CHCDIS001 Contribute to ongoing skills development using a strengths- based approach
Hi,
I have attached the workbook need to complete and also attached the helpbook.
Need to answer all questions in a same book.
No word limit. All answers should be detailed.
CHCDIS001
Contribute to ongoing skills development using a strengths-based approach
Learner Workbook
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Table of Contents
Table of Contents. 2
Instructions to students: 3
Assessment instructions. 3
Assessment Task. 3
Assessment requirements. 3
Competency outcome. 4
Assessment appeals process. 5
Special needs. 5
Additional evidence. 5
Confidentiality. 5
Academic misconduct. 5
Learner Activities. 9
Activity 1-4 Feedback– for assessor. 15
Knowledge Activity. 16
Knowledge Activity– for assessor. 18
Supplementary Oral Questions (optional) – for assessor. 19
Instructions to students:
Assessment instructions
Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.
Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:
- Complete each question, including any sub-questions;
- Provide in-depth research on the topic, using appropriate primary and secondary sources;
- Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
- Observation of real, indisputable actions as they occur;
- Written or oral task such as reports, role play, work samples etc;
- Portfolios;
- Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.
All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers.
Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment.
During the simulation session, the student is required to meet the following requirements:
- Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
- Be aware of relevant procedures in case of accident, emergencies, evacuation
- Follow the start and finish times, breaks, work routines, etc.
- Follow the policies on personal phone calls and personal emails.
- The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’
- Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.
- Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions.
Competency outcome
Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees.
Assessment appeals process
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.
Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.
Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:
Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:
- Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and
- Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.
Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:
- Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students’ answers, leaving the examination or test answer papers exposed to another student’s view;
- Impersonating another student or arranging for someone to impersonate a student in any assessment task;
- Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;
- Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;
- Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.
Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment.
Student Details
Student ID: _____________________________________________________________
Name: _____________________________________________________________
Phone: _____________________________________________________________
Email: _____________________________________________________________
Declaration
I declare that
- The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.
- The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.
- I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.
- I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:
- I will perform my work to the best of my ability.
- I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
- I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me.
- I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.
- I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures
- I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
- I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet.
Student Signature: ____________________________________________________________
Date: _____________________________________________________________
ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below:
If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task.
The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided.
Student 1:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Learner Activities
For this assessment you will need to complete the following and submit in a professional, word processed, format. For the questions you are required to provide detailed answers.
| Activity 1
Scenario
Janet’s Craft Group is a government-funded craft program run two days a week at a community centre on the outskirts of Melbourne. The sessions are run in an activities room designed originally as a children’s play centre but then converted for craft activities. About 15 clients with varying disabilities attends the session, paying a nominal fee each time of $10, which includes lunch.
Classes are conducted by Janet, an ex-art-teacher, who teaches a specific project each month. All participants do the same activity; no choice is offered. One month they all make soaps, the next month it might be mosaic picture frames. Janet’s aim was for all items to look the same, so it could then be sold at a local market.
Some participants complained that the teacher would do their work for them because they couldn’t do it to her satisfaction, and that she often reprimands them for wasting materials.
In private, most of the clients said they only came to Janet’s Craft Group for the social outlet and that they were treated like children and not given the opportunity to do anything interesting.
An official from the funding body visits the program and expresses dissatisfaction with it because it is not person-centred, catering for individual choice and offering skill development to increase the valued status and independence of participants. The official points out that the learning is too highly structured and did not lead to greater individual growth.
Janet’s Craft Group is given one month to come up with a proposal to meet these outcomes or funding will be withdrawn.
a. In what ways did the program fail to meet the funding guidelines?
b. Design a proposal for Janet’s Craft Group that responds to the official’s criticisms of the existing program.
I. What activities would you put in place?
II. Who would you consult and why?
III. How would your proposal create opportunities for incidental learning?
c. Discuss any difficulties you may come across and how you propose to overcome them.
a. Detail the method you will use in order to review the new program in order to see that client satisfaction has increased.
I. What positive supports are now in place to encourage the individual growth of each client involved in the program?
II. How will you identify the individual needs of each client involved?
b. In what way will you identify the required resources required for the program and the clients? Using your imagination, detail any possible resource you think might be required ensuring each client’s needs have been catered for.
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| Activity 2
Scenario
Sally Todd has a long history of out of home care being placed in OOHC at 10months old for 6 months due to her mother’s substance misuse both personal as well as administering minor tranquilisers to Sally, allowing contact with an alleged sex offender plus exposure to domestic violence from her father. Sally was returned after 6 months and remained for 2 years when in 2000 she was removed permanently due to the same protective concerns.
Sally has a series of placements (reportedly 18) that broke down mainly due to aggressive and oppositional behaviours before being placed with foster parents Jim and Marie Stevens whom Sally has lived for the last 13 years.
Sally’s father Sam lost has significant criminal history including multiple incarcerations. Sally has had minimal contact with her father over the past few years. Sally has an older half-brother Aaron and half-sister Kelly both of whom were removed from their mother at a young age. Sally wishers to have more contact with her father, and her siblings.
a. What do you need to be aware of in order to best support Sally and her family to have more contact with each other?
b. Using the SMART goals approach, describe how you can assist Sally to improve on her behaviours?
c. How can you ensure Sally stays motivated and on task whilst working towards these goals?
d. In what ways can constructive feedback and encouragement have an impact on Sally? Construct a dialogue between you, the support worker, and Sally using the principles of constructive feedback as well as encouragement.
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| Activity 3
Scenario
You have worked with Bob for a long time, assisting him with many of his hygiene and domestic tasks. Bob can undress himself if he sits on the bed to do so and can wash himself once seated in the shower. One day while Bob is washing himself under the shower, You observe that the laundry basket contains underwear stained with faeces.
a. Describe how you could handle the situation in a way that respects the client’s rights?
b. Discuss the reports or documentation that would need to be completed? Refer to your own organization’s documents where possible.
c. Discuss the principles of collection, storage and dissemination of information, referring to policy and procedure within your workplace.
d. Using the knowledge, you have, and filling in the gaps, complete an incident report as you would give it to your supervisor. You may use your organization’s incident report forms or find one online.
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| Activity 4
Scenario
Agnes lives in a large old house that she and her husband moved into after their honeymoon. The bedroom suite was a wedding present. After the death of Agnes’s husband, everything remains in place. Agnes lives mainly in the bedroom. Her bed is the centre of her whole world. She eats in bed, spends many of her waking hours in bed and is often bathed in bed. Barbara asks Agnes if she would like to be re-assessed to see if she can use a new hoist to transfer her out of bed and into her wheelchair.
Agnes agrees at first but the assessment process does not go well.
The assessment is scheduled for 3.00 pm but Christine, the OHS assessor, doesn’t arrive until 3.35 pm. The door is open so Christine lets herself in and makes her way up the passageway to where Agnes and her support worker, Barbara, are waiting. Christine does not introduce herself to Agnes but introduces herself instead to Barbara. She does not explain the reason for her visit or the assessment process and starts looking around the room. Christine sees that the dressing table is close to the bed and announces, ‘Well that will have to go’.
Agnes looked away and said nothing.
Christine continues to measure the room. She addresses Agnes directly saying, ‘The hoist will fit. But you will have to get rid of this old stuff’.
She asks Agnes a few questions about her ability to assist with transfers and what sort of hoist she has used before. Agnes explains she has a manual hoist, Christine interrupts her saying, ‘You shouldn’t have all those chocolates by the bed. Chocolates are bad for you; they will give you diabetes’.
Agnes stops speaking for the rest of the assessment interview. When Christine left Agnes says, ‘I’m glad she left. This is my house. She is not welcome. No-one is touching my bedroom furniture’.
a. List the things that Christine did that failed to respect the dignity of the client. Reference the social model of disability in your answer.
b. Rewrite this scenario the way the assessment should have been undertaken by Christine, with a focus on the dignity and rights of the client.
c. If you were the support worker in this instance, describe how you would have broached the subject of an assessment with the client, and encouraged them to engage with it as much as possible?
d. Using the existing scenario, what would you do following the assessment?
e. Using the new scenario you wrote in question 4b, discuss the strategies you may use to follow advice received in the assessment?
f. Using the SMART method, describe the goals you think Agnes might want to wok towards following the assessment.
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Activity 1-4 Feedback– for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Learner’s name |
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| Assessor’s name |
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| Unit of Competence
(Code and Title) |
CHCDIS001 – Contribute to ongoing skills development using a strengths-based approach |
| Date(s) of assessment |
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| Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No
(Please circle) |
| Has sufficient evidence and information been provided by the learner for the activity? |
Yes No
(Please circle) |
| The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
| If not yet satisfactory, date for reassessment: |
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| Feedback to learner:
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| Learner’s signature |
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| Assessor’s signature |
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Knowledge Activity
Objective: To provide you with an opportunity to show you have the required knowledge for this unit of competency
Answer each question in as much detail as possible, considering relevant aspects for each one.
- When are skills assessment usually conducted?
- Describe your organisation’s assessment processes.
- What are some of the support people who may assist you with supporting your client? How do each of them factor in?
- What can you do to assist with ongoing skills development according to individualised plan?
- List four resources that may assist you in supporting your client’s skill and capability development.
- How can you encourage your client to stay engaged in their learning?
- What is incidental learning?
- How can you submit reports?
- What communication tips can you use to empower the people you support?
- Using an example from your workplace, describe the strategies you can use to encourage people to engage in activities.
- What resources could you use to support skill development of people with disabilities?
- Explain what the social model of disability is about and provide your own example of how devaluation has impacted on a person.
- Define what Social Role Valorisation is and how it is used in your role.
- Define the following terms and give three workplace examples for each to support your answers.
- Strengths-based-practice
- Person centred practice
- Active support
- Capacity building
- duty of care
- dignity of risk
- human rights
- privacy, confidentiality and disclosure
- Explain the difference between independence and interdependence, referencing the social model of disability.
- Describe your understanding of the terminology ‘access and equity’ as it stands in your organisation. Reference your organisation’s policies and procedures where relevant.
- Give three examples of strategies you might use in order to teach your clients a new skill.
- Give 3 examples of ways your clients might learn informally, and for each, list a way you could maximise their learning.
- Describe the term prompting, and fading. Provide an example of how you have used this in your work role.
- Give three examples of strategies to create independence within your clients.
- What is a reinforcing technique? How should you use these with your clients?
- In what ways can you motivate your clients? Why would you need to implement these motivators?
Knowledge Activity– for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Learner’s name |
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| Assessor’s name |
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| Unit of Competence
(Code and Title) |
CHCDIS001 – Contribute to ongoing skills development using a strengths-based approach |
| Date(s) of assessment |
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| Has the activity been answered and performed fully, as required to assess the competency of the learner? |
Yes No
(Please circle) |
| Has sufficient evidence and information been provided by the learner for the activity? |
Yes No
(Please circle) |
| The learner’s performance was: |
Not yet satisfactory |
Satisfactory |
| If not yet satisfactory, date for reassessment: |
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| Feedback to learner:
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| Learner’s signature |
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| Assessor’s signature |
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Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
| Learner’s name |
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| Assessor’s name |
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| Unit of Competence
(Code and Title) |
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| Date of assessment |
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| Question:
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| Learner answer:
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| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Question:
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| Learner answer:
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| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Question:
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| Learner answer:
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| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Question:
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| Learner answer:
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| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Question:
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| Learner answer:
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| Assessor judgement: |
Satisfactory |
Not Satisfactory |
| Feedback for the learner
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| I have read, understood, and am satisfied with the feedback provided by the assessor. |
| Learner’s name |
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| Learner’s signature |
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| Assessor’s name |
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| Assessor’s signature |
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