Manage tasks and manage contingencies the context the job role

Community

CHCCCS015 - Provide individualised support Version 1.1

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PLANNING THE SERVICE ............................................................................................................................. 31 ASSEMBLE EQUIPMENT AS AND WHEN REQUIRED ACCORDING TO ESTABLISHED PROCEDURES AND THE INDIVIDUALISED PLAN ................................................................................................................................... 33 PROVIDE SUPPORT ACCORDING TO DUTY OF CARE AND DIGNITY OF RISK REQUIREMENTS .......................... 35 ROLE OF AGENCY POLICY AND PROCEDURE ......................................................................................... 35 PROVIDE ASSISTANCE TO MAINTAIN A SAFE AND HEALTHY ENVIRONMENT ................................................. 37 RESPECT INDIVIDUAL DIFFERENCES TO ENSURE MAXIMUM DIGNITY AND PRIVACY WHEN PROVIDING SUPPORT ....................................................................................................................................................... 38 DIGNITY ............................................................................................................................................................ 38 SEEK ASSISTANCE WHEN IT IS NOT POSSIBLE TO PROVIDE APPROPRIATE SUPPORT ...................................... 40 SPECIALISED CARE ................................................................................................................................................. 41 ASPECTS OF PROCESSES AND AIDS OUTSIDE SKILLS AND KNOWLEDGE AND/OR JOB ROLE ....................................................... 42 TOPIC 3 – MONITOR SUPPORT ACTIVITIES ..................................................................................................... 44 MONITOR OWN WORK TO ENSURE THE REQUIRED STANDARD OF SUPPORT IS MAINTAINED ...................... 44 WHAT IS SELF EVALUATION ...................................................................................................................................... 44 WHYSELFEVALUATE? .................................................................................................................................... 44 HOW TO SELF EVALUATE ......................................................................................................................................... 44 INVOLVE THE PERSON IN DISCUSSIONS ABOUT HOW SUPPORT SERVICES ARE MEETING THEIR NEEDS AND ANY REQUIREMENT FOR CHANGE ................................................................................................................. 46 SMART GOALS ...................................................................................................................................................... 48 GATHERING FEEDBACK FROM CLIENT’S ...................................................................................................................... 48 IDENTIFY ASPECTS OF THE INDIVIDUALISED PLAN THAT MIGHT NEED REVIEW AND DISCUSS WITH
SUPERVISOR .................................................................................................................................................. 51 REPORTING .................................................................................................................................................... 52 PARTICIPATE IN DISCUSSION WITH THE PERSON AND SUPERVISOR IN A MANNER THAT SUPPORTS THE PERSON’S SELF DETERMINATION ................................................................................................................... 55 ADVOCACY ..................................................................................................................................................... 55 DOING FOR THEMSELVES........................................................................................................................... 56 PROVIDE CHOICES ....................................................................................................................................... 56 TOPIC 4 – COMPLETE REPORTING AND DOCUMENTATION ............................................................................ 58 MAINTAIN CONFIDENTIALITY AND PRIVACY OF THE PERSON IN ALL DEALINGS WITHIN ORGANISATION POLICY AND PROTOCOLS ............................................................................................................................... 58 WHAT IS CONFIDENTIALITY ....................................................................................................................... 58 COMPLY WITH THE ORGANISATION’S INFORMAL AND FORMAL REPORTING REQUIREMENTS, INCLUDING REPORTING OBSERVATIONS TO SUPERVISOR ................................................................................................ 60 IDENTIFY AND RESPOND TO SITUATIONS OF POTENTIAL OR ACTUAL RISK WITHIN SCOPE OF OWN ROLE AND REPORT TO SUPERVISOR AS REQUIRED ......................................................................................................... 62 TYPES OF HAZARDS ................................................................................................................................................ 63 REPORTING RISKS ........................................................................................................................................ 63 IDENTIFY AND REPORT SIGNS OF ADDITIONAL OR UNMET NEEDS OF THE PERSON AND REFER IN
ACCORDANCE WITH ORGANISATION AND CONFIDENTIALITY REQUIREMENTS .............................................. 65

STORE INFORMATION ACCORDING TO ORGANISATION POLICY AND PROTOCOLS ........................................ 69

ONLY COLLECT INFORMATION YOU NEED .................................................................................................................... 69 DON'T COLLECT PERSONAL INFORMATION ABOUT AN INDIVIDUAL JUST BECAUSE YOU THINK THAT INFORMATION MAY COME IN HANDY LATER ....................................................................................................................................................... 70 TELL PEOPLE HOW YOU ARE GOING TO HANDLE THE PERSONAL INFORMATION YOU COLLECT ABOUT THEM ............................... 70 THINK ABOUT USING PERSONAL INFORMATION FOR A PARTICULAR PURPOSE ..................................................................... 70 THINK BEFORE DISCLOSING PERSONAL INFORMATION ................................................................................................... 70 IF PEOPLE ASK, GIVE THEM ACCESS TO THE PERSONAL INFORMATION YOU HOLD ABOUT THEM ............................................... 70 KEEP PERSONAL INFORMATION SECURE ..................................................................................................................... 71 DON'T KEEP INFORMATION YOU NO LONGER NEED OR THAT YOU NO LONGER HAVE TO RETAIN.............................................. 71 KEEP PERSONAL INFORMATION ACCURATE AND UP TO DATE ........................................................................................... 71 CONSIDER MAKING SOMEONE IN YOUR ORGANISATION OR AGENCY RESPONSIBLE FOR PRIVACY ............................................. 72

COURSE INTRODUCTION

ABOUT THIS GUIDE

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

ABOUT ASSESSMENT

Your assessment may be conducted through a combination of the following methods:

•Third-party reports from a supervisor

business policies and procedures

•Oral presentation

ELEMENTS AND PERFORMANCE CRITERIA

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

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

2.4 Respect and include the family and/or carer as part of the support team

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

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3.2 Involve the person in discussions about how support services are meeting their needs and any requirement for change

3.3 Identify aspects of the individualised plan that might need review and discuss with supervisor

4.4 Identify and report signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements

4.5 Complete and maintain documentation according to organisation policy and protocols

This describes the essential knowledge and skills and their level required for this unit.

PERFORMANCE EVIDENCE

•Rationale and processes underpinning individualised support planning and delivery:
oBasic principles of person-centred practice, strengths-based practice and active support
oDocumentation and reporting requirements
•Roles and responsibilities of different people and the communication between them:
oCarers and family
oPerson being supported
oHealth professionals
oIndividual workers
oSupervisors
•Service delivery models in the relevant sector
•Legal and ethical requirements and how these are applied in an organisation and individual practice, including:
oPrivacy, confidentiality and disclosure
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Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

•Use of suitable facilities, equipment and resources, including:

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

PRE-REQUISITES

TOPIC 1 – DETERMINE SUPPORT NEEDS

INTERPRET AND CLARIFY OWN ROLE IN IMPLEMENTING
INDIVIDUALISED PLAN AND SEEK APPROPRIATE SUPPORT FOR ASPECTS OUTSIDE SCOPE OF OWN KNOWLEDGE, SKILLS OR JOB ROLE AND PROVIDE ASSISTANCE TO MAINTAIN A CLEAN AND COMFORTABLE ENVIRONMENT

Many people require more than one service to manage their needs. For example, Jack is an 85-year-old man, living alone in his own home. The services he requires are:

•Meals on wheels

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•Legal advice

•Housing

•Home support services

•Home assistance

•Health advice

RESPITE SERVICES

These provide assistance for the regular carers of the client to ‘take a break’. They include:

• Recreation and community access

• Emergency respite

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OCCUPATIONAL THERAPY

Occupational therapists assess how well a person manages their activities of daily living. Their assessment provides a guide to ways the person’s independence can be enhanced in all aspects of their life.

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•Lifestyle and decision making

•Mental health issues

Community care nurses are able to provide planned home nursing services to clients there are a wide range of nursing services aimed at assisting people to maintain their health, well- being and independence. This might be short term, for example, if the client requires dressing changes after a surgical procedure, or they may be more extensive if the client is suffering from a chronic illness.

The above are just some of the services that you may use in the care of your clients. Your organisation should be able to provide you with a list of the services that are available

The information you gather from the client is the best way to ensure accurate
information when developing individualised plans. Workers need to ensure that this is always done within regulatory and legislative guidelines.

Other sources of client information can include:

•Liaison with other service providers

The individualised plan is centred on the goals of the client. The information the client provide in relation to their long and short term goals provides the basis on which the worker focuses on providing them with the possible options that might meet their needs.

Maslow's original model had only five levels. It has been revised by many modern psychologists. This model has eight levels.

People who are ageing or those who have a disability have a capacity for physical, emotional, social and intellectual development. They are entitled to the same conditions of everyday living as anyone else in the community.

Clients require an individualised approach to deal with their unique issues, needs, abilities and character traits.

•Use simple words and short sentences

•Speak with the client in a manner that is age appropriate

•If the client appears to be struggling for words, gently suggest words that may

assist them according to the context of the conversation, but do not assume