LEARNER GUIDE

Oral

CHCCCS031

PROVIDE INDIVIDUALISED
SUPPORT
First published 2023

Version 1.0

RTO Works
www.rtoworks.com.au
[email protected]

© 2023 RTO Works

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developed for the Community Services Industry.
Contents
Overview 4
Topic 1: An introduction to providing individual support 5

Topic 2: Providing support services 24

Topic 3: Monitoring support activities 45
Topic 4: Complete reporting and documentation 63
Learning activities 73

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Overview
Application of the unit
This unit describes the performance outcomes, skills and knowledge required to organise, provide
and monitor personal support services for a person within the limits established by an
individualised plan. The individualised plan refers to the support or service provision plan
developed for the person accessing the service and may have different names in different
organisations.
This unit applies to workers who provide care or support under direct, indirect or remote
supervision. Work is carried out in a manner that supports independence as well as the physical
and emotional wellbeing of the person receiving support.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory
legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.

Learning goals
Learning goals include:

 determine personal support needs

 provide support services

 monitor support activities

 complete reporting and documentation.

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Topic 1: An introduction to
providing individual support

1.1. Introduction
This topic is an introduction to providing individual support and looks at what individualised
planning is all about and how to determine a client’s personal support requirements. Learning goals
include:

 using best practice approaches to individualised planning

 understanding the individualised plan and the people involved in preparing it

 using a positive manner that develops and maintains trust

 understanding legal, ethical and organisational requirements.

1.2. The individualised planning approach

Working as an individual support worker is a very important and rewarding career path. It’s a
rapidly growing industry in Australia and can provide a flexible and secure work role with the ability
to make a difference in the lives of the clients you care for. The global pandemic taught us much,
but one thing it highlighted was the vulnerability of our ageing communities and those living with a
disability. It’s so important that we ensure that all in our community are provided with the right type
of support and the right level of support and that they are cared for, respected and involved in
decisions relating to their care.
Your role may have many different names, including support worker, disability support worker,
home support worker, personal aide or other name as mentioned in a job description. The client, or
clients you provide support to, may be persons with disability, such as an intellectual or physical
impairment, they may be ageing and living in a care home, or they may be living in their own home
and receive support services in their home and at other locations. Throughout this course, we will
be referring to the people who require support as ‘clients’ although they may be, at other times
when you are working and depending on the organisation you work for, referred to as customers,
consumers, patients or clients.
As an individual support worker, you will be assisting clients with what we call ADLs – Activities of
Daily Living. ADLs are activities that are instrumental in daily life.
Basic ADLs include:

 personal hygiene, dress and grooming

 eating and mealtime support

 toileting

 mobility support.

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Other ADLs can include:

 shopping and meal preparation

 house cleaning and home maintenance

 managing transportation to appointments

 managing medication

 community event participation, hobbies or leisure activities.

One of the most important documents you will work with when working as a support worker will be
the individualised plan. This is simply a legal document that outlines a client’s support needs that
has been developed to include information on the agreed treatment for each client. It helps each
person working with the client to know exactly what is required of them and how to care for the
client for each activity or area required.
It includes basic information, such as the client’s personal details and also includes information
about:

 the medications they are taking

 the client’s needs and goals

 their personal routine

 the support or care they are receiving, the level of support and how it is provided.

Image by Ketut Subiyanto on Pexels

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Section 2: Clients needs and support requirements

Name of the person who developed this care plan: Teresa Matron

Position: Registered Nurse

Department and contact: Aged Care Planning Services

Date this plan was created: 01/01/2019

Copy of individual plan supplied to the client? (please tick the box) ☒ Yes ☐ No

Category of support Tick support relevant to client. List any services not listed on the form in the areas marked ‘x’. List of equipment/aide/transport required to support client
or any other information regarding support and care
management.

Personal care ☐ Yes ☒ No Showering List any other Personal care support x  Fabian likes to get out of the bed by 7:00 am
required by the client in the right  Fabian prefers to be in bed for sleep by 10:00 pm
☐ Yes ☒ No Bed bathing column marked x
 Fabian needs some support with personal care as
and when required.
☒ Yes ☐ No Shaving x

☐ Yes ☒ No Grooming, e.g. x

brushing Hair, Make
up

☒ Yes ☐ No Trimming Nails x

☒ Yes ☐ No Dressing x

☐ Yes ☒ No Brushing x

☐ Yes ☒ No Toileting x

☐ Yes ☒ No Getting in and out of

bed

Skincare ☐ Yes ☒ No Any skin condition: x  Keep a check on skin integrity

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 ☐ Yes ☒ No Any current skin List any other Skincare support x  Monitor skin for waxy white or brown
treatment: required by the client in the right spots/moles/melanomas especially around sun-
column marked x exposed areas ( face and neck)

☐ Yes ☒ No Pressure sore x

checks

Dietary needs and ☒ Yes ☐ No Special dietary List any other Dietary needs and x  Vegan meals.
support needs support required by the client in the
right column marked x
☐ Yes ☒ No Feeding meals x

☐ Yes ☒ No Hydration x
requirements

Medical and clinical ☒ Yes ☐ No *Note times for List any other Medical and clinical x  Medication time – as per medication cart: 8:00 am,
support medications support required by the client in the and 8:00 pm
right column marked x  Doctor visits are covered under community access.
☐ Yes ☒ No Pain management x
 * Only authorised staff can administer medication
☐ Yes ☒ No Physiotherapy x Seek clarification from your supervisor for further
information.
☒ Yes ☐ No Doctor visits x

☐ Yes ☒ No Monitor blood x

pressure

☐ Yes ☒ No Incontinence x

Support services ☐ Yes ☒ No Washing dishes List any other Support services
(Domestics) (Domestics) required by the client in
☒ Yes ☐ No Laundry the right column marked x

☒ Yes ☐ No Cleaning floors

☒ Yes ☐ No General tidy up

☒ Yes ☐ No Checking Mail

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 Help with pets
☐ Yes ☒ No

Hearing impairment
Communication support ☐ Yes ☒ No List any other Communication x
support required by the client in the
☐ Yes ☒ No Vision impairment right column marked x x

☐ Yes ☒ No Translator x

Mobility support ☐ Yes ☒ No Bed transfers List other Mobility support required x
by the client in the right column
☐ Yes ☒ No Vehicle transfers marked x x

☐ Yes ☒ No Falls prevention x

required

☐ Yes ☒ No Mobility aide x

required

☐ Yes ☒ No Charge mobility aide x

battery, etc

Community access ☐ Yes ☒ No Visit places of List other Community access  Gym visits - 10:00 am Monday to Friday. Fabian
worship required by the client in the right exercises at the Healthy Lives gym
column marked x  Fabian needs some support with using exercise
☒ Yes ☐ No Family/friends visits x
equipment.
☐ Yes ☒ No Health or gym club x  Fabian goes to visit his partner every Tuesday after
visits lunch

x  Fabian does shopping as and when needed

☒ Yes ☐ No Go shopping
 Doctor visits – first Wednesday of the month after
☐ Yes ☒ No Doctor or specialist x lunch. Fabian visits last for about an hour.
visits

Social support ☒ Yes ☐ No Sports List other Social support required by x  Fabian enjoyed cycling but now enjoys watching
the client in the right column marked Watch TV sports programs on TV
x programs  Fabian likes watching documentaries about wildlife
☐ Yes ☐ No Hobbies x and nature in the evenings
 Fabian will consider making companionship
arrangements when he is ready.

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Care management ☐ Yes ☒ No Access to List other care management x  Grief counselling to be organised by the case
assessor/case required by the client in the right manager.
manager column marked x

☐ Yes ☒ No Advance care x

planning

☒ Yes ☐ No Counselling x

☐ Yes ☒ No Advocacy x

Occupational/vocational ☐ Yes ☒ No Go to work List other Occupational/vocational

care care required by the client in the
☐ Yes ☒ No Help at work right column marked x x

☐ Yes ☒ No Attend courses x

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 Section 3: Overview of client’s weekly care plan

TIME/DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

0600-0630

0630-0700

0700-0730

0730-0800

0800-0830

0830-0900

0900-0930

0930-1000

1000-1030

1030-1100

1100-1130

1130-1200

1200-1230

1230-1300

1300-1330 Visit partner every Doctor’s appointment

Tuesday once/month
1330-1400

1400-1430

1430-1500

1500-1530

Table 1: Example of an individualised plan.

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As you can see from the example provided, the document is very detailed and includes details of
care, level of care, days and times that care is provided across different areas including mobility,
communication, community access, personal care, skin care, medical care and other areas. It’s a
holistic plan that is easy to follow as different people will be providing different supports – so even if
a new support worker will be working with this client, or a relief support worker as their usual one is
away, all of the information can easily be understood and followed about the level of care, the
preferences of the client and the times it is to be provided.

A person-centred approach
The individualised plan will have been created based upon an approach that we refer to as being
person centred. This means looking at each client as an individual with their own strengths,
preferences and aspirations. A person-centred approach makes the client the centre of the
process, identifying their individual needs and making choices about what, who, how and when
they are supported.
Person-centred practice is person-centred care and focuses on the person, rather than on their
disability or medical condition. It involves using a respectful approach which can include:

 treating each client as an individual with unique requirements, strengths, preferences and
abilities

 consulting with the client, their family, carer or other significant person in relation to any
specific physical, sensory or cultural needs or preferences they may have

 ensuring their basic rights are upheld and that the client can be involved in the planning and
level of participation to meet their needs as they choose

 working with the client to determine the actions and activities involved in supporting their
needs

 promoting their independence and the right to informed decision making.

When person-centred care is applied, the client will feel a sense of worth and feel valued. This
might contribute to increased self-esteem.

When I apply a strengths-based approach, I am supporting the person’s sense of self-

determination and empowerment. It develops and sustains their independence.

A strengths-based approach
A strengths-based approach ensures that the support worker is aware of the strengths and
potentials of the person they are supporting so that challenges are better managed. These can be
physical or mental strengths, interests, abilities, knowledge, and capacities. The support worker
should identify these strengths and ensure to use them, so the person is valued and feels
resourceful and resilient.

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Active support
Active support is an approach that promotes maximum engagement of clients with activities that
are motivating and encourage their independence, access and participation. When a client can
function without difficulty in life, it enhances their health, wellbeing and quality of life.

Image by Marcus Aurelius on Pexels

When a care team develops an individualised plan, they need to keep in mind the following key
points:

 It’s important to support clients to make their own choices about how they wish to live their
lives.

 Inclusion and participation within the community is vital.

 It’s important to support the person to identify their goals, aspirations and needs, how they can
be achieved and the level and type of support that is required.

 It’s important to identify the support systems available to the person in their local community
and area.

 It’s important to provide the person with enough information so they can make an informed
choice about how they want to achieve their goals and have their needs met.

 It’s important to involve family members, carers and other significant people in the planning
process.

 It’s important to be sensitive to the cultural and spiritual needs of the client and to support their
cultural identity.

 It’s important to show respect and privacy and protect the confidential nature of the
information.

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Service delivery models
Service delivery models are used by services to define the way they deliver their services based on
theories and approaches. The table below describes service delivery models based on those
theories.

Theory Description

Wellness A model of care that ensures a person’s sense of wellbeing by supporting

them in a positive way with all aspects of their life: physically, emotionally,
socially, cognitively and spiritually.

Reablement A model of care that supports clients to improve their ability to care for
themselves. It provides targeted interventions to assist a person to learn or
relearn skills to improve their quality of life. This may be used in a
rehabilitation unit.

Rights based A model of care designed to focus on equal opportunities, non-discrimination,

empowerment and participation based on the principles of human rights. It
allows clients the right to make their own decisions and live out their lives
according to their own unique identity, needs and wishes.

Table 2: Service delivery models.

1.3. Communication and trust

When communicating with a client that you are providing support to, and their family, carers or
other significant people in their life, it’s important to conduct those exchanges in a manner that
develops and maintains respect and trust as well as promoting empowerment and goodwill.
When working with clients and their families:

 listen to the client so you can understand what’s important to them

 acknowledge the viewpoints of their family/carer and involve them in the consultation process
as the client requests

 try not to make value judgments about what is right and wrong for others

 discuss and ask questions about any cultural requirements such as diet, special ceremonies
or rituals or their wish to avoid certain activities or settings

 communicate and professionally respond to the client regardless of your opinions about their
behaviour, beliefs or values

 try to imagine what life is like from the client’s perspective so you can practice empathy

 keep in mind that the client has the right to respect and dignity; this includes respecting their
choices even if they may not be usual or seem unfamiliar or strange to you

 use effective communication skills such as active listening, positive body language and
showing empathy.

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Effective communication approaches
Using open and sensitive communication can build trust and rapport as well as cementing good
relationships with carers, family members and individuals.
It is important to build up trust and rapport with each person you support to build strong and
positive relationships. The support worker should use approaches that affirm their capabilities and
sense of worth. This comes through validating, encouraging, attentive listening, empathising and
advocating as necessary.
Communication and trust relate to not only the individual you are supporting but also to the
individual’s family and advocates, workers, supervisors and health professionals.

An individual’s family and advocates are important members of the support team and have
significant knowledge about the person you are supporting.
A support care worker has a responsibility to advocate for the supported person as required, which
can include communicating information, reports and being accurate, objective and clear about what
they are communicating.
There also needs to be effective and efficient communication processes in place for the transfer of
information to health professionals and the family support network.
Furthermore, it is important to listen to co-workers to clarify and share information and knowledge,
manage workloads, and support each other positively to help meet the needs of the individuals you
are supporting.

The way information and documentation are communicated will also depend on the organisation’s
protocols and procedures. These can be both verbal and written including:

How to write and

Effective communication How to speak with clients
communicate a progress
tecniques to use during meetings
report

Documenting supporting
How to understand and
evidence or records such
communicate case notes
as incident reports

Activity 1.1. Read

Read this article on communicating with older clients who have diverse needs.
Article: https://www2.health.vic.gov.au/hospitals-and-health-services/patient-care/older-
people/comm-topics/communication/communication-needs

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 Did you notice the following key points?

 It is common for older clients to have vision and hearing loss, which can be challenging for
communication, so they should be encouraged to wear their glasses or use their hearing
aids if they make use of these.

 If an older client has a speech impairment it would be good practice to work with their family
or carer, provide them with extra time to communicate or suggest they write down what they
are trying to say.

 If an older client has a cognitive impairment, it’s important to make sure you do not ignore
them or talk over them but find a positive way to communicate with them, use their name
and involve them to the extent that they are able.

 If English is not their first language, you may need to arrange for an interpreter although you
should always consider the client and their family’s wishes relating to their interpreter
preference as confidentiality, kinship and gender may all be factors that need to be
considered.

 If the client identifies as Aboriginal or Torres Strait Islander, they may have additional
barriers to consider, such as literacy and feelings of isolation or loneliness if they are in a
facility such as a hospital or care home. Cultural safety is very important and an interpreter
or a cultural liaison officer may need to be arranged so they feel comfortable and safe.

1.4. Roles and responsibilities

The key roles and responsibilities of the members of a support team when involved in the planning
and provision of support can include the following people:

The person being The client who is receiving the support services should identify
supported (the client) any unmet needs and notify the support team as soon as they
become aware of them (if possible). They will also provide
feedback on the support services they receive which can be used
for future improvement and need to notify the support team of any
changes that might be necessary.

Carer/family member These are usually informal carers or family members who look
after a person who is dependent on support usually in their own
home – it may be an elderly person, a person with a disability, or
someone with chronic or mental illness (or a combination of these
things). The role involves a high level of commitment and effort as
they take on the physical and/or psycho-social needs of the
person – they may receive a carer’s allowance and provide care
fulltime.

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 Health professionals Health professionals play a central and critical role in improving
access and quality health care, and may include registered nurses
(RNs), enrolled nurses (ENs), doctors, physiotherapists,
occupational therapists, psychiatrists, speech pathologist,
podiatrists, dentists, ophthalmologists or other medical
professionals. They promote better health care, prevention
strategies, and deliver health care services to the person as per
the individualised plan.

Individual support workers Support workers provide holistic, person-centred support and
services to clients that promote their abilities, requirements,
quality of life, independence, empowerment, social inclusion,
health and wellbeing. The support worker reports and records
information about each supported person’s circumstances, needs
and status and will provide support with daily activities that may
include meals, showering, dressing and grooming as well as
assistance in getting to and from appointments and activities.

Supervisors The specific role of a supervisor is determined by the

organisation, but it could be the registered nurse or a team leader
who has a higher level of qualification and experience than other
support workers. Their responsibility is to oversee, direct and
coordinate the support services, and to ensure legal and ethical
compliance is being met.

Table 3: Roles and responsibilities.

As you can see, there is always a team involved and each team member has an important part to
play. As a support worker, it’s important that you understand your role and recognise requirements
outside of the scope of your own job role and seek support from your supervisor if you are unsure
about something or need advice or assistance.

What’s the difference between a Registered Nurse (RN) and an Enrolled Nurse (EN)?

Enrolled Nurses typically complete a two-year Diploma of Nursing while a Registered Nurse
completes a Bachelor of Nursing which is a three-year university degree.
An EN works under the direct supervision of an RN and reports to the RN and has a more limited
scope of practice.
In your work placement, you may also come across an Assistant in Nursing (AIN), also called an
assistant in nursing, who provides basic care and personal care like aged a support worker, with
the added duties of assisting with some clinical care.

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 Image by Thirdman on Pexels

1.5. Legal, ethical and organisational requirements

Providing individualised support, whether it is during a home visit or at a facility, requires complying
with legal and ethical regulations and standards. This applies to both an employer and employee
and includes:

 privacy, confidentiality and disclosure

 duty of care

 dignity of risk

 human rights

 discrimination

 mandatory reporting

 medication

 workplace health and safety

 understanding work role boundaries, responsibilities and limitations.

The following table provides examples of the roles of the organisation and the roles of the support
worker in relation to specific legal and ethical requirements.

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Legal/ethical Example of the responsibility of Example of the responsibility of
requirement the organisation the individual worker

Confidentiality Keep personal files securely stored Do not share any personal details
and privacy and protected from unauthorised about a person without their prior
viewing. consent.
Ensure staff are aware of compliancy Store any personal health care
requirements. records or information about a
person in a secure place – never
Ensure staff sign a confidentiality
leave it lying around where
agreement.
unauthorised people could view it.
Provide staff with their own unique
Log off the computer when finished.
access codes and password for
electronic filing systems. Respect the person’s personal
privacy by closing doors, knocking
before entering and asking
permission before carrying out a
task.
Never give out personal details about
colleagues to others without their
prior consent.

Disclosure Transparency of services – if there When given sensitive information by

has been a service breach, the the support recipient or their carer/
consumer has a right to be aware family member that might impact
of it. support, preferences or
requirements, it must be treated in
Act on complaints and aim to resolve
reference to the privacy and
them.
confidentiality policies and
Report to appropriate services or procedures of the organisation.
departments any disclosures that
involve harm or abuse between two
or more people.

Duty of care Provide codes of practice to ensure Work to the standard of care required
safe working practices. to keep people safe and free from
harm.
Keep policies and procedures
updated, easily accessible, and in Report any potential or actual risks or
plain English. hazards.
Provide resources and staffing for Report any changes of a person’s
safe and efficient delivery of service. health status to the supervisor.
Maintain confidentiality.
Follow the person’s individualised
plan.

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Legal/ethical Example of the responsibility of Example of the responsibility of
requirement the organisation the individual worker

Dignity of risk Uphold the rights of the consumer to Acknowledge a person’s right to
have choices by allowing flexible make decisions for themselves.
services.
Balance up the benefits of an activity
Have risk management processes in against the possible dangers.
place.
Use the advice of supervising health
professionals as required.
Minimise risk where possible.

Human rights Display the Charter of Human Rights Assist clients in being aware of their
which the organisation upholds in all rights.
aspects within its service.
Treat each client with dignity and
Provide a service that has easy respect.
access to complaints processes.
Allow each client to have choice,
Ensure support workers are aware of control and decision-making capacity
the choices of services available so while providing support.
they can pass on this knowledge to
the consumer.

Discrimination Ensure that anti-discrimination Treat everyone fairly and equally with
policies and procedures are easily no prejudice against their age,
accessible to all staff. religion, ethnicity, sexual orientation
or disability.
Provide activities and events that
embrace multiculturalism.

Mandatory Clear processes in place for Be aware of current response

reporting employees to follow in the event of requirements in the event of alleged
abuse occurring in the workplace. or suspected abuse.
Investigate any alleged or suspected Know the signs to look out for that
situation of abuse within 24 hours may indicate abuse.
and report to the relevant
Report and record observations of
departments.
suspected abuse to the supervisor
immediately.

Medication Ensure that medication policies are in Know your organisation’s policies
place and followed. around assistance with medication,
what you are allowed to assist with
Ensure that medications are only
and what is beyond the scope of your
administered if there is a written
role.
order by a Medical Practitioner.
Ensure pre-packaged medication:
Ensure that medication is clearly
stated in each client’s individualised  has not been tampered with
plan and updated when a healthcare
 is within the expiry date

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 Legal/ethical Example of the responsibility of Example of the responsibility of
requirement the organisation the individual worker

professional reviews medication and  is for the correct person

makes changes.
 is stored safely.

Work role Make employee expectations of their Read and understand the specific
boundaries – job role and responsibilities clear. role and responsibilities of your job
responsibilities role.
Ensure the service has their
and limitations
organisational structure clearly Know the boundaries of your
defined. responsibilities.
Provide regular staff appraisals. Know the management structure and
the responsibilities of other team
members.

Table 4: Legal and ethical requirements.

All workplaces will have developed a set of policies, protocols and procedures which they require
all employees (including students on work placement) to follow, such as filling in documentation,
completing associated forms, meeting legislative requirements, following workplace health and
safety procedures and recording information.
It’s crucial that you always follow your workplace’s organisational protocols and procedures for the
safety of yourself and others around you. If in doubt, ask for help!

Activity 1.2. Think about

Assume that you have accepted a role as a support worker and require a working with children
check.

 Why is it important to have this check?

 What legislation does this apply to and how does it relate to providing individualised
personal support?

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Quiz time!
Congratulations! You have reached the end of Topic 1.

To review what you’ve learnt, answer the following questions before continuing to Topic 2.

1. Identify which of the following a. Medications they are taking

would be included in a client’s
individualised plan. b. Their personal care routine

Select all appropriate options. c. Their needs and goals

Go to 1.2 for help answering. d. Any equipment they need

a. Focus on each person’s medical condition or

2. What is a person-centred
disability
approach?
b. Focus on the person rather than their
Go to 1.2 for help answering.
disability or medical condition

3. Which of the following are a. Actively listening to the client

effective communication b. Using positive and open body language
approaches when dealing with a
client? c. Sharing your own opinions about their
behaviour and beliefs
Select all appropriate options.
d. Showing empathy in response to their
Go to 1.3 for help answering. situation

4. True or false?
You should not involve a family
member or carer when creating a. True
an individualised plan as it is the
client who is receiving the b. False
support.
Go to 1.4 for help answering.

5. Which of the following are

important regarding legal and a. Workplace health and safety
ethical regulations when providing b. Dignity or risk
individualised support?
c. Duty of care
Select all appropriate options.
d. Medication
Go to 1.5 for help answering.

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How did you go? Check your answers:
1. a, b, c, d
2. b
3. a, b, d
4. b
5. a, b, c, d

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Topic 2: Providing support
services

2.1. Introduction
This topic looks at how to provide support services to a client. Learning goals include:

 using the individualised plan to provide the required support

 using devices and assistive technology

 understanding duty of care and dignity of risk requirements

 assisting the client to take pre-packaged medication in line with written direction from a health
professional

 respecting and including the family, carer or other significant people

 providing a healthy, safe and comfortable environment

 recognising requirements outside of the scope of your job role and seeking support from your
supervisor.

2.2. Providing identified support

When working as a support worker, you will be required to assist the client with a variety of ADLs
as mentioned in Topic 1. Most basic ADLs will be of a highly personal nature so sensitivity and
respect are vital to ensure the client feels at ease, comfortable and safe in your presence in
situations which may potentially feel embarrassing.
Activities will vary but may include the following:

 Assisting with dressing, undressing and grooming

 Assisting with eating and drinking at mealtime and using various assistance techniques and
equipment during mealtimes

 Assisting with oral hygiene such as teeth brushing and natural gum care, denture removal,
cleaning and insertion

 Assisting with showering and shaving activities

 Toileting and the use of continence aids

 Assisting clients to take pre-packaged medication

 Using slide sheets, hoists, slings and lifters to move clients in and out of bed

 Transferring a client between their bed and their chair

 Transferring a client from a seated to a standing position

 Assisting with falls recovery.

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All the information about how and when support activities are to be completed will be documented
in their individualised plan, so you will always refer back to this document as your reference when
working with clients.
When you are caring for a client, you should also be making sure that their skills in particular tasks,
like carrying out ADLs, are being maintained or developed. They should have a skill development
or skill maintenance plan which includes appropriate services and learning processes that support
the person's individual needs. This could be orientation and mobility skills that help a person who is
blind or has low vision to independently and safely find their way around their home.
Let’s take a look at common procedures you will come across when supporting clients with ADLs.
For each of the following activities, you should:

 follow your organisation’s health and safety procedures, such as infection control when
assisting with personal hygiene tasks or preparing meals

 confirm the client’s support requirements and preferences with them, their family or carer

 assess potential risk and use additional assistance as required

 prepare required equipment, aids and appliances according to the individualised plan

 provide support in a manner that upholds the rights and dignity of the person and considers
duty of care and risk

 work and communicate with the client, if any changes are necessary, you should refer to
organisational policies and procedures and report them if required

 complete any documentation and reporting which is necessary according to organisational

policies and procedures.

Image by Ivan Samkov on Pexels

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Activity Common process or procedure

Dressing and This will depend on whether the client is in bed or not, the level of their
undressing mobility and dependence and how much support they need but the general
procedure is as follows:

 The most disabled limb should be dressed first and undressed last.

 Encourage them to do as much as they can themselves.

Grooming  Communicate with the client and ask before assisting to promote their
independence and allow for self-determination.

 Encourage the person to do as much they can themselves, for example,

putting on their own lipstick.

 Be prepared to help if required, for example, combing the back of their

hair if they aren’t mobile enough to do this themselves.

Mealtimes Depending on their mobility and independence the client may need help:

 preparing meals

 assistance during mealtimes, using assistive aids if required, for

example, gripped utensil holders or feeding tubes.

Oral hygiene Depending on whether the client has natural teeth or dentures, you should
help them with the following:

 assisting them to look after natural teeth and gums

 denture removal, cleaning and insertion

 recognising ill-fitting dentures

 effective brushing and flossing.

Encourage the person to do as much as they can for themselves, for
example, brushing their own teeth if possible.
Read more about dentures and oral hygiene at Activity 2.2.

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Activity Common process or procedure

Showering How much help you give the client will depend on their mobility and
independence. You can ask the client in advance exactly what they are
comfortable with, keeping in mind their dignity and privacy, for example, your
client may prefer to wash their own body themselves and ask you to only be
responsible for washing the areas they cannot manage.
Here are some tasks they may need help with:

 undressing

 getting in and out of the shower, using assistive aids if necessary

 standing while in the shower, or supervising their use of a shower stool

 washing and then drying afterwards.

Bed bathing If the client has extremely limited mobility, they may need a bed bath. You
should communicate with them about what you are going to do and what they
feel comfortable with, always keeping in mind their dignity and privacy.
Bed bathing includes:

 undressing

 adjusting their position

 washing and drying.

Watch the video in Activity 2.3 below for an example of bed bathing.

Shaving  Make sure all shaving equipment is clean and within easy reach.

 Help the client as much as they need, depending on their level of

mobility and independence. This may be shaving them completely
yourself or just assisting them in hard-to-reach areas.

Toileting  Depending on the client’s mobility, independence and level of

continence, you may need to assist them with toileting and use of
continence aids, such as disposable pads, nappies, bed protection,
liners or shields or cleaning and managing a catheter or stoma.

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 Activity Common process or procedure

Falls recovery Follow the organisational procedures and the individualised plan using any
assistive equipment necessary. General fall procedure is to:

 reassure the patient

 assess them for injuries or pain

 if there is no serious injury you may proceed

 ask the patient if they can turn to their side

 provide a chair to help them stand.

Watch the video in Activity 2.3 below for an example of fall recovery.

Assistance with When assisting a client take pre-packaged medication, you must ensure
medication medication:

 is for the right person

 is taken at the right time

 is taken correctly, for example, orally if this directed

 package has not been tampered with

 is within the expiry date.

Do some research and read about the five rights of medication administration
at activity 2.4.

Table 5: Common process or procedure.

A note on continence
Incontinence is the involuntary leaking of urine from your bladder or faeces from your bowel.
Continence can vary from minor to severe and there are a range of different products and
supports to assist in this area.
A client may have a catheter or a stoma.
A catheter is a flexible tube that is inserted into the client’s body to drain the bladder into a leak-
proof bag that the client wears which is then later disposed of.
A stoma connects a portion of the digestive system, or sometimes the client’s bladder, to the
surface of the abdomen to remove waste into a sealed bag that the client wears, which is then
later disposed of.
Depending on the type of catheter and the policies of the workplace, a registered nurse (RN)
may be the only person allowed to change it. If support workers are allowed to, then they would
receive training from a registered nurse on how to do this correctly.
When you are on your work placement, find out what the policy states about catheters so you
can learn more.

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 Activity 2.1. Watch

Watch the following video on What is Duty of Care? Duty of Care vs Dignity of risk by the MHRI.
Video: https://www.youtube.com/watch?v=Nf4Y7v-SLtc (09:04)

Did you notice the following key points?

 Duty of care refers to the legal responsibility that organisations have to do no harm to the
clients they support.

 Duty of care is not protecting the client from themselves and their own choices but
protecting them from us as service providers.

 Dignity to risk refers to the rights that everyone has to make choices, take risks and even
make mistakes and learn from them.

 Every person has the right to decide how they want to live their lives.

 Dignity of risk and a person’s freedom to make choices are the most important aspects.

 Duty of care is more important when:

o there is a risk of death or permanent disability
o there is a lack of mental capacity to make decisions, which is decided through a legal
process
o there is an involuntary treatment order, which is decided through a legal process.

 Excessive duty of care is over-protection.

 Excessive dignity of risk is neglect.

Activity 2.2. Read

Read this guide about the care of dentures:

Guide: https://www.dental.sa.gov.au/assets/downloads/Care-for-older-people-toolkit/Home-
care/Care_of_dentures.pdf

Activity 2.3. Watch

Watch these videos on assistive procedures.

Video: https://www.youtube.com/watch?v=cySmcKh7EJQ&t=203s (05:45)
Video: https://www.youtube.com/watch?v=RyuILPtAYwU&t=25s (03:26)

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPORT | 29

 Activity 2.4. Read

Do some research and read about the five rights of medication administration.
Guide:
https://www.ihi.org/resources/Pages/ImprovementStories/FiveRightsofMedicationAdministration.
aspx

2.3. Assistive technology, equipment and aids

Being independent and having the feeling of
inclusion and participation in everyday tasks
and leisure activities, is essential for a good
quality of life. These aspects of a client’s life
can be improved greatly by using a range of
equipment and aids which can support
them. We are lucky today to have such an
amazing range of technological devices to
help people perform everyday tasks. These
could range from mobility aids like lifters or
shower handrails to recreational aids like
audio books. This assistive equipment
allows people to lead a more dignified and
independent life.
An important part of leading a quality and
independent life is having the opportunity to
work and study. Assistive technology can
help clients to achieve this. It could be
technology like an app to help them speak
to other people if they have a speech
impairment, or mobility aids, like a
Image by Marcus Aurelius on Pexels
wheelchair to help them move around.
These aids and equipment are designed to make procedures safer for the client and the support
worker and to promote the independence and dignity of the client. A fundamental role as a support
worker is that you provide support in a way that promotes the client’s self-esteem and confidence.
A specialist, like an occupational therapist or physiotherapist will have to assess the client before
the care plan is created and any assistive equipment that the person needs will be included in their
individualised plan.
When you are preparing for support activities, it is important that you check the client’s plan and
organisational procedures as well as their personal preferences before you assemble the required
assistive equipment.
You will need to be able to assemble the equipment correctly and appropriately for each client. For
example, making sure that a wheelchair has been correctly assembled after it has been packed
down for transportation.

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPORT | 30

Standard operating procedures and equipment manuals can support a worker to ensure that they
have followed the assembly of equipment correctly, so you should refer to these. These procedures
show clear steps on how to complete a task such as assembling a hoist to lift a person onto a bed.
Equipment and aids may include:

 wheelchairs, walkers and other transport devices such as mobility scooters – these may
present a hazard to you as a support worker, so you need to be familiar with correct use and
see to the maintenance of equipment to eliminate risks to yourself and the client. The use of
mobility devices can have a huge impact on the quality of a person’s life, giving them
independence in their daily activities, recreation and leisure time.

 mobility aids – ensure these have been measured and fitted for the client and not given to
them or bought without the advice of a professional. For example, there are specific
measurements for the safe use of a walking stick.

 lifting and transferring aids – these are designed to reduce the risk of manual handling injuries.
Training must be done on their correct use and for each client. Examples include overhead
and standing hoists, swivel plates, slide sheets and walking belts.

 beds – should be raised to a level where you are comfortable to work without unnecessary
strain on the back. Raising and lowering the bed can also greatly assist the client when they
are moving on and off the bed. Some clients might have air mattresses to provide pressure
care while in bed.

 breathing devices – a range of devices including nebulisers, 'puffers', oxygen tanks and other
inhalation methods, may be required by the client to administer medication and assist with
breathing.

 scales – monitoring weight gain or loss can be particularly important where a client may have
a degenerative condition, is elderly or is being treated for obesity. Scales in these settings are
often transportable chair types that must be kept hygienically clean to prevent the spread of
infection from one client to another.

 continence aids – a wide variety of products are available to meet the specific needs of clients
in your care. These are generally identified in consultation with a continence nurse.
Continence aids might be mechanical, for example, a commode, toilet booster, transportable
bag and crystals. Other more personal devices include condom drainage, catheters, pants or
pads.

 personal audio-visual and communication aids – while many clients wear hearing aids or
glasses, care of these devices is often overlooked as an aspect of personal care. These need
to be cleaned and maintained regularly to make sure they are fit for purpose and ready to use.
Communication aids, like hearing aids or communicative mobile applications, can allow the
person to communicate and make important decisions in their everyday lives.

 cognitive and memory aids – these products aid individuals with cognitive limitations complete
essential tasks such as recalling information, appointments or steps to accomplish activities.
Examples include watches that vibrate to remind a user about a task or audio note-takers.

 modified eating and drinking aids – there is an extensive range of eating and drinking aids to
assist clients to keep their independence and dignity in this important aspect of their lives.
These include padded handgrips on cutlery to assist clients with grasping difficulties, cups with

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 spouts for ease of drinking, balanced spoons for those with palsy or Parkinson's and plates
with a pronounced lip to move food against and prevent spills.

 pressure management aids – pressure‐relieving devices such as beds, mattresses, heel

troughs, splints and pillows can be used to reduce or relieve pressure injuries like pressure
sores or ulcers.

It is your responsibility as a support worker to use safe handling procedures and make sure
equipment has been assembled to meet safety standards – this is for the safety of yourself as
well as the client.

Let’s take a look at some activities and common procedures, which would involve the use of
assistive technology or aids.

Activity Common process or procedure

Using a slide When assisting the person using a slide sheet, you should always refer to
sheet and follow organisational procedures. The general procedure is as follows:

 Safely roll the patient over to one side

 Place the slide sheets together

 Roll the patient back onto their back and repeat on the other side

 Pick up the top slide sheet by the sides and use it to move the patient

 You can now slide the patient, left to right, and forwards and back with
ease.
Watch the video below for an example of using a slide sheet (Activity 2.5).

Using a sling Slings are mobility aids, which are used to transfer patients. Hoists and lifters
require the use of slings. Always refer to organisational procedures on using
slings. When you’re using a sling ensure:

 that you are using the correct sling for the task

 the sling is fitted correctly.

Watch the video in Activity 2.5 below for an example of choosing and fitting
the right sling.

Using a hoist When using a hoist, make sure you refer to the organisational procedures
and user manual first. This may vary depending on the organisation and type
of hoist.

Watch the video in Activity 2.5 below for an example of using a hoist.

Using a lifter When using a lifter, make sure you refer to the organisational procedures and
user manual first. This may vary depending on the organisation the type of
lifter.
Watch the video in Activity 2.5 below for an example of using a lifter.

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 Activity Common process or procedure

Moving a client You should always refer to the client’s personalised plan and organisational
from bed to procedures when moving a client. The general procedure follows these steps:
chair
 Ensure that the chair is stable

 Using organisational procedures on assisting a person from a sitting

position to standing

 Assist the person out of the bed and using correct positioning safely
assist toward the chair

 Following procedures, assist the person into the chair.

Moving a client You should always refer to the client’s personalised plan and organisational
from seating to procedures when moving a client. The general procedure follows these steps:
standing
 Ensure that the chair is stable

 Using organisational procedures and any assistive equipment, assist the

person from a sitting position to standing

 Assist the person out of the chair using the correct positioning and safely
assist to stand

 Provide the person with any assistive equipment to help them with the
activity.

Getting in and You should always refer to the client’s personalised plan and organisational
out of a car procedures when moving a client. The general procedure using a wheelchair
follows these steps:

 Ensure that the wheelchair is easily accessible

 Using organisational procedures on assisting a person from a sitting

position

 Assist the person out of the car and using correct positioning safely
transfer to the wheelchair.

Table 6: Common process or procedure using assistive aids.

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 Activity 2.5. Watch

Watch the following videos to learn more about common processes and procedures.

 Using a Slide Sheet.

Video: https://www.youtube.com/watch?v=O_0pglA201U&t=2s (06:36)

 Choosing and Fitting the Right Sling.

Video: https://www.youtube.com/watch?v=OFoT4ijcwyY (04:19)

 Using a Lifter.
Video: https://www.youtube.com/watch?v=L914lkoub6E (03:42)

 Using a Hoist.
Video: https://www.youtube.com/watch?v=P9TTJ4ojB_w (11:46)

 Safe Work Instructions for Mobility Support.

Video: https://dhs.sa.gov.au/about-us/publications/safe-work-instructions/use-of-
wheelchair

Image by Polina Tankilevitch on Pexels

2.4. Medication
When supporting your client, it is likely that you will have to assist them in taking pre-packaged
medication. Pre-packaged medication reduces confusion for clients taking prescribed medications
as it has been packaged by a pharmacist and organised into the correct dose and often includes
the day or time it needs to be taken. For example, Monday (morning, afternoon, evening). This

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPORT | 34

could be helpful for elderly clients, for example, if they can’t remember if they have taken their
medication each day.
When assisting a client with pre-packaged medication. You must always read the instructions
carefully and follow organisational policies and procedures.
Here are some key points to remember. Medication must be:

 for the right person

 at the right time

 be taken correctly

 not have been tampered with

 be within the expiry date.

Here are some examples of medication that support workers can assist clients with:

 tablets and capsules, including dissolving tablets and wafers

 patches

 eye and ear drops

 medications via nebulisers or puffers

 creams and ointments

 powders

 sprays.

Remember that self-determination means that the client always has the right to refuse to take the
medicine and they also have the right to be educated and correctly informed about what they are
taking. You must communicate with the client and if necessary, inform them about what they are
taking and why. You and the client should be aware of any side effects the medication might cause
and what the effects of not taking the medication would be.

Important note:
All organisations are different and depending on the type of organisation and the state or territory
you are in, there may be differences in what support workers are allowed to do.
For example, a large national organisation with elderly care homes across Australia may have a
policy in place that support workers are not allowed to assist with medication unless they have
completed, for example, the unit HLTHPS006 Assist clients with medication. This may be an
internal, nationwide policy they have implemented and may provide support workers with the
accredited training.
Another smaller care home may not have a policy like this in place as it’s not a government
mandated requirement. Remember, all organisations will have specific policies in place, so it’s
really important that you are aware of the requirements of each workplace.
Students on work placement are not allowed to assist clients with medication – but when you are
on your work placement, make sure you watch what the other support workers do and read the
associated policy.

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Reporting and documenting medication
It is essential that any adverse reactions the client has to their medication is reported to your
supervisor immediately. This will have to be documented and included in the client’s individualised
plan. If the client refuses to take medication, this also must be reported and documented straight
away.

Not reporting and documenting any adverse reactions or refusals to take medication could have
serious consequences for the health of the client.

2.5. Respect and the support team

As part of your role as a support or care worker, it is important to develop a relationship of trust and
respect, working together to achieve an effective relationship with both the person you are caring
for as well as the family or carer. Including When you include the carer or family as part of the
support team, you can provide better care because they understand and know the needs of the
individual you are caring for.

Respect can include:

Understanding a person’s values, preferences

Personal privacy Confidentiality
and expressed needs

Providing dignity Consideration of gender, Maintaining privacy during treatments

during care sexual preference or discussions

Showing sensitivity to a client's beliefs, Being respectful of religious views, traditions or

views, culture and language cultural beliefs.

Factors that affect those who require support

Not all clients are the same. They will have their own backgrounds, culture, needs and so on. Their
response and reactions to receiving support and care will also vary. Not all clients will be receptive
and some may outright refuse support.
Some of the factors that can impact clients include:

 Loss and grief: Some clients may have lost a partner or family member, and their coping
mechanism and responses to loss and grief will tend to impact the way in which they interact
with you and respond to the support you are providing.
Remember that loss and grief are not always related directly to the death of a person. Loss
and grief can relate to experiences such as the loss of independence, the loss/reduction in
mobility and health (physical and mental), the loss of their home (if moving into a care facility),

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 the loss of their social group and the loss of activities, hobbies and experiences they once
found enjoyable.
Use appropriate, sensitive and respectful communication skills when communicating with the
client. If you think their behaviour or mental health is starting to decline/suffer, speak to your
supervisor immediately as they may need referral to counselling services or similar.

 Boredom: we all experience boredom at some time. Boredom can impact a client’s mental
health and their willingness to engage. Use your knowledge about the client to identify talking
points they will engage in and potential activities and other experiences they may find
enjoyable and satisfying. Listen carefully to your client and what they are saying – they may
not directly state that they are bored, but the tone of their voice, their body language and what
they are talking about may provide indicators of boredom.

 Social isolation: some clients may have a small social circle, whether this be family or friends.
As a person ages, this circle can get smaller due to death, and the circle can also change
when family or friends move away. Listen carefully to the client when they talk about friends
and family and be observant of any visitors the client receives (do they change, how does the
client feel after their visit, etc). The lack of social interaction can play a role in the client’s
physical and mental health, which can then impact their willingness to receive support.

 Financial concerns: your clients will come from a variety of socio-economic backgrounds.
Some may be able to afford specific care and treatments, and others may rely on government
support. The timeframe for clients to receive medical care may vary due to these factors.
Some clients may have trouble paying for quality food and other living requirements.
Additionally, as the support worker, you need to be aware of financial abuse. This can come
from family, friends or others in the client’s circle, and the person could take advantage of the
client’s physical or mental health and age to obtain money from them. Financial issues,
especially those where someone has a lack of money, can make a person reluctant to ask for
help or buy the things they need to stay healthy and safe.

 Changes to their living situation: this can be a direct cause of feelings of loss and grief, but not
all clients may have negative feelings about moving into care, receiving care at home or
needing more help to enable them to safely age in place.

Restrictive practices
A restrictive practice is any type of support or practice that limits a person with disability and their
freedom of movement or their rights, for example when a person with disability is being left in a
room and unable to leave, over-medicated or intimidated to make them do something. This can be
very distressing for the client and would only ever be used as a last resort. A positive behaviour
support plan has skills and strategies which help to reduce the use of regulated restrictive practice.
A restrictive practice could be:

 chemical

 environmental

 mechanical

 physical

 seclusion.

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Inappropriate use of restrictive practices is very serious, and you must always have an approved
practitioner assess the client and discuss strategies and should only ever be used as a last resort.
These should always be documented and recorded in the client’s individualised plan and the
substitute decision maker should be consulted with. Any restrictive practises must follow legislative
and regulatory requirements and organisational policies and procedures.

Activity 2.6. Watch

Watch the video on restrictive practice in aged care.

What are Restrictive Practices?
Video: https://www.youtube.com/watch?v=etqRy42qW7A (02:05)

Did you notice the following key points?

 A chemical restrictive practice includes using a medication that restricts movement or

affects the ability to make decisions.

 An environmental restrictive practice is restricting or limiting movement e.g. locking doors or

moving mobility aids out of reach s the person cannot leave their room or move themselves
about.

 A mechanical restrictive practice is using a device of some sort like bed rails or clothing to
prevent a person from moving.

 A physical restrictive practice is using force to prevent, restrict or subdue movement.

 Seclusion is isolating a person by leaving them alone in a room where they cannot get help.

2.6. Duty of care

As an employee you will have a legal duty of care to meet the needs of clients by working in a way
that is safe and does not cause them harm.
Duty of care means that you have a legal and ethical responsibility to ensure, as much as possible,
the health and safety of clients. For example, if you notice changes in a client’s physical condition,
it is essential to report them.
Aged care service providers must follow several state and federal laws and regulations. If these
laws and requirements aren’t met, it can have very negative consequences on these providers. So,
to make sure these rules are followed, they are included in their business policies and procedures
and practiced in the services they provide.

This is why it is so important that your work practices reflect your organisation's policies and
procedures as this will be part of your duty of care. You can make sure that you meet and follow
your organisation’s policies and procedures by:

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPORT | 38

 understanding how the organisation operates and what their expectations are

 checking that you understand the organisation's policies and procedures and duty of care
statement

 checking any uncertainties about any of the policies or procedures with supervisors or
managers

 asking for an explanation about any doubts you have about the policies or procedures with
other senior workers

 using the policies and procedures to perform your duty of care requirements

 requesting feedback on your work performance

 requesting assistance and/or training to develop skills and knowledge in duty of care or other
age care requirements.
As a support worker you may need to promote the independence and dignity of the client, this
might include dignity of risk, which is having the freedom to make decisions and choices that might
expose a level of risk to the person. However, they still have a duty of care to ensure the health,
safety and well-being while doing so. We will look at more at risk and self-determination in
Topic 3.4.

Activity 2.7. Read

Read the following article on worker obligations.

Website: https://www.safework.nsw.gov.au/legal-obligations/worker-obligations
Read the following article on duties of workers.
Website: https://www.comcare.gov.au/the_scheme/regulatory_guides/duties_of_workers

2.7. Maintaining a safe and healthy, clean and comfortable

environment
Providing individualised personal support includes maintaining a clean and safe working
environment for both carers and the clients receiving support.
It is important to check the care plan for instructions on the appropriate equipment and aids to use
with clients in your care. Professionals will have already carried out assessments to work out the
best care plan for each individual client. These are designed to promote their independence and
dignity while ensuring the safety of both the client and the support worker.

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 Image by Eren Li on Pexels

So, as we mentioned in Topic 2.3 when we looked at assistive technology, you will be responsible
for checking the maintenance of all equipment to ensure it is fit for purpose and ready to use when
the client needs it. For example, always check that hoist batteries are charged before you place the
client in it.
Regardless of the environment in which they live, an older person, or a person living with disability,
needs to feel that they are secure and safe in their living situation. They should feel secure in the
knowledge that they are able to move around in their surroundings without feeling that they are
vulnerable to harm.

The environment should be clean, comfortable and safe. This could include:

 information regarding security issues close to hand, easy access to security and emergency
contacts

 the environment is suitably adapted to ensure the security and safety of the person

 safety mechanisms such as thermostats, smoke alarms and electrical protection devices are
in place and are regularly serviced and maintained

 ensuring that all mobility assistance devices – for example, handrails are securely fitted,
fastened and appropriately placed according to the needs of the client

 the facility or accommodation and equipment are regularly cleaned.

Not only should the environment of the older person enhance their physical comfort, but they also
should feel emotionally comfortable and safe.

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Quiz time!
Congratulations! You have reached the end of Topic 2.

To review what you’ve learnt, answer the following questions before continuing to Topic 3.

a. You can make changes in an individualised

plan without consulting your supervisor if you
have communicated effectively with the client
b. You should communicate with the client and
1. Which of the following are true refer to the organisational policies and
when providing individualised procedures if any changes need to be made
support?
c. You should confirm the client’s support
Go to 2.2 for help answering. requirements with them or their family or
carer
d. You should assess potential risks and use
additional assistance if required, even if it is
not mentioned in the plan

a. It is important that you check the client’s plan

2. Complete the sentence: and organisational procedures as well as their
personal preferences before you assemble
When you are preparing for the required assistive equipment
support activities...
b. It is not your responsibility to assemble the
Go to 2.3 for help answering. equipment and aids, this will already be
completed prior to your arrival with your client

a. You should administer all your client’s

medication as this will be in the individualised
3. Which of these are true regarding plan
medication?
b. You can only assist your client with pre-
Select all appropriate options. packaged medication
Go to 2.4 for help answering. c. You are responsible for ensuring the client
takes the right medicine correctly and at the
right time

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4. True or false?
Restrictive practice can be used
in some situations where you feel a. True
it is necessary, even if the client
hasn’t been assessed by an b. False
approved practitioner.
Go to 2.5 for help answering.

5. Whose responsibility is it to a. The person being supported

ensure that the client’s
b. A carer or family member
environment is clean, comfortable
and safe? c. A professional cleaner

Go to 2.7 for help answering. d. The support worker

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How did you go? Check your answers:
1. b, c, d
2. a
3. b, c
4. b
5. d

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Topic 3: Monitoring support
activities

3.1. Introduction
This topic looks at how you can monitor support activities and includes the following learning goals:

 Understanding how to monitor your own work, so you meet the required standards of support

 How to recognise and respond to risk

 How to involve the person in discussions about their support services to determine whether
their needs are being met

 How to recognise signs of additional or unmet needs.

3.2. Monitoring and maintaining standards

Monitoring your work
It’s really important that you monitor your own work. This means that you are observing the work
you are doing and keeping up with the required standards. This could be making sure you are
working safely when carrying out ADLs and other general duties or following health and safety
guidelines and all the correct policies and procedures. This includes completing all the necessary
documentation and making sure your care is meeting the correct standards.

For example:

 checking all the equipment is working properly and is ready to use when the client needs it

 noticing any changes to the client’s health and safety

 making sure the workplace is clean and comfortable

 keeping files and documentation safe and secure.

Maintaining standards
When you’re monitoring your work, you should make sure that you’re always maintaining the same
standard. You can put together your own system to help you do this.

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You can:

 use feedback from supervisors, colleagues and clients (this could be formal feedback, for
example, giving an official feedback form to a client, or informal feedback, for example, having
a chat with a supervisor about your performance)

 create your own objectives and goals

 review your client’s individualised care plan to check it meets the correct standards and
guidelines

 use the organisation’s tools and processes which work best for you.

3.3. Recognising and responding to risk

A person’s safety is essential to their well-
being. It’s your responsibility to identify and
respond to situations of risk when carrying
out your work. You should always work in
a way that ensures the safety of yourself
and others, and to do this, you will have to
deal with different kinds of risk. They might
be identified risks, which will already be
noted in the client’s individualised plan.
However, you might notice a risk that
hasn’t been identified or dealt with before.
If this happens, then you should let your
supervisor know immediately.

Identified risks
You should refer to the individualised plan
for identified risks, and these should be
considered when you are providing
support. This could be that the client’s skin
can tear easily, so you would need to take
measures to avoid this risk. This will help
you give safe support, which is specific to Image by Eren Li on Pexels
each client.
When you are working, there could be risks to you or to the client. For example, how you move and
handle equipment. If handled incorrectly, this has the potential to cause you or your client serious
injury. Always check the individualised plan for information and guidelines. The organisation’s
policies, protocols and procedures will also provide guidelines and standards to follow, such as
how to safely adjust equipment so the client is not at harm.

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Client risks
You might have to help with a range of tasks which have a level of risk for the client. For example:

Task Identified risk to client Response

Application of prostheses Infection of the skin on the Clean the area before applying
stump if it is bruised or has the prostheses to minimise risk
A prosthesis is an artificial
chafing. of infection.
device that replaces a missing or
malfunctioning body part, which
may be lost through trauma,
disease, or congenital
conditions. These devices can
include the obvious artificial legs
and arms but also include
hearing aids, false teeth, glass
eyes and spectacles.

Application of anti-thrombotic Tearing the client’s skin. Use an assistive device to

stockings support the application.

These are used to reduce the

risk of blood clots in the legs,
oedema and to improve
circulation. Anti-thrombotic
stockings can be difficult to put
on.

Simple eye care Eye infection. Wear gloves, fresh cotton

pads, follow a specific
Eye wash or saline solution may
procedure for cleaning and
be used to bathe a client's eyes
only wipe once, in one
after surgery or before applying
direction.
eye drops or cream.

Table 7: Client risk and response.

Worker risks
You also need to be careful with your own health and safety when providing support.
Below are some examples of potential risks you might face and the strategies you could use to
minimise or eliminate the risk.

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 Risk Strategies

Muscular strain from lifting a  Ensure that you are trained in how to lift clients safely.
person onto a bed
 Use equipment or devices as required.

 Apply bed or chair mechanics to aid a person’s transfer.

 Use appropriate techniques such as bending with the

knees and not with the hips, or core body strength and
correct positioning of feet.

Physical or psychological harm  Train in dealing with aggressive clients.

caused by aggressive
 Identify and understanding the behaviours and triggers of
behaviour of a client
the client.

 Eliminate anything, or anyone, that could possibly trigger

the behaviour.

 Try to avoid being alone with the person if possible if this is

common behaviour.

 Use devices to support emergencies such as alarms or

emergency call buttons.

Table 8: Worker risk and response.

General or specific risk

There are other identified risks that may be general to the environment or specific to the activity
that you are undertaking. Under the Workplace Health and Safety Act, employers are obliged to
provide a safe workplace and employees are obligated to follow safe work practices. For general
risks, an organisation will normally have control procedures, usually outlined in policies and
procedures and provided through training, which provide guidelines and instructions for workers to
follow.
Let’s have a look at an example of a general risk:
Infection control
Infection may occur in different situations:

 food preparation

 handling contaminated objects

 disposing of infectious waste

 personal hygiene practices

 transmission of biological infections

 handling contaminated sharps

 occupational exposure to body fluids.

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Infection control may include:

 procedures to be followed for general infection control

 access to a first aid kit

 at least one trained first aid worker on duty

 protective equipment such as goggles

 hygiene control such as how to wash your hands

 how to safely care for clients with infectious skin

 how to prepare food

 how to keep the workplace clean

 how to manage a client’s cleanliness

 dealing with spills of body fluids.

An infection control procedure might include:

 washing hands with a disinfectant hand wash for 90 seconds, putting on gloves, putting on a
facemask before entering a room if a client has an infection

 spraying the equipment with a steriliser, wiping down and then checking off that this has been
done

 after leaving a client, washing hands with a disinfectant hand wash for 90 seconds.

Other potential risks

If you notice a risk which hasn’t been identified or dealt
with before, report it to your supervisor immediately. WHS
guidelines require all workers to report any risk they see
in the work environment. You also have a moral
obligation to ensure the comfort and safety of the client.
Some of the risks you may need to consider include:

 evidence of self-neglect

 behaviours of concern

 impaired judgement and problem-solving abilities

 impaired cognitive functioning

 sudden or unexpected change in health status,

including sensory loss

 home environmental hazards

 slippery or uneven floor surfaces

 physical obstructions, locked doors, furniture

blocking exits etc. Image by Alexander Suhorucov on Pexels

 poor home maintenance or hygiene

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 poor lighting

 inadequate heating and cooling

 inadequate security

 social rights infringement.

All of these can have an immediate impact on the health and wellbeing of a client and on you as a
support worker.

Responding to risks

Working and living environment

The client should feel that they are not at risk of harming themselves as a result of the very
environment they live in. Accidents in the home can be one of the main sources of injuries and
could even result in death if potential hazards are not minimised or eliminated.
As a person ages, their bones become more brittle, their sense of sight, smell and touch often
deteriorate, as does their sense of judgement and reaction time. This means that they are more
likely to injure themselves in any environment.
Some ways to minimise the risk of harm in a client’s living environment include:

 inside and outside door handles and locks are easy to operate

 door handles are lever-action instead of round knobs

 carpeting and rugs are not a trip hazard

 appliances, lamps and cords are clean and in good condition

 electrical overload protection is provided by circuit breakers, fuses

 electrical cords are placed out of the traffic flow and are not underneath rugs and furniture

 ensuring the kitchen area is well lit

 making sure that there is adequate ventilation, particularly near heating and cooking areas

 cabinets and shelving should be easily accessible to the client

 non-slip flooring is in place

 temperature limiters for the hot water system

 smoke detectors are fitted and working

 telephones are easily accessible in the event of an emergency

 light switches should be easily accessible

 emergency lighting such as torches are available

 handrails and handles are appropriately placed and securely fastened

 garden areas and access paths are kept clear of obstructions.

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Look at the following table of examples of risks that you could face, as well as the response that
you should take to either eliminate or control the risk

Example of risk Response

An electrical heater is put very close to Store the papers elsewhere.

a pile of papers.
Remind workers of the danger of heaters left near
flammable materials.

A person receiving support at home Provide walking aids.

has become increasingly unsteady on
Use more than one support worker for aid.
her feet and has become heavier in
weight over the past few months. There Request for physiotherapy, dietary and reviews.
have been a number of incidences
where she has fallen downstairs.

There has been a client showing Identify possible triggers.

aggressive behaviours.
Review the individualised plan.
Research the person’s history and review any
previous incident reports.
Avoid being alone with the person when there is a
high level of risk.

An aged care facility has rugs with The cords should be removed and secured more
upturned edges and cords left across safely.
hallways.
Remind workers of safety issues.

Table 9: Environmental risk and response.

Assessing risk
It is important to look at how likely it is that the risk will happen and what the consequences of this
could be.
When we are assessing risk, we need to look at:

 the likelihood of the risk happening

and

 the severity of a potential injury.

Likelihood
The more a worker is exposed to a hazard, the more likely they are to risk injury or illness. For
example, if a worker’s skin comes into contact with a solvent found in a strong cleaning product, or
if a worker is repeatedly exposed to a hazardous material, like asbestos.

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The likelihood is an assessment of how likely it is that a hazard will harm someone. This likelihood
will range from:

 rare  likely

 unlikely  almost certain.

 possible

Severity
Severity refers to how serious the injury or illness caused by the hazard could be. Death,
permanent disability or an illness such as cancer or hepatitis are all classed as severe. Some
examples are electrical hazards and machinery; chemicals such as acids, and dust particles such
as asbestos.
Consequence refers to measuring the consequences of being exposed to a hazard. As a risk
assessor you are asking whether the hazard is one of the following:

Severe = Death, extreme injury or permanent disability

Major = Long-term injury or illness

Medium = Medical attention required with time off work

Minor = First aid required/hazard or near miss report completed with follow-up action

Insignificant = No Injury or near miss follow-up action required

When assessing a potential hazard, looking at these aspects together gives us a clear idea of
how high the risk might be.

Activity 3.1. Read

Read this article about risk assessments.

Website: http://www.thehealthandsafetyconsultancy.co.uk/guides/riskrating.asp

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPORT | 52

 Did you notice the following key points?

 When you’ve noticed a hazard, you need to rate the risk.

 Qualitative Risk Rating – a quick way to rate a risk. Decide if the risk is minimal, low,
medium or high. This is used to decide which hazard should take priority, what to do and
when.

 Quantitative Risk Rating – a more detailed way to rate a risk. Rate the likelihood and the
severity of the risk to get an assessed risk numbered from 1 (minimal risk) to 16 (high risk).

Activity 3.2. Watch

Watch the following video on understanding risk assessment.

Hazard, Risk & Safety – Understanding Risk Assessment, Management and Perception.
Video: https://www.youtube.com/watch?v=PZmNZi8bon8 (05:30)

Did you notice the following key points?

 Hazard is the potential to cause harm.

 Risk is the likelihood of harm in defined circumstances.

 A potentially high hazard contains little or no risk if is treated correctly. For example, a
hazardous substance which is stored correctly has low risk.

 A low hazard can be become a high risk if it is not treated correctly. For example, someone
breathing in a hazardous substance over a long period could result in illness.

 To evaluate a risk, you must look at; how, where, how much and how long you can be
exposed to the hazard.

 Risk can be managed by limited exposure to a danger and risk-reduction measures.

 People’s beliefs and perceptions of risk are not always accurate, so it’s important to assess
risk on fact instead of opinion.

3.4. Risk and self-determination

Although the client may depend on you for many tasks, it is important that they are allowed to be
responsible for their own actions and make their own decisions.

It is your responsibility to identify and respond to risk in the workplace, but you must also support
the client’s right of self-determination and decision-making. In a situation where the client could be
at risk, your role is to make sure the client is aware of the risk and is prepared to live with the
consequences of their actions.

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As a support worker, you have a duty of care to provide for the safety and wellbeing of yourself,
other people who could be affected by the client’s actions and to the client themselves. However, if
you are concerned the client might be purposely placing themselves at risk of self-harm then you
must stop them from acting.
Some examples could be:

Even though a client is allowed to take certain risks with their own personal care, it is your
responsibility to make sure that this doesn’t harm anyone, including the client.

Activity 3.3. Read

 Consider the following things that you are required to do as a support worker:
o Preparing a foot spa for a client
o Putting together an oxygen respirator
o Assembly of a dismantled wheelchair.

 What is your duty of care as a support worker?

 What are the risks to the client if the assembly has not been carried out correctly? (Use the
risk table to help you work out the risk assessment).

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPORT | 54

3.5. Meeting individual needs
Every client is different, and your care should reflect this. How can you check that your support
services are meeting the needs of each individual? The most effective way is through client
feedback. You will need to ask for feedback and communicate with the client or their carer or
family.
There are two ways to get feedback:

 Informal feedback. This is an informal discussion, like having a chat with your client about how
they feel about the care they are receiving.

 Formal feedback. This usually follows a formal procedure which includes a meeting and
completing a feedback form.

Image by Kampus Production on Pexels

Collecting and reviewing feedback is a great way to make sure that the support services you are
providing are effective and appropriate to the individual’s needs, preferences and requirements.

Reviewing the work that you do can:

 create open communication with individuals in care

 confirm that the individualised plan is appropriate, relevant and being carried out as planned

 encourage an effective way to share information between families, carers, colleagues and
services

 be used to recognise an individual’s achievements and progression towards goals

 be used to identify any gaps or needs not recognised

 measure individual goals and outcomes to understand the impact of the support services

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 illustrate any barriers or enablers

 ensure changing needs are identified and responded to.

Clients’ needs and circumstances often change and receiving feedback through communication
and review, means that you can adapt and provide the most appropriate and relevant care
possible.
Here are some strategies which can help support the discussions and feedback you need:

 having informal conversations

 using tools to continually collect and record, review and evaluate feedback

 fixing systems to guide how feedback will be used to improve the care and services being
offered

 holding formal review meetings.

3.6. Additional or unmet needs

While you are caring for a client, it is likely that some of you will come across needs which have
changed or have not been addressed.
The best way to check if you need to make any changes to your care plan is through your
feedback.
You can discuss with your client if the support services are meeting their needs and check if there
are any issues that might need review.
This could be aspects such as:

 preferences are not meeting the needs of the individual

 the service is not meeting the needs of the individual

 the service is not relevant or appropriate

 the individual has requested a change.

As a care or support worker, your duty within your job role will be to report any issues, change
requests, or feedback to your supervisor. An organisation may have a formal procedure that you
need to follow such as completing documentation or arranging a formal meeting. You might also be
able to report changes or requests in an informal way, like sending an email or having a chat with
your supervisor. However, there will be some sort of formal process in the end that you will need to
follow so that a record of the changes has been made and kept for future reference.

Report issues Report feedback

Report change requests

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The following are indicators of unmet needs and ways of responding to them.

Issue Possible unmet need Appropriate response

Edna has dementia and Sensory deprivation. Provide some gardening

constantly paces around the aged activities.
Boredom.
care gardens, looking for Arthur,
Provide her with outside time
her husband (who died several
to look in the gardens.
years ago).
Suggest watching a show or
movie.
Suggest reading or looking at
a magazine she likes.
Discuss any concerns she may
have.

Lucinda is a new resident at a The need for social Provide an environment where
residential facility, she has to use activity and introductions she can meet residents in a
a wheelchair after suffering leg to new connections. safe and comfortable
injuries after a serious accident. environment.
Suggested community
She has become increasingly
services that can support Investigate local disability
isolated in her room.
her. community services.
Counselling support. Suggest some community
interest groups.

Table 10: Unmet needs and responses.

Changes and gaps in assistive technology

It is likely that some of these required changes or unmet needs are in relation to the assistive
technology the client is using. It is your responsibility to be aware if there are any gaps in their
assistive technology needs. You can do this by communicating with the client through formal or
informal feedback. This must then be reported according to organisational policies or procedures.
You should be aware that a person living with disability or an ageing client might be used to a
certain lifestyle or way of doing things and might struggle with performing tasks differently from
what they are used to.
This means that the client might find it difficult to adapt to the changes, both physically and
psychologically. As the support worker, you are instrumental in helping them to make the
necessary changes, which will help them maintain their independence.
The types of changes they might have to deal with could be:

 the use of new or replacement of old equipment

 changes in their behaviour related to the state of their health

 learning new ways to do things

 using extra support services to meet their needs.

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3.7. Supporting self-determination
Self-determination is the right that every individual has to make their own decisions. It is important
that the client has control of their actions and choices, is correctly informed and feels supported.
You can encourage self-determination and support a person in making informed decisions through
open communication and discussing their individual needs.
Discussing and confirming a client’s preferences should be conducted positively and
communicated effectively. Meeting and talking with a person about their wishes first can ensure
that the person is comfortable, feels safe and is having their personal needs met.
To help you achieve this, you should:

 provide a safe and comfortable environment to talk

 help to identify any personal goals

 discuss any issues, problems or barriers to achieving those goals

 support the individual to make appropriate choices based on their own personal preferences
and interests

 support the individual to participate in making decisions that impact the quality of their life

 provide an environment where they have their own autonomy

 encourage self-management of day-to-day activities or actions

 help them to achieve their goals.

It is important to check a client's personal preferences before preparing equipment and the
environment to deliver personal care and support.
Here are some important factors to consider:

Offer a person a choice regarding Limit the number of options for clients with severe
what they would like to wear, if depression or dementia as the decision-making process
this is appropriate. may be overwhelming if presented with too many choices.

Keep in mind safety concerns or A person may get very hot very quickly but may need to
weather when choosing keep warm for their health. They may have to wear boots if
appropriate clothes and footwear. it is snowing to stop them from falling.

Good grooming and personal The client may have a particular sense of style and strong
care are a way of boosting a preferences for the way they dress or wear their hair. This
client's self-esteem and sense of can be influenced by culture, age or social experience.
worth.
Hair grooming and makeup are very personal so asking the
client to guide you can support their preferences.

Table 11: Supporting self-determination.

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 Activity 3.4. Read

Read this article on self-determination.

Website: https://humanrights.gov.au/our-work/rights-and-freedoms/right-self-determination

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Quiz time!
Congratulations! You have reached the end of Topic 3.

To review what you’ve learnt, answer the following questions before continuing to Topic 4.

1. Complete the sentence:

a. Yourself and others
You should always work in a way
b. The client only
that ensures the safety of...
c. The environment you are in
Go to 3.3 for help answering.

a. Infection control
b. Tearing client’s skin
2. Which of the following potential
risks are your responsibility to c. Slippery or uneven floor surfaces
deal with as the support worker?
d. Poor lighting
Select all appropriate options.
e. Muscular strain to self when lifting clients
Go to 3.3 for help answering.
f. Inadequate security
g. Evidence of self-neglect

3. True or false?
Even if there is a risk involved for
the client, you must support the
client’s right to self-determination a. True
and decision making as long as b. False
they are aware of the risk and
potential consequences.
Go to 3.4 for help answering.

a. Having an informal chat with your client about

4. Which of the following are how they feel
effective ways to get feedback to
b. Holding a formal meeting with your client and
ensure you are meeting the
supervisor
client’s individual needs?
c. Having your client complete a feedback form
Go to 3.6 for help answering.
d. Telling your client what they need

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 a. Do as much as you can for the client in day-
to-day activities
5. How can you support self- b. Discuss any issues, problems or barriers they
determination effectively? have
Go to 3.7 for help answering. c. Help identify any personal goals

d. Encourage self-management for their goals

and actions

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How did you go? Check your answers:
1. a,
2. a, b, c, d, e, f, g
3. a
4. a, b, c
5. b, c, d

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Topic 4: Complete reporting and
documentation

4.1. Introduction
This topic looks at how you can complete reporting and documentation and includes the following
learning goals:

 Understanding how to maintain privacy and confidentiality

 Following organisational reporting requirements

 Completing and storing documentation.

4.2. Privacy and confidentiality

As a support worker, you work extremely closely with your client, and you will have access to a lot
of personal information. Your clients have the same right as you do to feel confident that their
personal information is respected and used only for the necessary purpose. So, you are
responsible for making sure that this personal information is kept private and confidential. You must
always make sure any documentation is kept secure, whether it is completed in an office, the
client’s home or on your laptop or tablet.
You may need to share aspects of a client's health status or care needs with other colleagues.
However, this must be done in a respectful manner, only revealing and discussing the relevant
facts.
Organisations have strict policies on the collection, use and storage of client information, and
maintaining the security and confidentiality of client information is a key responsibility. This
legislation is covered in the Privacy Act 1988. Under the Freedom of Information Act 1982, clients,
or their legal representatives, also have a right to read anything that you have written about them.
Security measures for documentation, such as digital passwords and logins or locked files for hard
copies are there to protect the individuals and their family’s privacy and confidentiality. They
also protect the organisation's compliance, standards, confidentiality and quality of service.

Activity 4.1. Read

Read these articles to learn more.

 The Privacy Act

 Privacy Policy in Aged Care

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4.3. Reporting requirements
When starting a job with an organisation, an employee is usually given an induction that will include
their roles and responsibilities for reporting. It might have instructions on how to write reports, what
should be included, when they should be completed by and who should approve or sign them off.
One of the responsibilities of an employee will be to ensure that you meet these reporting
requirements.
Both employers and employees are responsible for complying with reporting procedures which
follow organisational policy and legal requirements. Any concerns should be passed onto a
supervisor or reported through the levels of authority in the organisation.
Reporting may be:

 formal: this may include documenting discussions, case notes, care plans, incident reports,
family details, personal history, progress reports, financial dealings and other forms of
personal records

 informal: this may be daily discussions with the client, informal chats with colleagues or emails
that you send.

Image by Alex Green on Pexels

Whether the reporting is formal or informal, any concerns should be passed onto a supervisor.
They probably won’t be reading every entry for each client, so make sure you inform them of any
important changes or information, and they can then refer to this and act on it if necessary.
When there are changes to a client’s condition or situation, these are reported in the individualised
plan. Because you will be working so closely with the client, you are in the best position to monitor
and support on their progress.

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Reporting requirements could include:

 completing individual plans

 attending and reporting at progress meetings

 completing mandatory documentation

 reporting any risks, hazards or safety concerns

 completing forms and records associated with a client’s care and support

 recording observations

 reporting weekly to a supervisor.

Mandatory reporting may be required by law, or a requirement that the organisation has put in
place, depending on the situation or the state or territory.
These provide clear processes for employees to follow and can also provide frameworks for
reporting such as alleged or suspected situations of abuse or critical incidents.
Organisations will have some compulsory reporting, for example:

 a reportable assault

 unlawful sexual contact

 unexplained absences (i.e. a missing person)

 reporting a notifiable incident

 workplace Health and Safety mandatory reporting

 financial reporting

 substance abuse

 physical injury.
For some incidents, you will have to refer to other organisations. These could include:

 the police

 the Department of Health

 Australian Health Practitioner Regulation Agency (AHPRA)

 a coroner.
Always report incidents to your supervisor first and refer to organisational procedures and
protocols.

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 Activity 4.2. Read

Read the articles on reporting incidences.

Safe Work Australia – Incident Notification Fact Sheet.
Website: https://www.safeworkaustralia.gov.au/resources-and-publications/guidance-
materials/incident-notification-information-sheet

 WHS Mandatory Reporting.

Website: https://www.transparency.gov.au/annual-reports/australian-digital-health-
agency/reporting-year/2019-20-24

Activity 4.3. Read

Read the following.

NSW Health Policy Directive for The Documentation and Management of Health Care Records.

Website: https://www1.health.nsw.gov.au/pds/ActivePDSDocuments/PD2012_069.pdf

Documentation
Another crucial part of a support worker’s job role is to ensure that documentation relating to
individual care is recorded, maintained and stored according to organisational policy and protocols.
This means that the documentation must:

 contain information which is current and accurate

 be private and confidential and stored securely

 meet organisational and legislative compliance regulations.

Making sure your client’s documentation is accurate and current is an essential part of caring for
them. If a client has suffered an unexpected health condition, looking at their case study notes,
individualised plan, progress notes or any other relevant documentation could provide further
information to help the client.

Here is an example of some common documents used in various aged care residential and
community support services:

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPORT | 66

 Document Purpose Use

Individualised Clear direction for staff to support Support workers.

plan individuals.
Supervising health professionals.
Supports meeting their individual
When an evaluation or review is
needs.
required such as after a delivery of
Maximises participation and service.
promotes emotional wellbeing.
When a support need changes.

Progress notes An ongoing record of the person’s For regular meetings.

day-to-day progress and any
For end of shift changeover.
changes in requirements.
A record for other members of the
support team to keep up to date.

Incident forms Documents the incident to keep a Legal compliance to record any
record of how it occurred and what incidents or accidents in the
was done to treat or manage any workplace.
injury.
Supports preventing future
occurrence.

Risk Determines the level of risk a To help prevent accidents and

assessment particular hazard poses, the chance hazards from becoming a health and
the hazard has of causing harm, safety risk.
and how severe the harm or injury
may be.

Observation A record of observations taken Supports care workers in

charts during a shift. understanding how an individual has
been over a period of time.
Guides the assessment, planning,
implementation and evaluation of Used as a tool to develop
support and services for an interventions for individualised plans.
individual.
When there has been a change in
Provides information for shift physical or mental health status, this
changeover. Can record behavioural, is a good way of reporting and
bowel, neurological, food documenting.
consumption, issues, problems,
success stories.

Table 12: Documentation.

Guidelines for completing and maintaining documents will be part of an organisation’s policy and
protocols and a duty of care that you will need to meet. These policies and procedures are there to
provide guidelines such as how to complete documents or how to store and maintain them.

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The reporting documentation could be held digitally, in hard copy or both.
Where the information is stored electronically there will be procedures to follow such as authorised
access, password protection and logins or permission rights, as well as where and how to store
and update files. If documentation is stored online or on a computer network, it may be maintained
by including version numbers or renaming with the current date. This makes sure that documents
are secure and organised correctly.
For security, hard copies of documents may require to be kept in a locked file and shredded if no
longer needed.

Referrals
As part of your role in providing support to your clients, you will be observing them for changes in
their physical and mental health and any changes or risks in their living situation/environment.
At some stage you will identify that the client needs to be referred to a health professional or
another community service.
Examples of health professionals and service providers may include:

 counsellors

 psychologists

 physiotherapists

 occupational therapists

 dietitians

 feeding

 disability services

 Aboriginal health services

 domestic violence services

 alcohol and drug services.

How many others can you think of?
The process of making a referral may
vary between organisations, but some of
the key points below will generally be
applicable: Image by Cottonbro Studios on Pexels

 Report your observations and

need for referral to your supervisor.

 Document details in the individualised plan and any other documents or systems as required.

 Do some research and identify referral services that:

o are culturally appropriate
o will meet the needs identified
o are accessible

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 o are suitable for the client
o have capacity
o the client would be eligible to receive

 Communicate with the client and provide them with information about the referral service/s to
help them make an informed decision.

 Either:
o obtain consent from the client to contact the service yourself and make arrangements
(often called a warm referral)
o provide the information to the client so they and/or their family or carer can contact the
service and make arrangements (often called a cold referral).

 Use the appropriate form for referral (this could be done in writing, by phone, using an online
system etc).

 Follow up with the client to see if they have engaged with the service and how they are feeling
about it.

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Quiz time!
Congratulations! You have reached the end of Topic 4.

To review what you’ve learnt, answer the following questions.

1. Organisations have strict policies

on the collection, use and storage
of client information, and
a. The Privacy Act 1988
maintaining the security and
confidentiality of client information b. Freedom of Information Act 1982
is a key responsibility.
c. The Confidentiality Act 1988
Which legislative Act covers this?
Go to 4.2 for help answering.

2. True or false?
Under the Freedom of Information
Act 1982, clients, or their legal
a. True
representatives, also have a right
to read anything that you have b. False
written about them.

Go to 4.3 for help answering.

3. Which of the following are a. Case notes

examples of acceptable forms of
reporting in an organisation? b. Incident reports

Select all appropriate options. c. Chat with a client

Go to 4.3 for help answering. d. Informal email to a colleague

4. True or false?
It is the supervisor and not the
support worker’s responsibility to a. True
notice and report any changes in
the client’s needs in their b. False
individualised plan?
Go to 4.3 for help answering.

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5. Complete the sentence a. Protect the individuals and their family’s
Security measures for privacy and confidentiality
documentation, such as b. Protect the organisations compliance,
passwords and logins, are put in standards, confidentiality and quality of
place in order to... service
Select all appropriate options. c. Ensure all information can be shared and
Go to 4.2 for help answering. viewed by different support workers

CHC C CS0 31 PROVID E IND IV ID U AL IS ED SUPP O RT | 7 1

How did you go? Check your answers:
1. a
2. a
3. a, b, c, d
4. b
5. a, b

CHC C CS0 31 PROVID E IND IV ID U AL IS ED SUPP O RT | 7 2

Learning activities

About this document

The following learning activities can be completed in both the classroom and in the workplace. They are provided to further develop your skills
and knowledge and to prepare you for assessment. Your trainer will advise you on the timeframes for the activities. Make notes about the
activities you complete and hand this document to your trainer when you have finished.

Learning activity Details Completed Notes

1. Carefully read a copy of an If you are not in a workplace ☐

individualised plan and your trainer will provide you
familiarise yourself with its with an example of an
contents and the activities individualised plan.
with which the client needs
support and care.

2. Thinking of the plan You may be asked to share ☐

above, how do you think: what you have learned during
 the client has been a class discussion.
allowed to express Make sure you take notes.
their dignity of risk
 the principles of the
person-centred

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPO RT | 73

Learning activity Details Completed Notes

approach have been

applied
 how the client’s
cultural needs and
presences have been
respected?

3. Practice communicating You will be placed into pairs. ☐

with a classmate in a way Your trainer will give you and
that demonstrates the your partner a scenario. You
principles of person- will each play the role of the
centred communication. client and the worker.
Give your partner constructive
feedback on their
communication skills and also
listen carefully to the feedback
you receive.

4. Practise each of the Your trainer will provide you

following. You will need to with individual plans, aids and
do each of these as part of equipment, and any other
the process: resources needed to complete
 confirm support these activities.
requirements and
preferences with the
person
 perform risk
assessment and

CHCCCS031 P ROVIDE INDIVIDUALISED SUPPO RT | 74

Learning activity Details Completed Notes

engage additional
assistance as required
 correctly prepare
required equipment,
aids and appliances
 uphold the rights and
dignity of the client
 consider duty of care
and dignity of risk
 complete required
documentation.

 dressing, undressing ☐
and grooming

 eating and drinking ☐

using required
mealtime assistance
techniques and
equipment (client
should have physical
access)

 oral hygiene ☐

 showering ☐

 toileting and the use ☐

of continence aids

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Learning activity Details Completed Notes

 using slide sheets, ☐

hoists, slings and
lifters

 transferring a person ☐
between bed and
chair

 transferring a person ☐
from seated to
standing

 bed bathing ☐

 shaving ☐

 transferring a person ☐
in and out of a car

 falls recovery ☐

 assisting a person to ☐
take pre-packaged
medication.

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