CHCDIS001.docx

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CHCDIV001

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Jan 9, 2024

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SMP NETWORK P/L – TRAINING ASSESSMENT FOR UNIT CHCDIS001 CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING A STRENGTHS – BASED APPROACH Submitted By: SHANEIKAH TRESPICIO Student Identification Number: 10608

Practice task 1 1. List three universal human rights that are especially important to respect when supporting a person with a disability..  The right to self determination  The right to dignity  The right to privacy and confidentiality 2. How dose following a person- centred and strength- based approach help sure that the rights of the person being supported are always respected? Illustrate your answer with two examples.  A person – centred approach ensures that a person is making the important decisions about their own life ( self -determination) rather than having support workers and others make these decisions for them  A strength- based approach upholds a person’s dignity and sense of self worth by recognising their positive attributes and talents and using these as the basis for strategies to further self- development. 3. What are two strategies that the social model of disability proposes for tackling the disadvantages and developing that people with a disability experience in society ?  By encouraging and supporting the person to take on fulfil valued roles in society to gain status, respect and a sense of belonging  By challenging pre-conceived ideas and attitudes held in society that stereotype people with a disability, stigmatise them and set los expectations of them 4. Detail two ways in different to formal decathlon in typical methodology ?  Community education favours collaborative approaches to learning such as mentoring and peer to peer learning where the knowledge and experiences of all are valued rather than setting up the educator as the expert and the one source of information.  Community educations Cavour active, participatory actives as a way of getting people to learn through experience, thereby helping to changing thinking and behaviour and embedding the learning more deeply. Practice task 2 1. How dose vulnerability invoke duty of care?  A person who is vulnerable to abuse or deception because of a cognitive impairment requires a higher degree of duty of care than someone who is able to reason through options and consequences. 2. How can a skills assessment make a person with a disability feel vulnerable ?  A skills assessment involves making judgement about the capacity of a person to perform certain tasks. Judgement by others is disempowering because it stops a person from defining their own possibilities. 3. Briefly explain two ways that skill development can be empowering  By mastering a new skill, a person becomes able to operate independently from others and as independence in valued in society this gives a person social standing and power  By learning oet exercise choice and directing how their money is used, a person can gain control of division making in regard to their own life.

4. Interdependence to overcome devaluation  Interdependence requires two – ways or multi- directional dependencies r needs. If a person is depended upon or needed in some way, they gain value in society. Practice task 3 1. What is purpose of a skills assessment ?  To collect evidence from observation of person’s performance of their skill and their need to be able to complete tasks in certain areas of their life 2. List one advantages and disadvantages of each of the following sources of assessment information such as self assessment information listed below  Self – assessment  The advantages of self assessment is empowering and person centred. However, there is a disadvantage of self – assessment. It may not be appropriate for all people  Specialist  In some caress, a disability or health specialist may be required to contribute to an assessment. Occupational therapists, speech pathologists and physiotherapists are some professionals who may be insulted.  Support worker/ carer  People who provide paid and unpaid support to the person will have many first hand observations of the person to contributes to a skills assessment. Carer or support worker may however provide more support than is necessary or be blind to situations where the person could work towards managing a task themselves. 3. Explain two ways that you can make sure you accurately record assessment observations.  Focus on observed evidence and do not include opinion or judgement in assessments. Don’t let recording test in the way of keenly observing. Record observation as soon as possible after the assessment if not possible during. Practice task 4 1. What behaviour has Jerome noticed?  Danielle is not as interested or motivated to create art. 2. What is the best way for Jerome to act on what he has noticed?  Jerome should discuss with Danielle what he ha noticed and try to find the reason for the behaviour he has observed. He should note down what he has observed in her case notes or participation file.

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3. What should Jerome do to about getting Danielle’s needs met?  Jerome will need to speak with his supervisor or manger to see if the art group can accommodate Danielle’s interest in digital art. Jerome will need to note down the technology Danielle has acquired and have his supervisor apply for funding for similar equipment. Learning checkpoint 1 1. What sort of learning strategies are favoured by an active support approach?  Active support is practical, hands-on style support, recognising that many adults learn best by doing. This can take the form of staged, step by step practice of new skills 2. List three organisational policies that are important in ensuring respect for a person’s rights.  Private  Confidentiality  Disclosure 3. Briefly explain how risk is important to respecting a person’s rights  Many people on receipt of support services are not used to being in control. They typically feel vulnerable because of their care needs and marginalised through being labelled or stereotyped. With this as a starting point, as useful mindset to have is that tour main role is to do yourself our of a job; if your focus is to provide informations resource and support to assist the person to build capacity, gain confidence and take on control their one’s life, then you will be representing their rights and taking an empowerment approach. 4. What are two ways that the social model f disability explains how people with a disability are devalued buy society?  Being devalued disempowers people, according to the social model of disability. When society offers people with disabilities pity and views them as incapable of meaningful contribution, then they will often see themselves as deserving of charity and of little worth.  The model stood in contrast to the medial model that had implicitly regarded disability as an indicted deficit that needed to be managed, treated or cured. 5. How can social devaluation of people with a disability be challenged?  Both the support worker and significant people in a person’s life can further this aim by supporting them to mater new skills and take on new responsibilities. If we define employment as being in control of decisions in our life, one of the essential ingredients to have any sort of control in most societies is money. In disability services, the move to individual, portable funding seeks to give people choice. 6. How is the goal of interdependence a more inclusive aim then merely independence for people with a disability?

 Independence is much referred in our society , indeed to gain independence is to gain personal control; a form of power. Therefore. Independence is often seen as the same things or at least a key part, of empowerment. But, just as vulnerability is not in and of itself a bad thing, nor is dependence. In fact, society replies on dependence, but in truth, these societal relationships are two ways or more usually, multidirectional; they are interdependencies. 7. What source of information should be included in a skills assessment of person with a disability  Family, carers and relevant others should be included in a skills assessment because their know the person well and understand their skills and needs 8. List three guidelines for gathering and recoding evidence in a skills assessment?  Take note to remind you of main observation or decision made  Encouraging to take notes themselves if they have skills to  Alternatively d digital voice recorder may be used to cause observation.  Share with others  Version control  Incorporating reviews  Consistency 9. What should be the main aim of a skills assessment ?  People with a disability need to achieve rightful recognition, they must be given the opportunity to develop to their full potential and maintain the quality of life they desire.  Community service workers have a key role in assisting people to develop new skills and maintain their existing skills and abilities in order to live full and fruitful lives. 10. What are the four main principles of a skill assessment?  Assessment processes are written to ensure the assessment is accurate, fair, safe and respectful of the person’s rights and dignity. Consider the following assessment principle and the ways in which a written process may incorporate these principle  Validity  Fairness  Safe  Respectful 11. If a person shows evidence of a marked change in their ability to perform a skill or task, who should you inform and how?

 When changes occurs to a skill are , you are required to provide feedback on this changes to your supervisor. Feedback can be reported verbally or in writing generally using cone of the following methods. A phone call, email or note on the appropriate form, a comment in the communication book or an indices report. Part B 1. In what ways did the Kylie’s craft group program fail to meet the funding guidelines?  Kylie’s craft group program fail to meet person- centred teaching because it dose no not cater for individual choice or offer skill development to increase the valued states and independence’s of participants. Also it was not structured as the same level of people with disability, in which they lost interests in craft, not leading to greater individual growth. 2. Design a proposal for Kylie’s craft group that responds to the official’s criticisms of the existing program. What activities would you put in place? Who would you consult? How would your proposal create opportunities for incidental learning ?  Practice task 5 1. What particular barrier to active engagement to people with acquired disability face?  As part of the grieving, they may isolate themselves from society. They may be embarrassed to be seen as more dependent on others particularly if they were very independently minded people initially. 2. List two strategies that may be used to help a person engage actively in the community.  A person could join a club or take out a membership with a community group. They could also find a partner or buddy to do the activity with them. 3. How can a skills assessment encourage a person to actively engage in living activities ?  A strength- based skills assessment will highlight the many skills and abilities that a person has and the level to which they are developed. A clear picture of a person’s abilities helps in matching them to activities that present them with the right level of challenge. Practice task 6 Types of resource Formal education Informal education Facilities Accessible classrooms, computer labs and other facilities such as breakout rooms, toilets and lunchrooms. Transport required to access community facilities such as libraries, youth centres and fitness centres. Money Money for tuition fees and textbooks Money for memberships to community groups and organisations and to attend

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community events. Equipment Equipment which can capture structured learning such as workbooks, computer and storage devices. Less equipment for capturing learning and notes. Self- reflection and experiential leaning journals. Staff Staff with specialist knowledge, skills and training to manage learning and group dynamics in the classroom. Support staff with experience in providing minimum support required and encouraging engagement. Presentation media Presentation media or equipment such as whiteboards, smart boards and data projectors. No formal presentation media Assistive equipment Sistine equipment such as text to speech software and modified input and output devices. Assistive technology with an emphasis on mobility and communication such as electronic communication devices. Skill development plans Skill development plans wth detailed task breakdowns, listing reinforcements and feedback as motivators. Skill development plans that detail preferred learning styles and social contexts in which to practice skills. Practice task 7 1. Create a skills inventory of at least eight times in a skill set area such as ;  Cooking skills  Vocational skills  Social skills  Relationship skills  Physical health /exercise skills  Safety skills  Transport skills 2. Define a scale for the skills inventory of between -6 indicators 3. Using the skills inventory, observe and question a person you support to get a full picture of the skills they currently have in the chosen skill area. Social skills inventory Name; Date;

Full support Significant support Some support Listless support Independent 1. Makes eye contact 2. Introduces self 3. Shakes hands 4. Speaks clearly 5. Ask questions 6. Talks about appropriate subjects 7. Listens appropriatel y 8. Interrupts appropriatel y Practice task 8 1. Using the skills inventory you created and used in the previous practice task, create a plan for using the strengths identified by the inventory as a platform for further skills development with the person.  Refer to the above table 2. Identify at least two skills from the inventory that the person is independent in or requires little support  Specks clearly  Listens appropriately 3. Discuss with the person an empowerment goal such as a. To become more aware of changes they want b. To become more connected to their community c. To become more confident to participate more actively. d. The person’s goal is to become more connected with their community 4. Describe the identified strengths in the plan and detail the strategies you will use to mobilise these strengths to achieve their empowerment goal including how you will; Specks clearly Listens appropriately Focus on the outcome Discuss with the person Share information with the

what form of community engagement they would value and how it would benefit them person about community options that match their area of interest Help the person prioritise Ask the person to list areas that they want to be involved in immediately or in the near to short term. Work through a list of organisations or opportunities that are in the person’s area of interest and discuss the benefits and drawbacks of each Make success more achievable Support the person to make contact over the phone and to make an appointment to find out more about membership During the discussion, support the person to listen for opportunities for them to contribute and engage with the gourd in ways that they would enjoy and find fulfilling Help them focus their energy Ask the person to share what they think should do to pursue the opportunity Discuss the possible next steps that the person may take to get involved. Provide positive feedback Listen to the person’s perspective on how they feel about their involvement with the group or organisation and what they feel went well and what they feel did not. At all stages, when the person engage, give constructive feedback about how they made positive connections and depended their involvement. Practice task 9 1. What changes have occurred in Adam’s relationships?  Adam has recently started an intimate relationship with a woman. 2. What internal factors have changed for Adam?  Adam is now on medication that works better for him and he has adopted a healthier lifestyle by reducing the amount of alcohol he is drinking. 3. What temporary factors affected the initial skills assessment that Adam had?  Adam has drinking heavily and battling depression as he came to terms with his disability. 4. What would you recommend Adam dose before considering moving in with his girlfriend?  Adam should have another skills assessment to enable more appropriate supports to be provided for home to live independently. . Practice task 10 1. What are three types of feedback a support worker may offer?

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 Prompting  Praising  Encouraging experimentation  Suggesting other day to do things. 2. List three features of contractive feedback that make it effective in encouraging skills development.  Constructive feedback should :  Be immediate  Be enthusiastic  Be positive  Be useful 3. Explain what it means for all forms of your feedback to be in agreement  This means that the words, verbal expression and body language you use are all giving the same message. Practice task 11 1. List three differences you may notice when implementing skill development activists.  Level of engagement or responsiveness  Degree of cooperation from the person  Level of enthusiasm or interest  Level of success achieved 2. What are two steps you should take before discussing skills implementation with other close to he person?  Discuss with the person your intention to discuss their situation with others and your reasons for this. Check that they are okay with this.  Check if there are specific instructions or consent documents that allow you to discuss the person with others. 3. What are three signs that a relationship between a support worker and a person is not working?  Prejudicial attitudes  Lack of communication  Complaining  Cancellation Practice task 12 1. Describe three observable of disengagement from the skills development process.

 Disinterest in talking about hobbies and interests  Lethargy or lack of motivation  Reduce contact with family and friends.  Poor attendance 2. Describe three observable signs of increased engagement in the skills development process.  Engaging in discussion more often  Changing routine to fit in more activities  Asking more question 3. Describe a circumstance in which you would have to fill out an incident report.  In cases where an accident, indecent or near miss occurs as part of the skills development process that caused or had the potential to cause jury. 4. When should you communicate directly with your supervisor about the level of engagement of the person?  If you have concerns about the person’s wellbeing or cause to believe that they are at risk. Learning checkpoint 2 Assist with skills development in accordance with individualised plan Part A 1. What two vocational skills would you suggest Alex work at developing to achieve his goal?  Professional work skills and qualification  Occupational skills 2. What strengths dose Alex have that will help him to get the job he wants ? List two  Not problem with the early morning  Good at listening and following instructions 3. Explain how to make best use of Alex’s skills when preparing him to develop his vocational skills. Give two examples.  Pre- employment training through a vet provider  Attains college or university. 4. What resource of equipment would Alex need to help him get the job he wants? Give two example  Job vacancy information, job search skills  Accessing to trading in interview techniques and transport 5. What methods could you use to encourage Alex to develop his skills?  Role plays  Ensure mastery of skills 6. How would you monitor Alex’s progress towards his goals?  Observe

 What the person dose for themselves  What they no loner do for themselves  What dose not get done  Changes in the environment, internal factors or relationships  Discuss  What they would like to do for themselves  What they feel they can no longer do  How they would like it done  What they enjoy doing  What they feel others can learn from them  Gather feedback  Relatives and significant others  Friends and neighbours  Fellow support workers  Other health professionals Part B 1. What sort of information will help Evelyn pursue her goals?  Website design course  Local or community run exercise class  OT plan  Schedule app 2. What sort of encouragement will help Evelyn pursue her goals?  Concrete rewords  Self- esteem  Discovering new power or ability  Being the centre of attention 3. What is the purpose of the exercised listed in the plan?  Exercising make her muscle strong, which leads to walk to the local shops indecently. 4. What other assessments and documents will need to be referred to as well as this plan?  Internal factors  Relationship 5. What is one strength that Evelyn has to help her with her achieving her goals?  Assisting to attend an information session or training session. 6. What further goals might Evelyn set once she has achieved those set in the plain if she wanted to progress more in these areas?  Become more independent, such as meals and transport  Finding a job  Making friends 7. Give example of two resources that Everly is using to develop her skills  Home care  Recreation

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8. What other resources may be of use to Everly ?list two.  Employment  Residential 9. What sort of hurdles may Evelyn face in achieving her goals? List two  Sometime she might feel of powerlessness due to social isolation, and lack of control  She might feel awareness from new information, a crisis or life transition 10. List one method that would be effective in helping Evelyn maintain her motivation.  Constrictive feedback will maintain her motivation. 11. Evelyn often forgets to charge her phone and his affects one her shopping strategies. What is a constructive way of discussing this with Evelyn?  The support work might change battery charger to the magnetic charger. She only need her phone to put the round plate before going to the bed. It might be easier for her, and less like to forget to recharge. 12. You support Evelyn to attend her water aerobics class. Out of the last three classes, she has attend only one as she has forgotten her bathers twice. What is the best way to handle this with Evelyn?  She makes an arrangement with a female friend who want to go water aerobics class and then they both motivate each other and they reward themselves with a coffee and char after wards. It can be hard to forget to go there. 13. When you arrive to assist Evelyn to the pool one day, you find that she has twisted her ankle and it has swollen up and is causing her pain. What is the best way to handle this situation? Explain four steps you would take.  Call supervisor to report the incident, and following instructions of the supervisor, such as seeing a doctor, and then do written incident report. 14. In late February, Evelyn is walking half way to the shop independently. Your supervisor asks you for a progress report on Evelyn. List three things you would report to your supervisor. .  Observe  Discuss  Gather feed back from others, such as relatives, health professionals Practice task 13 1. List five features common to most types of incidental leaning 1) It has no set curriculum to learning program 2) It is experiential rather theoretical 3) It happen almost accidentally as different people take different thins from experiences 4) It occurs outside of formal leaning serving, such as the classroom. 2. According to adult learning theory, what are three advantage of incidental learning when used with adults? 1) Bring their own experiences and expertise to learning and validates those experiences 2) It is relevant to their real world circumstance and situation. 3) Building on their previous knowledge. 3. List two teaching strategies that work well outside of the classroom where incidental leaning is occurring. Give an example of using each to help teach a life.

1) Role Modelling -> take a person into a shop to buy clothes. This will teach the person how to ask the shop assistance for help, how to compare products and prices and how to try on the clothes 2) Demonstration->help a person to catch a train. Break down the process into steps and discuss and demonstrate each steps such as heading the timetable, buying ticket, and boarding the train. 4. Briefly exhaling why regulars off – the – shelf learning tolls should be preferred to specialised adaptive tools if they are quite suitable for the intended need?  Specialised or customised learning aids are expensive and may not be available in all the contents that person may need them.  Standard leaning equipment has less cost, greater available and is less noticeable causing the person to attract less attention and therefore, aids inclusion with other teachers. Practice task 14 Communication need Communication resources Communication aids/ techniques The person is feeling lonely and left our at a local cultural festival. The person communicates with body language and gestures suggesting they are feeling withdrawn and shy. Ask the person what is going on for them and whether they are getting what they want from the festival. Suggest ways to engage that they feel comfortable with. The person is experiencing pain from a new set of shoes. The person communicates using eye movements and responds to yes/ no questions A communication board with common questions or items ( including clothes ) can be used along with closed questions to discover the person’s need. The reason wants to make friends with his workmates at a workplace where he has worked for several years. The person has a hearing impairment and communicates by lip reading and signing. The person may use a hearing aid to help them better communicate with their hearing colleagues. The workmates may be coached in making sure they face the person when taking to enable him to lip read. The person wants to develop self- esteem and confidence to be able to speak publicly in front of an audience. The person communicates well verbally and is a visual learner and hands on learner. The person may be coached effectively using videos and practical demonstration of skills to develop their confidence to speak publicly.

Practice task 15 Task, type and degree of support Withdrawal of support Duty of care Dignity of risk Setting oven temperature Demonstrating the various oven settings and setting oven to the correct temperature. Prompting to check the temperature setting with that specified in the recipe Withdraw demonstration and practical support. Continue with verbal prompting to check the temperature against recipe Continue to provide promoting around the temperature of oven and safe handing of dishes to avoid burns. Allow the person to burn or overcook the dish as a real consequence of not accurately reading the recipe and setting the oven temperature. Logging on to password protected network Verbal cue to find login and password details in notebook. Typing in the log in address for person. Promoting them to type in their password themselves unless two incorrect entires and made. Assistance to type in password provided if they may be locked out of the system. Continue verbal promoting to look for log in details in notebook. Withdraw typing support to how person type in login and password. No physical harm likely when withdrawing support. If person becomes frustrated, the minimum support required may be reintroduced. Allow the person the sense of achievement that comes with independently logging onto the computer at the risk of the person mistyping the login and password combination and being locked our of the system. Re-learning how to swim Use of a buoyancy aid ( vest) and kick board to practice kicking in the pool and to strengthen legs Withdrawal of buoyancy aid while maintaining use of the kick board. Confine the activity to shallow end of the pool to avoid any risk of drowning. Support person dressed to be able to jump in the water if person falls under the water. Allow the person the achievement of using a kickboard indecently while risking then taking in a mouthful of water. Crossing at pedestrian Verbal prompting to Remove verbal prompting to press button and check Using physical contact to ensure that the person Allowing the person to make decision about when to safely cross

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press the button at the pedestrian crossing and check the road before stepping our onto the crossing. Physical support of the person holding onto the arm of the support worker when crossing the road. the road while maintaining physical support. never steps onto the road when it is unsafe to do so. the road at the risk of having to intervene if there is danger. Performing on stage Listing to warm up and Turing of quieter. Encouragement and emotional support for the person prior to them going out on stage. Continue to assist with quit at tuning and warm up. Withdraw emotional support and join the audience to watch the performance. No physical harm likely when withdrawing support. If the SuperSonics becomes severely impacted emotionally, support may be reintroduced. Allowing the person the thrill of performing on stage at the risk that their nerves may negatively affect their performance. Learning checkpoint 3 Support incidental learning opportunities to enhance skills development Part A 1. How can a person use their personal experience to encourage their own leaning ?  Experiential learning is an individual process that is self paced and allows people to develop capability that is directly relevant to their needs. 2. What is incidental learning and what are three features common to all types of incidental leaning ?  It is has no set curriculum or leaning program  It is experiential rather than theoretical  It happen almost accidentally as different people take different thins from experience 3. Describe two teaching strategies that are often used in informal learning.  Informal learning is less infrastructure and fewer dedicated, and it makes more demands on community resources. For example, transport required to access community facility, such as libraries , youth centre and fitness. Another example is the money for memberships to community groups and organisations, and to attend community events. 4. How dose meeting a person’s communication need improve their enjoyment of and engagement in activities ?  Good communication skill is key to achieving the goal of the encouragement to do activities. It is important to know where to access information to provide those in care. This includes finding education pathways that are

available in local community as well as sourcing information about social groups and events. This information will be invaluable as you assist people to realise their personal potential and enjoyment of life by enhancing their skills and interests. 5. Apart from praise and encouragement what other motivators can be used as part of skills development?  Apart from praise, self – esteem can be used for skills development, being told how much they have grown and developed, seeing their progress towards reaching a personal goal. Also, knowing that you or someone special is watching and impressed is the another factor to motivate to develop skills. In addition to this, providing better than others at an activity, event or feat make them encourage to do so. 6. List three important principles to follow 1) Prompting and fading ->prompts may need to be used repeatedly, until the person can carry you the skill satisfactory, and fading is the gradual removal or a prompt. 3) Duty of care requires to take reasonable care to avoid injury to others and damage to property as a result of our actions or inaction. when withdrawing support to encourage skill development, the inaction of a support worker is both intentional and planned. 4) Dignity of risk -> the right of people to dignity and choice, upheld in legislation and service standards, also require that duty of care safety is not used as a reason to limit a person’s freedom or personal choice. 7. Withdrawing support often involves using a different approach to prompting. Give examples of three different types of prompting.  Physical, such as touching a person’ s hand to initiate action  Visual, such as using photograph or drawing  Gestural, such as pointings, signing jot demonstrating by movement. Part B 1. What current theories and philosophies are demonstrated in this case study?  Withdraw support over time encourage Belinda to be more more independent and she develop the skills to teach themselves additional skills 2. How dose skill development contribute to Belinda ‘s sense of independence and empowerment ?  Belinda used to be very good at meeting and chatting to people, when she develop new life skills, social skill or relationship skill she will be proud of her achievement, particularly if she has mastered the skill with minimal assistance. 3. How did the environment play a factor in Belinda’s ability to demonstrate skill ?  Learning environment play in role to demonstrate her skill that she is able to. When Belinda has opportunity to go the the gym to do weights trading, she is encouraged to start socialise and talk with people more and meet more people. Meantime, her triceps muscles become strong through weigh training, she

become to be able to shower herself and to transfer from wheel chair to chair or bed by herself, and than she become more independent. 4. What role did Sophie play in assessing and monitoring Belinda’s skill development and engagement?  Sophie’s role was important to encourage her to go to the gym to become as independent as possible, and give motivation. It makes Belinda’s skill develop and engage the activity. Sophie found her skills and abilities that she could achieve things for herself that give grater independence. 5. How did Sophie feedback to her supervisor and what was the outcome?  policed feedback Sophie reported her ability, skills and concerns as she was concerned Belinda was losing our on the social life she had experienced before. She also completed a care note about her concerns. The supervisors suggested that instead of doing weight with her physiotherapist as part of rehabilitation. Belinda could join a gym and shopkeepers could accompany her here to do the weights training. 6. Explain how Sophie;  Demonstrated respect for clients rights  Encouraged and supported skill development  Mobilised Belinda to draw on her strengths  Encouraged Belinda to engage in living activities  Provided constructive feedback  Belinda and Sophie sat and worked out the process by Belinda could transfer herself at those, they broke down it steps, working out where to place the wheelchair next the the bed or shower chair and through trail and error worked out a system Belinda. Sophie suggested that they should start recording times Belinda could transfer herself and keep a diary of the times and conditions involved so they could report it as part of her next assessment. They made up s simple chart for this with dates and both signed off when she transferred on her own. Also Sophie concerned her specialising, so after discussing with supervisor and Belinda, they agreed to go the gym to meet other people, and now she can exercise to build up her muscle to be independent, but also she start to socialise with local people at the gym. Practice task 16 National disability service standards ( federal ) Collecting feedback Handing and reporting complaints Continues improvement Service should have a range of opportunities to seek feedback from individuals ranging from day to day feedback, formal consultation & engagement, regular satisfaction surveys or consumer groups. Feedback mechanisms Service providers are required to have clearly communicated and effective systems in place to address and resolve issues raised by individuals, families, friends, carers and advocates. Regular feedback is sought and used to inform individuals and organisation- wide service reviews and improvement. The service develops a culture of continuous improvement using

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including complaints resolution, and how to access independent support, advice and representation are clearly communicated to individuals, families, carers and advocates. Individuals, families, friends carers and advocates are actively supported to provide feedback, make a complaint or resolve a dispute with our fear of adverse consequences. Complaints are resolved to get her with the individual, family, friends, carer or advocate in a proactive and timely manner. complaints, feedback and complaints to plan, deliver and review services for individuals and the community. Overall intent The intent of this standard is to ensure that both positive and negative feedback, complaints and disputes are effectively handled and seen as opportunities for improvement. Practice task 17 1. Four important sections for individual learning or skills development ?  Goals/objectives/outcome  Strategies / steps/ methods  Measures/indicators  Resources/ equipment/ tools required 2. Two methods that can be effective for collecting information  Log book-word pad, MS word Chart- MS excel, MS project 3. Two important pieces of information in include with any recorded observation 1) The date and time of the observation 2) The place and the context Learning checkpoint 4 Complete documentation Part A 1. Explain two ways that software or technology could help automate this process and ensure the service complies with this policy for 100 per cent of their participant.  You often need to use a unique log-in to access records that shows your name as the author of that information,  Documenting your observation in the communication book to keep other support workers informed

2. The national disability service standards require feedback to be collected from people who use disability services. Detail some methods for collecting feedback and explain why collecting feedback is important.  The source of funding in most cases determines whether state or federal regulations apply to provision of a particular service. Standard four of the national standards for disability details guidelines for service providers on collecting customer feedback on services, handling complaints and resolving disputes. Federally the human rights and equal opportunity commission has judicial power to act as an arbitrator of last resort when complaints cannot be reconciled Part B 1. Summarise in a sentence what the char shows about Hussein’s progress overall  Overall, Hussein walking is improving gradually. His progress has been good for 10 weeks, although his progress of walking was worse in 5 weeks and 9 weeks. 2. Explain briefly what the chart shows happed on week five and week nine  He could walk 600 meters in 4 weeks, but in 5 weeks, he walked 200 meters less than in 4weeks. After 5weeks, the distance of the walking increased to 900 meters in 8 weeks, but in 9 week, the walking distance was 700 meters. 3. Dose the chart show any patten that might explain what happened on these weeks?  Every 4 or 5 weeks time, he might be tired to keep working on the walking process 4. What other information is necessary from the learning plan in order to judge the success of what Hussein has achieved?  There is a variety of formats and structures, which should include key information about his goals, strategies, recourse and progress. Final assessment Part A Question 1 How do people with a disability come to be disadvantaged and devalued according to the social model of disability?  The social model of disability believe that disability is regarded as an individual deflect that need to be managed, treated or cured. Our

society highly values certain qualities characteristics, roles and abilities. Therefore, people with disability become devalued. Furthermore, people with disability judge themselves against society’s values because people do not challenge held societal values themselves. They become societal norms. Devalued people come to see themselves as society regards them. If society dose not see value in them, they come to see themselves as worthless, which leads to that they become depressed, withdrawn and have low confidence and self – esteem. They may be discouraged from interacting with others for fear of rejection and so they become isolated and lonely. Question 2 Explain how a person- centred approach focuses on the needs, goals and contributions of individual persons. A person- centred approach to service provision sees the person as the expert in his or her won life. Encouraging the person to generate their own ideas and make their own choices must also be sought and valued. Some of the key elements of a person- centred approach included asking questions, listening and modelling respect and empathy The principle of a person – centred practice include;  Respect for individuality, diversity, difference and ability  Treating the person as a whole, not focusing on perceived ‘ problems’  Working with respect, compassion and empathy  Collaborating with other individuals or services to provide the best possible care  Empowering the person and recognising them as the expert in their own care  Being led by the person, their choices and goals Question 3 Explain what is meant by a person-centred approach or practice. When supporting people who are aged or have a disability, take steps to ensure they have a sense of control over what will happen, when and how. The person- centred approach acknowledges that what might be s suitable program or grouping of services for one person, may not meet the needs of another person. Question 4 Explain what is meant by a strengths- based support or practice

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Strengths – based support simply means that each person is treated as an individual and skill development for that person builds on the skills, abilities and strengths they already have. It recognises what they can already do well and uses that as the basis to move forward. Question 5 What is active support? Active support is practical, hands-on style support, recognising that many adults learn best by doing. This can take the form of staged step- by step practice of new skills. Question 6 Explain the legal and ethical considerations for working with people with disability in relation to privacy, confidentially and disclosure. Privacy and confidentiality in the community sector are rarely defined separately. Privacy is about the right to control personal intrusions. It also means avoiding embarrassment and humiliation. Confidentiality usually refers to data or information rather than people, such as how an organisation manages access to personal information. Confidentiality provisions restrict an individual or organisation from using or disclosing information about a person that is outside of the scope for which the information was collected. Maintaining confidentiality is part of respecting a person’s privacy and individual rights. In practice, confidentiality means not discussing an individual’s personal information unless they have given their consent for this to happen. There are exceptional circumstances that enable you to disclose private information, but this is generally only when you become aware that someone is at risk of serious harm. Confidentiality policies govern how information is:  Collected  stored (and for how long)  accessed and released to other parties  destroyed when it is no longer needed. Question 7

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What is the United Nations convention on the rights of persons with disabilities ( UNCRPD) and how dose it affect legal and ethical consideration for working with people with disability? Underpinning all your work activities is the fundamental recognition that all people, including people with disabilities, have basic human rights that need to be upheld. One of the foundation documents that sets out these rights is the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). This is not a law, but an international convention that countries voluntarily ratify and use to guide their own laws. Australia was one of the original signatories. The UNCRPD sets out from the basis that all people are equal and that all people have the same rights, such as the right to equality, safety, privacy and the right to a home and family. In practice, this convention informs all of your workplace procedures and activities. It is also a good starting point for educating people with support needs about their rights. Question 8 Explain the principles of access and equity Equity principles are about making sure everyone is treated fairly and justly. When caring for people, each person is entitled to the same standard of training, support and resources. If resources are unfairly shared, people may feel undervalued. Accessibility applies not only to provision of appropriate services, but workplaces should also be physically accessible for disabled persons. Making the workplace accessible means taking steps to ensure that all people can participate fully in the workplace or what it dose, regardless of whether they have a disability or not. Question 9 What is the likely impact of social devaluation on a person’s quality of life? Social role valorisation suggests that if a person’s place in society is not valued, then that person is less likely to benefit from what society has to offer. People who are socially devalued are more likely to be treated badly, abused or neglected. Question 10 What are some of the ways that socially disadvantaged people can be encouraged to develop their skills and abilities, thereby enhancing their place in society?

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Along with fostering and promoting their skills, another strategy that will help disadvantaged people and people with a disability to grow in social standing is to highlight and challenge old discriminatory attitudes and practices. An example of this is promoting Para-Olympians as athletes on par with able- bodied athletes and providing similar funding for their training and development. Question 11 outline the broad aims community education programs, suggest some practical ways to achieve these aims. Community education has various definitions and community educators follow a wide range of methods to achieve their desired outcomes. Feature of the community – based approach to education  A collaborative approach to learning including peer to peer and mentoring  Avoid information dissemination and favours sharing of experiences  Delivers education following an outreach model. In the community not inside institutions  Provides opportunities for informal learning through practical and experiential activities  Is responsive to community needs rather than imposing fixed programs and approaches. Question 12 Outline how community education aims to build capacity within the communities it reaches. Capacity building is closely connected with community education and is a key aim of it. In order to develop and implement local solutions to solve local problems the community in question often needs to be able to draw upon complex and specialised skill sets Capacity building teaching strategies  Leadership from within  Facilitation connection  Leaning from experience  Action- based research Question 13

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How dose an organisation benefits by having clear protocols and procedures when it comes to assessment ? In the skills assessment context, the sense of judgement that is inherent in the process is very likely to make the person feel vulnerable. If a health professional unfamiliar to the person conducts the assessment, support from someone they trust may encourage them to feel safer and less threatened. Emphasise that skills assessment is about working out what the person can do, rather than what they can’t. The purpose is to make sure skill development strategies are properly designed and therefore effective. Skill development ultimately is about building on strengths and being less vulnerable. Question 14 when conducting assessment or recording notes about a person, how do you ensure that your notes are objective and clear? The review process must be well documented and follow organisational protocols. In most instances there will be workplace documents that are used to ensure consistency or to meet funding body requirements. The following strategies are useful as a guide to planning and conducting the assessment. Strategies for planning and conducting the assessment  Check your organisation’s policy and procedures manual for review checklists and competency assessment tools.  Familiarise yourself with the recording process.  Plan the assessment and break the task down into small steps.  Use question and answer techniques to clarify.  Use active prompting where necessary.  Allow time to explore.  Consider role-plays and ask ‘what if’ questions.  Make it interesting.  Build on what people can already do and progress from the known to the unknown.  Respect the person’s right to dignity and confidentiality. Question 15 Give examples of the ways that support can be provided to people with disabilities to assist them to engage as actively as possible in life activists? Allan, a support worker, encourages Tom to join a bridge club that meets once a month. For several years Tom, who was a stockbroker before retiring, has been confined to his immediate neighbourhood because of a disability. With Allan’s help and encouragement, Tom accesses mobility aids and transport, join the bridge club and gains an interest and anew circle of new friends.

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Question 16 Give two examples of formal and two example of informal skills development strategies that may be included in individual development plans.  Formal -> accessible classroom, computer labs and other facilities, such as breakout rooks toilets and lunchrooms  Formal leaning -> transport required to access community facilities such as libraries, youth centres and fitness centres. Question 17 How can support workers assist with ongoing development of the following skills? Provide an example for each. The first has been done for you.  Support – support worker can assist by providing information or referral; for example, making contact with a peer support group.  Social – joining any kind of club or association  Relationship -family get together, clubs or social activities  Life -formal training or committee service  Safety -formal safety training  Vocational -volunteer work or work experience Question 18 Identity additional resources needed by someone to build on their skills is a critical step. How can support worker assist with this process? Identifying the additional resources needed is an essential step for a person in building on their existing skills. A support worker who assists others to identity these resources gives people a sense of empowerment and a garter level of independence.  Networking  Peer support  Contacting a case manager  Using professional advocates Question 19 List some of the services and resource that may be needed by people wth special needs for the following areas. The fist has been done for you.  Home care -> people receiving home care may need support to access additional services such as grading, maintain e and window cleaning . Alternatively, they may need support to obtain resources that build on their current strengths to reduce isolation, such as specialised transport or communication deceives.  Respite -> in a respite situation, people typically say they need to access more resources in terms of additional hours additional activities, gyms and fitness centres, and art and cultural groups.

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 Employment -> tropical, the complementary resources a person will be looking for when they are receiving support with employment will be job vacancy information, job search skills, access to training in interview techniques, transport, and modified equipment and office space. Work- based care might also be an issue.  Recreation -> for those who attend recreational activities, the support worker may be asked to help them identify new or different recreational activities, or the equipment, tools or materials for them to complete projects. Other relevant information may be about transport and transport service  Residential -> For persons living in a residential facility, the main resources they need in order to complement existing skills include transport and transport information, information on activities in the local community, information on training opportunities and how to become involved in local community issues. Question 20 How should constructive feedback be given to a person with an intellectual disability in a way that is both appropriate and respectful ? The aim of feedback is to improve the person’s skill development; therefore, feedback must always be constructive and appropriate. Constructive feedback offers the possibility of doing things better by looking for other options; it focuses on improvement, not failure. Feedback and advice must be appropriate to the person’s age and level of development. First, focus attention on what the person is doing well and then suggest what they might try to do differently. The ‘sandwich technique’ is helpful for getting people to ‘digest’ feedback: praise is given first, followed by suggestions for improvement and then, praise again. When giving feedback to a person with an intellectual disability:  keep feedback to one thought or instruction at a time  provide concrete and specific feedback, as abstract ideas are confusing  use simple words  get the person to explain back to you what they have to do, to make sure they understand Question 21 Explain what is meant by ‘ incidental learning ‘ and when it is most likely to occur. Definitions of incidental learning vary but most sources agree with the following information.

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Incidental learning occurs outside of the restraints of studying a structured program; for example, children learn to walk by watching and copying others and through trial and error. Incidental learning has no set curriculum, set text or essential reading and no set time frame. It is not separated from life experience but a part of life experience; for example, we often change the way we dress or behave to fit with a peer group, without even discussing it and even if the learning is negative or inappropriate. Incidental learning happens almost accidentally, just by being where you are and witnessing the behaviour of others; for example, if we observe someone doing something a better way than we do it ourselves, we try doing it their way. Incidental learning is not tested or assessed to see what has been learnt and generally focuses on what is useful or practical to a person’s need. Question 22 Under which circumstances is incidental learning likely to be most successful ? When working with a person there are many informal learning opportunities. You may not think of these as opportunities as they are part of your person’s daily routine. However, whenever there is a gap between a person’s current skill level and that required to perform a task independently, there is an informal learning opportunity. As a support worker, you are in an ideal situation to promote skills development in any of the tasks a person performs. You can also identify potential opportunities for learning by considering the person’s hobbies and interests. Contexts where the person’s levels of interest and motivation are high provide perfect incidental learning environments. Question 23 Define the different learning styles  Visual -> A rich array of visual means is used to consciously and unconsciously communicate. Gestures, facial expression and body language all carry messages and can emphasise or contradict the worlds that come out of our mouth.  Auditory -> We listen not only for the meaning of the words that we hear but also for the many other qualities of voice that carry meaning. Prosodic elements of speech communicate the emotional state of the speaker; the form of the utterance (statement, question, or command); the presence of irony or sarcasm and much more.Prosodic elements include volume, intonation, tempo, stress, rhythm and pitch.

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 Kinaesthetic -> People with profound disabilities can make use of movement to convey meaning, for example by blinking, nodding or pointing. Used in conjunction with communication aids such as spelling and communication boards, movement can be a very effective medium for communication. Question 24 Explain the teaching and learning circumstances when adults are most likely to learn best. In all settings, there are one-off opportunities for incidental learning that do not seem directly related to the environment you are in. To identify whether or how the situation offers the potential for incidental learning, you need an understanding of the current skills the person has in the areas concerned, and a knowledge of the skills required to perform the task satisfactorily. If there is a gap between these two, there is an opportunity for incidental learning. Question 25 Explain the process of each of the following strategies that could be used by care workers for identifying and maximising informal learning opportunities. The first one has been done for you.  Demonstration – break down the process into steps and demonstrate and discuss each step, after each step check the person understand  Role- modelling -> The support worker asks the shop assistant for the items the person wants, looks at the goods carefully, decides whether they are right for the person, commits to purchasing the goods and checks that the right amount is paid and a receipt is received. The person will observe the process and learn from what they have seen the support worker do.  Dram and role-plays -> Role-play this situation so the person feels confident that they will know what to do. In the role-play the person should play himself or herself and you play the other roles.  Contextualisation -> Teach the person that they don’t shout to people at a restaurant but it is okay to shout at the football to cheer your team on. Explain that it is the situation and the location that determines what is acceptable behaviour.  Skills component mastery -> Demonstrate to a person how to clean their teeth. Break the activity down step-by-step and make sure the person learns each step before they proceed to the next. Watch them perform the whole process on several occasions to know they have mastered it.

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 Peer education -> Work with a peer group of young people with a disability who meet to talk about the issues of finding a partner and establishing a relationship. The group learn from, and with, their peers. Question 26 What resources or tools are available that may be useful to support learning ? Tools may be physical aids, such as calculators, or teaching strategies and methods, such as practical demonstration and experiential learning when learning an exercise routine to aid rehabilitation, use typical gym equipment if possible. Minimise the modifications needed to suit the individual. if a good video tutorial is available and readily accessible via YouTube, prefer this to a specialised instructional video that cannot be saved or downloaded for personal use. Question 27 What are reinforcing techniques? When and how should they be used? Reinforcement is a concept that comes from behaviourist psychology and involves using positive or negative consequences to try and achieve certain behaviour. Positive reinforcement provides rewards to the person for the behaviour by providing them with something they like while negative reinforcement, as a reward for the behaviour, removes something that they don’t like. For example, a support worker may use positive reinforcement, such as congratulating and acknowledging when a person completes the first step of a task they have been learning. A negative reinforcement might be to suggest that because they have done so well on one task they don’t have to do another task which they find undesirable. Question 28 Explain why encouragement and positive feedback are effective motivations for a leaner. Support workers have a responsibility to empower people by encouraging them to become as independent as possible. When a person takes the initiative to experiment in a learning situation it is sometimes not necessary to give them instructions, information or advice. They may be coming perfectly well without assistance. Without encouragement, a person can feel their effect is not valued or appreciated. Research has clearly demonstrated that behaviour is more likely

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to be repeated or continued if it is rewarded by positive consequences. Behaviours that is nor rewarded by encouragement is more likely to cease. Question 29 Provide a possible motivator for each of the following examples. The first one has been done for you.  Being recognising by their peers or the community; Ted her, trainer, recreational officer congratulating them – being recognised by others.  Finding they can achieve things for themselves that give greater – discovering new power or ability  Being told how much they have grown and developed, seeing their progress towards reaching a person goal- self- esteem.  Having a crowd of people tell them they have done well, being clapped or applauded – being the centre of attention.  Special outlines such as going to the football, special food or favourite meal, a new piece of equipment, game, electronic device – concrete rewards Question 30 List two common de-motivator or blocks to learning and a way to overcome each.  Setting up for success By structuring learning, you can ensure that regular successes are a planned part of the process. Techniques such as chaining and shaping can build in many success checkpoints. If a person has high expectation of achievement, these should be encouraged but failing short of these expectations should not be allowed to be seen as failure. Focus always on the observed improvement and practice seeing the ‘ glass half full’  Negative views and blockers Seeing a person’s failing may come more naturally to them than seeing their strengths. For people with a disability this is not a random or personal decision. The social model of disability explains how devaluation and negative self-image are a product of the view that society hold of disability. People with a disability will have faced these societal attitudes all their life and most likely incorporated them into their own sense of identity. Help the person to see the blocks they put up internally by asking them about their self- perception and asking them to question that view of themselves.

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Questions 31 What is the best way to assist the person you are supporting towards independence? Explain your answer. When working towards achieving independence that degree and type of support is critical. A skill development plan should guide a support worker through these aspects of support. The type of assistance should be matched to the person and their preferred learning style or mode, whether this is verbal, visual, auditory, kinaesthetic, or a combination of these. The degree of assistance is the amount of support provided across the spectrum – from doing the task or activity for the person through to them doing the task independently. Assistance will usually start at the minimum level needed for person to compete the activity and progressively be reduced. Question 32 What is meant by ‘ promoting’ someone when they are learning a new skills? Explain the types of prompts that can be used and give an example of each. Prompting is a method to help a person learn a particular behaviour or skill. Prompts can be:  Physical- such as touching a person’s hand to initiate action  Visual- such as using a photograph or drawing  Gestural – such as pointing, singing or demonstrating by movement  Verbal- such as asking a person to do something. Prompts may need to be used repeatedly, perhaps in combination, until the person can carry you’re the skill satisfactorily. Question 33 What meant by the term ‘ fading ‘? Give an example of ‘fading’ Fading is the gradual removal of a prompt. For example, you might start with an physical prompt of guiding a person’s hands, then touching their hand, then using a verbal prompt and so on until the person can eventually do the task independently. Question 34 Explain the legal and ethical considerations for working with people with disability in relation to duty of care.

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Duty of care describes the legal obligation of individuals and organisations to anticipate and act on possible causes of injury and illness that may exist in their work environment or as a result of their actions. A person or organisation must do everything they can to remove or minimise the possible cause of harm. While aspects of work health and safety (WHS) legislation may vary between states and territories, there are common legislative requirements and obligations under the duty-of-care principle. Everyone in the community services environment has the responsibility of duty of care for themselves, the people they care for, visitors and each other. Your workplace will have a specific duty of care policy that you must use to guide your actions Question 35 Explain the legal and ethical consideration for working with people with disability with respect to dignity of risk. The rights of people to dignity and choice, upheld in legislation and service standards, also require that duty of care or safety is not used as a reason to limit a person’s freedom or personal choice. A support worker’s adherence to duty of care and safety must be balanced with the concept of dignity of risk, which means that a person has the right to make their own choices and to take risks. The right of people to make their own choices upholds their right to self- determination. With any choice comes consequences and the risk is that these may not be favourable. A person has the right to make mistakes – and to learn from them. Of course, we should make sure that people are armed with the appropriate information to allow them to make informed choices. In practice, this right can sometimes conflict with your obligation of duty of care and mandatory reporting. Generally, a person must be allowed to make their own choices, unless it involves the likelihood of significant harm to themselves or another. Part B 1. Do you think that Jeremy is ready for the independence he seeks? Explain your answer. I believe that he is not ready for the independence although he wants to have freedoms because he is not very experience of the living alone, such as going to the bank, buying food and pay bills so on. 2. In this situation, explain who has the power to influence Jeremy and why? Dennis has power to influence Jeremy because he plays a role as his father, and Jeremy is following what he says.

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3. In what ways dose Jeremy have independence in his life and what further independence dose he want? He lives in supported accommodation around corner from this mum’s house where he had lived with her all his life. He want to live his self so he can get up and goes to bed and what he eats. 4. How are Dennis and Jeremy interdependent? Dennis and Jeremy are close and Jeremy follow him and get advice from him as like a father. Also, Dennis is oldest housemate, he encourages Jeremy to get out on his own and become independent, and find a girlfriend. He is vulnerable as well as he helps Dennis to the shops and up to the pub to put on a bet. Case study ( questions 5- 10) 5. What are Gloria’s personal goals and the personal strengths she has to help her achieve them? She has a goals to get back to normal, such as going for a daily surf, jogging and taking her windsurfer out. Also, she dose not want to sit in a chair and watching the waves roll, and she is very determined. Therefore, she is willing to do physiotherapy. 6. What challenges dose Gloria face both internally and externally to achieving her goals? She might be frustrated with the slow progress, and she might face with depression from his illness ( stroke ) because she may be embarrassed to be seen as more dependent on others particularly if they were very independently minded people initially. As she has limited her ability to control the left side of their body, even though she has physiotherapy, it might be impossible to back normal function on left side what it used be. She might face with compromising her limited movement. 7. How would you support Gloria to overcome the challenges involved in getting back into windsurfing? Give two suggestions 1) Finding some program to support disable people to enjoy sailing, such as RYA sailablity. They teach disable people who want to do sailing unique technique to adapt new sailing skill.

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2) She could join a club or take out a membership with a disability sailing group. She could also find a partner or buddy to do the ability together. 8. What is the best way of working with Gloria’s strengths to build her skills in this situation

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