- CHCICS303A - Support individual health and emotional well being
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCICS303A Mapping and Delivery Guide
Support individual health and emotional well being
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | CHCICS303A - Support individual health and emotional well being |
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Description | This unit describes the knowledge and skills required by the worker to support a client’s health and emotional wellbeing | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | The skills and knowledge of this unit of competency will be applied according to an established individualised plan and with regard for the value and importance of people’s health and wellbeingThis unit of competency covers possible indicators of abuse and neglect and a requirement to report to a supervisor | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not applicable. | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Support the client to engage with a relevant social network and the wider community |
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Element: Support the client’s health |
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Element: Support the person’s emotional and psychological wellbeing |
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Element: Recognise and accommodate a client’s cultural and spiritual preferences |
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Element: Support client to create an environment suitable to needs and preferences |
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Element: Recognise and accommodate the client’s expressions ofidentity andsexuality |
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Element: Complete documentation |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate this unit of competency: | The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible |
Access and equity considerations: | All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in culturally and linguistically diverse (CALD) environments In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities |
Context of and specific resources for assessment: | This unit can be assessed independently, however, holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include: access to appropriate workplace where assessment can take place relevant organisation policy, protocols and procedures |
Method of assessment may include: | Observation in the workplace Written assignments/projects Case study and scenario analysis Questioning Role play simulation |
Related units: | This unit must be assessed in relation to the specific context in which it will (or may) be applied In the case of working with older people, this unit is recommended (but not required) to be assessed in conjunction with: CHCAC318B Work effectively with older people OR In the case of working with people with disabilities, it is recommended (but not required) to be assessed in conjunction with: CHCDIS301C Work effectively with people with a disability |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include: Basic understanding of the emotional, psychological, spiritual, cultural and sexual needs of clients Concepts of powerlessness and empowerment Cultural and individual differences in expressing sexuality Definition and explanation of the terms ‘sexuality’ and ‘personal identity’ Definition and explanation of the terms ‘spirituality’ and ‘cultural’ Effects of spirituality and culture on care delivery Expressions of sexuality Expressions of spirituality and culture Indicators of possible emotional concerns and issues which may have an impact on general health and wellbeing, such as prolonged sadness, distress, anxiety or depression; lack of engagement; or heightened level of emotional expression Indications of possible neglect or abuse, including physical, sexual, psychological or financial abuse and appropriate response in accordance with organisation and/or government guidelines Issues surrounding sexuality and sexual expression in residential settings Myths and stereotypes surrounding sexuality and sexual expression of aged people and people with disabilities Resources and networks that can support the cultural and spiritual needs of people Strategies for managing inappropriate sexual behaviour Strategies for selecting recreational and leisure activities based on preferences and abilities Strategies to facilitate community inclusion Strategies to meet the emotional needs of people Supporting existing networks and developing new networks and facilitating choice Understanding basic requirements for good health, including: diet exercise hygiene lifestyle oral health Understanding of own work role and responsibilities |
Essential skills: It is critical that the candidate demonstrate the ability to: Adhere to own work role and responsibilities Adopt a non-judgemental and accepting attitude when supporting the client to meet their emotional and psychosocial needs Apply basic problem solving skills to resolve problems within organisation protocols Liaise and report to appropriate persons/agencies Work effectively with clients, social networks, colleagues, supervisors and other services/agencies In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service: this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues industry work roles will require a literacy level that will enable workers to interpret international safety signs, read client service delivery plans, make notations in client records and complete workplace forms and records Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation: this requires a level of skill and ability to follow work-related instructions and directions and to seek clarification and comments from supervisors, clients and colleagues Apply verbal and non-verbal communication skills: industry work roles will require effective verbal and non-verbal communication skills to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support, including active listening and empathy Follow organisation policies and protocols |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. | |
Client may include: | Individuals living in residential care environments Individuals living in the community Older people People with disabilities Prospective individuals to the service or services Veterans/war widows |
Environment may include: | Community centres Employment services Independent living accommodation Person’s own dwelling Residential aged care facilities |
Emotional needs may include: | A sense of security and contentment Acceptance of loss Dealing with degenerative issues Dealing with pain, grief, bereavement and acceptance of death Freedom from anger Freedom from anxiety Freedom from fear Freedom from guilt Freedom from loneliness Love and affection Veterans’/war widows issues |
Psychological needs may include: | A sense of control Acceptance of disability Freedom from undue stress Life stage acceptance Personal identity Self-determination Self-esteem Sense of belonging Veteran/war widow related issues |
Variations in a client’s physical condition may include: | Aches Client reporting feeling unwell Nail status Oral health anomalies Pain Skin tone and colour Weight gain Weight loss |
Spiritual preferences may include: | Ceremonial observances Formal and informal religious observance Need for privacy and an appropriate environment to reflect and/or participate in spiritual activities |
Cultural may refer to: | Ceremonial and festive observances Dress and dietary observance Need for continued interaction with cultural community |
Expressions ofidentity andsexuality may include: | Access to assistive/protective devices Love and affection Need for privacy and discretion Physical appearance Touch |
Appropriate communication and relationship building processes may include: | Courtesy Cross-cultural communication Empathy Non-judgemental care Observing and listening Respect for individual differences |
Network may include: | Advocates Carers Clergy/pastoral care provider Family members Friends Veteran’s/war widow organisations |
Community network may include: | Clubs Community centres Community welfare groups Ethno-specific organisations Sport and recreational groups Support groups Veteran’s/war widows organisations Voluntary organisations |
Appropriate person may include: | Clergy/pastoral care provider Health professionals (e.g. registered nurse, doctor, social worker, diversional therapist and/or psychologist) National association of loss and grief Palliative care association Sex therapist Special associations providing support services to individuals with specific health problems/disorder Supervisor Support group Veteran’s organisations |
Report may include: | Non-verbal (written): progress reports case notes incident reports Verbal: telephone face to face |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Confirm the client’s social and recreational preferences | |||
Identify a client’s social network (where possible) | |||
Encourage and facilitate the client to attend social and recreational activities and wherever possible, involving their social network | |||
Encourage and facilitate the client to attend social and recreational activities that promote the development of social networks | |||
Recognise the need to modify or adapt social and recreational activities to meet specific needs of the client and report to appropriateperson | |||
Provide the client with information about community networks and activities available to them | |||
Demonstrate basic understanding of the impact the client’s circumstances may have on their health | |||
Identify processes, actions and circumstances that support the client’s good health | |||
Provide support in a manner that promotes the client’s good health | |||
Confirm aspects of supporting a client’s health within scope of knowledge, skills and/or job role and seek appropriate support for those outside scope | |||
Identify variations in a client’s physical condition and report to supervisor | |||
Recognise indications that client’s experience of pain is affecting their wellbeing and report according to organisation policy and protocol | |||
Demonstrate basic understanding of the impact of client’s circumstances may have on emotional and psychological wellbeing | |||
Identify processes, actions and circumstances that support the client’s self-esteem and confidence | |||
Provide support in a manner that promotes the client’s self-esteem and confidence | |||
Identify aspects of supporting a client’s emotional wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support | |||
Identify variations to a client’s emotional wellbeing and report to supervisor | |||
Recognise and report possible indicators of client abuse and/or neglect and report according to organisation policy and protocol | |||
Demonstrate acceptance of a client’s cultural and spiritual preferences | |||
Ensure work practices accommodate a client’s modesty and privacy according to cultural requirements | |||
Demonstrate cultural sensitivity in communication practices | |||
Facilitate the client’s participation in cultural and spiritual practices and celebrations | |||
Provide the client with information regarding relevant cultural and spiritual networks available in the community | |||
Encourage and assist client to maintain their environment | |||
Assist client to feel secure and comfortable | |||
Identify hazards and report to supervisor | |||
Use appropriate aids to support comfort, safety and wellbeing | |||
Facilitate established routines, rhythms and customs of client, where possible | |||
Inform client of support services and encourage them to use services | |||
Demonstrate understanding of the impact of the client’s circumstances on an individual’s expression of identity and sexuality | |||
Recognise the impact of community values and attitudes regarding sexuality, ageing and disability | |||
Avoid imposing own values and attitudes regarding sexuality on others | |||
Support the person to express their sexuality | |||
Respect different spiritual expressions of sexuality | |||
Acknowledge unmet needs relating to sexuality and identity and refer to an appropriate person | |||
Comply with the organisation’s reporting requirements | |||
Complete documentation according to organisation policy and protocols | |||
Maintain documentation in a manner consistent with reporting requirements | |||
File documentation in accordance with organisation policy and protocols |
Forms
Assessment Cover Sheet
CHCICS303A - Support individual health and emotional well being
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCICS303A - Support individual health and emotional well being
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: