people. Financial Abuse
Financial abuse can include stealing, deceiving,
Sexual Abuse
convincing or pressuring a person to give you money
The definitions of sexual abuse have been widened to
or items of value, preventing the person from accessing
include staff members using sexual behaviours of any
their money, or acting dishonestly in the role of power of
kind towards a client or resident. This means that sexual
attorney. It can be committed by family members or staff
jokes, grooming, showing sexual materials, touching a
members.
person in a sexual way can be considered sexual abuse.
Signs of financial abuse include:
Sexual abuse also includes sexual behaviour between
two people, such as between residents or clients, or by • having less or no money to spend
a visitor, where one person cannot or does not consent. • items and money going missing.
Signs of sexual abuse can include: Neglect
• unexplained bruises, bleeding or cuts on the genitals, Neglect happens when a person who is responsible for
anus or breasts providing care to the person deliberately withholds care,
• sexually transmitted infections food, warmth, social interactions or other basic needs.
• fear of a certain person or people Signs of neglect include:
• weight loss
• dehydration
• poor personal hygiene
• medical problems, such as pain left untreated.

Mandatory Reporting
Mandatory reporting is the legal requirement of people in certain job roles to report child abuse to authorities such
as police and government departments. Mandatory reporting laws vary from state to state and can depend on the
setting you work in.
Mandatory reporting means that people in the job roles included

in this legislation (those who are mandated to report) must report
LEARN MORE
suspected or actual abuse to the police or to an approved
external body or department. They can be charged with a You can find out more about reporting of abuse in
criminal offense if they do not. aged care by reading the following fact sheet from
Organisations working in health services will have policy and the Australian Government:
procedures in place to appropriately manage abuse neglect. ‘What Is the SIRS? Providers Fact Sheet’
While ensuring that the appropriate mandatory steps are taken, from the Aged Care Quality
procedures will exist that ensure that the immediate health and Safety Commission
concerns of an individual are met.
Compulsory reporting requirements for the abuse of adults with https://scnv.io/GNSB
disabilities or in aged care are also very strictly enforced. In most
cases, your manager, such as a nurse or supervisor, is required
to report to police or the relevant government department any You can learn more about the law regarding
suspected or actual signs of physical or sexual abuse. responding to abuse in disability services at the
following link:
In some states, anyone who sees or suspects signs of physical
or sexual abuse has a legal obligation to go directly to the ‘Responding to Abuse’ from
police, or to be satisfied that the police have been contacted. In National Disability Services
other states, your legal responsibilities are only to report what https://scnv.io/L1zC
you have seen or heard to your direct manager.

Resource Watch
You can find details about Watch this video to learn more
mandatory reporting laws in about your reporting responsibilities
your own state or territory on the in residential aged care:
1800RESPECT website:
‘Reportable Incidents Under the Serious Incident
‘Mandatory Reporting’ Response Scheme (SIRS)’ by Aged Care
https://scnv.io/6Sr3 Quality and Safety Commission
on YouTube
https://scnv.io/KWtV
Note
You do not have to have proof or The Serious Incident Response Scheme (SIRS) is a new
evidence, or even be certain about legal requirement in residential aged care. It means that
your concerns. You must report any any allegation, suspicion or witness report of a serious
suspicions of abuse, even if you are not sure. or critical incident must be reported to the Aged Care
The police are trained investigators. Nurses and Quality and Safety Commission. Under the scheme,
support staff are not. It is not your job, or the role of serious incidents include:
your managers, to investigate a suspected crime, • unreasonable use of force on a consumer
such as physical or sexual abuse. If you or other staff • unlawful or inappropriate sexual contact
suspect abuse has occurred, you role is to protect
• psychological or emotional abuse
any evidence you might have, document and report
that evidence and pass it on to police. • unexpected death
• stealing or financial coercion by a staff member
You must report anything that a client or resident has
told you that makes you concerned that they might • neglect
be being abused, even if they have dementia or are • inappropriate physical or chemical restraint
not a reliable witness. Abusers often target people • unexplained absence from care.
with dementia or intellectual disability for this reason These regulations apply to incidents that have been
– because they are less likely to be believed. There committed by staff, visitors or family members, or
are allowances in the law for managing a resident other residents.
or client who repeatedly claims abuse where it has
These regulations apply to incidents that have been
been found to be false, or where the person is prone
committed by staff, visitors or family members, or by
to fabricating stories. It is, however, still your role to
other residents.
report or document every time the person makes a
new statement, so that it can be managed correctly.
Case Study
Henry works overnight in a disability
service. He tells the clients that
there are spiders under the beds,
and that they will be bitten if they
get out of bed. This frightens many of the clients
with intellectual disabilities into staying in bed,
rather than getting up during the night. Henry is
using psychological abuse in this situation because
he is making threats that frighten and stress the
people he supports.

Disclosure
Disclosure means that you have a legal responsibility to report certain things to a manager, even if the
person asks you not to.
You must breach the person’s confidentiality and report to a manager if the person you support tells
you that they:
• have been abused, or have experienced signs that could be abuse or neglect
• are at risk of harm, such as experiencing falls
• are at risk of putting others at harm, such as driving a car when they are unsafe to drive, or when they do
not have a license
• are considering self-harm, or have attempted self-harm.
Activity 4D
Child Protection in Your Jurisdiction
Go to the Australian Institute of Family Studies website to find the mandatory reporting laws for your
state or territory:
‘Mandatory Reporting of Child Abuse and Neglect’
https://scnv.io/22hd

1. Are you included as a mandatory reporter in your jurisdiction?
2. What other specific child protection laws must you follow?

Chapter 4
Q1. Describe an example of a myth or stereotype that contributes to devaluation of older people.
Q2. List two examples of what you can do to reduce the effect of devaluation.
Q3. List two signs of sexual abuse that you might notice in a person who cannot talk to you.
Q4. Explain the meaning of mandatory reporting.
Q5. List two examples of how you can encourage a person in aged care to find friends.

Bibliography
Bibliography
1800 Respect. (2020). ‘Mandatory Reporting’. Retrieved 19 Australian Human Rights Commission. (n.d.). Retrieved 19 May
May 2021 from https://www.1800respect.org.au/resources- 2021 from https://humanrights.gov.au/
and-tools/reporting-and-protection/mandatory-reporting
Australian Human Rights Commission. (n.d.). ‘LGBTI Older
ABC. (2021). ‘Old People’s Home for Four Year People’. Retrieved 19 May 2021 from https://humanrights.
Olds’. ABC iView. Retrieved 19 May 2021 from gov.au/our-work/lgbti/lgbt-older-people
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Australian Institute of Family Studies. (2020). ‘Mandatory
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reporting-child-abuse-and-neglect
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XWzjgGHflYByYQ0Qx6BAgEEAE Assistive Technology Australia, Accessed Nov 2022 https://at-
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Learner Guide

Ageing Support and Disability Support

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Wellbeing, Independence and Empowerment 1

Using this Learner Guide

Icons and Information Boxes

Example of the title for the link or RESOURCE

2 Wellbeing, Independence and Empowerment

1. Support for People as Individuals 4

2. Promotion of Choice and Independence 28

3. Physical Wellbeing Support 44

4. Emotional Wellbeing Support 64

Wellbeing, Independence and Empowerment 3

By the end of this chapter,

3 basic human rights and how to ensure they

3 the physical, intellectual, social, sexual and

3 the differing needs of humans across the

44 Wellbeing, Independence and Empowerment

1.1 Basic Human Needs and Rights

Wellbeing, Independence and Empowerment 5

6 Wellbeing, Independence and Empowerment

Wellbeing, Independence and Empowerment 7

Strategies for Assisting to Meet a Person’s Needs and Rights

Undertake a person-centred approach

Undertake a self-directed approach

Undertake a rights-based approach

Undertake a strengths-based approach

8 Wellbeing, Independence and Empowerment

Wellbeing, Independence and Empowerment 9

10 Wellbeing, Independence and Empowerment

Answer the following questions:

Wellbeing, Independence and Empowerment 11

1.2 Human Development Across a Lifespan

Infancy (Birth to 2 Years)

Area of Need Developmental Changes Basic Needs

Physical • A safe and clean environment

Emotional • To feel safe

Intellectual The baby’s cognitive development is amazing. They will

Social The baby tries to mimic language by cooing and

Sexual Apart from the genitals, there is little to no difference

12 Wellbeing, Independence and Empowerment

Childhood (Approx. 2 to 12 Years)

Area of Need Developmental Changes Basic Needs

Emotional The child begins to develop a sense of self- • To be allowed to practise

Wellbeing, Independence and Empowerment 13

Childhood (Approx. 2 to 12 Years) Continuation

Area of Need Developmental Changes Basic Needs

Sexual The child is beginning to understand gender • Help to understand physical

14 Wellbeing, Independence and Empowerment

Adolescence (Approx. 10 to 19 Years)

Area of Need Developmental Changes Basic Needs

Wellbeing, Independence and Empowerment 15

Early and Middle Adulthood (Approx. 20 to 64 Years)

Area of Need Developmental Changes Basic Needs

Sexual Intimate relationships in adulthood are an important part of • Privacy

16 Wellbeing, Independence and Empowerment

Late Adulthood (Approx. 65+ Years)

Area of Need Developmental Changes Basic Needs

Wellbeing, Independence and Empowerment 17

18 Wellbeing, Independence and Empowerment

1.3 Individual Identities

Wellbeing, Independence and Empowerment 19

Cultural and Spiritual Differences