CHCCCS015 Provide Individualised Support https://www.urgenthomework.com/
ASSESSMENT TASK 2: Project
- This project is divided into two (2) parts that will demonstrate your ability to apply your knowledge required to organise, provide and monitor support services within the limits established by an individualised plan.
Part 2A: Role Play Activity (Classroom)
Part 2B: Scenario – Written response (students own time)
- The First part of your project will be to participate in a Role Play with a partner.
- Each written part should be clearly named where indicated and your written responses should be written in full sentences.
Assessment Task 2 – Project
Part 2A – Role Play Observation
In pairs act out an exchange that could occur in your daily work schedule with a client. Do this in a manner that promotes and maintains trust and respect. The assessor will set the scene.
The exchanges must include:
- Greet client
- Introduce self
- Confirm individualised plan details with client
- Ensure the client understands their rights and complaints procedures
- Make general conversation
- Problem solve an issue taking into account duty of care and dignity of risk
- Correctly identify needs and equipment required
- Listen to client (demonstrate active listening skills: body language/leaning forward, eye contact, tone of voice, vocal warmth, reflection of content, reflection of feelings)
- Summarise meeting and/or action to take
- End meeting respectfully
Part 2B – Scenario – Written response
An elderly client is adamant that they want to continue to make their own meals rather than have a worker come in to do it. They have an unsteady hand and have previously burnt and cut themselves. You know that it is unsafe for them to continue making their own meals but need to respect their wishes. What would you do? How would you balance the duty of care requirements with the dignity of risk requirements? What equipment could be altered or adjusted to meet the clients needs for independence? Include what role you would play in a meeting with the client and supervisor. Your answer should provide a detailed explanation of not more than 350 words.
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Certificate III In Individual Support Assignment Sample and Answers
This unit is a combination of three tasks that you need to pass separately in order to successfully clear it. Only when you pass all of these, you would be able to demonstrate competency in CHC33015 certificate III Individual Support.
We help you complete each one of these efficiently by providing you sample assignment solution for this. Certificate III In Individual Support Assessment Answers
CHCDIS002 Follow Established Person-Centred Behaviour Supports
ASSESSMENT TASK 4: Behaviour Support Plans inclusive of 1 Critical Incident.
Please read the three scenario’s regarding challenging behaviours and complete the questions that follow. Once the questions have been answered you will be required to complete the behaviour chart at the end of each scenario.
You will be assessed on your ability to problem solve and identify the relevant data to effectively manage behavioural situations. This will include your ability to facilitate a person-centred approach to enable choice and self-determination for people with disability, whilst diffusing situations of concerning behaviour. Completion criteria:
- You will need to describe in writing an answer for each of the questions, for each of the clients.
- You have been supplied with ‘Jackson Jones’ a completed Behaviour Support Plan as further background information.
- You are required to complete the Behaviour Recording Chart for each client.
Conditions for assessment
Location specific instructions
This assessment will take place in the class room or in your own time.
This assessment will take place as per the allocated timetabled date.
Re-assessment or extension
If your initial assessment is unsatisfactory, the assessor will organise a meeting to discuss this with you further.
Client 1 – Critical Incident – Jackson. Jackson enters the classroom a few minutes late for class, just as the teacher is exiting to gather some additional materials. There are 7 other students in the room, one in a wheelchair.
Jackson is withdrawn and does not engage with either staff or other students.
He moves toward a seat close to the door and is about to sit down when another student, sitting opposite him (the room is set up with tables in a U shape) says “and good morning to you too Jackie Jonesville.”
Jackson drops his bag and turns on the student that has spoken to him and begins to march toward his desk. Jackson begins to shout and threaten the other student who you are standing near.
Jackson shouts “Shut Up you frigging idiot – who do you think you are. I’ve had a prick of a morning and I don’t need you in my face before I’ve even sat down. Do you want a smack in the head?” Jackson raises a clenched fist as he reaches the desk. The other student backs his wheel chair away from the desk.
From the information contained in the case study and Jackson’s behaviour support plan complete the questions that follow and fill in the behaviour chart.
BEHAVIOUR SUPPORT PLAN – Jackson Jones
Part A of Certificate III In Individual Support Assessment Answers
5 Jacks Way, Jonesville
Date of birth
Behaviour Support Plan date
Plan Prepared By
People consulted in developing the plan
DLO – David Prince
Psychologist – Jane Doe
Support worker – Dianne Digs
CWE teacher – Jamie Jamieson
Assessment Report/s used:
(Include the title, author & date of reports)
Behaviour charts from Live classes months Sep – Dec 2016 – compiled by TAFE support tutors
Behaviour assessment – conducted by Jane Doe 12/12/2019
Person’s advocate present
(Include name, position / relationship or organisation)
Jemma Jackson (mother)
Part B of Certificate III In Individual Support Assessment Answers
Section 1: Assessment
Part B of
Section 1: Assessment
Section 1: Assessment
1.3 Observation and Analysis
a) Those who know the person well believe the behaviours of concern occur because: (What is the function of the behaviour ie. To avoid something, to act out confusion, to gain intimacy).
Jackson’s behaviour is reported by Jemma Jones to be a result of his anxiety, confusion or frustration – inability to process his environment. This is greatly affected if further frustrated by others when he is already in a heightened state of stress. Charting and staff reports confer with this suggestion.
Psychologist Jane Doe confers that unfamiliar in particular loud environments may trigger Jackson.
Section 2: Positive Interventions
Section 3: Review – Evaluation of interventions
Evaluation and Review Date: 01.01.21
3.1 Results of positive interventions
a) What works well in reducing behaviours of concern? (What evidence will be used to
b) What doesn’t work well to reduce behaviours of concern? (What evidence will be used to determine this?)
Section 4: Review
Observation and analysis conclusion:
Do changes need to be made to existing programs / behaviour support plans Yes / No
What needs to change?
Are environmental supports or changes necessary? Yes / No
Which are needed?
Is a Behaviour Support Plan still needed? Yes / No
4.2 Follow up
What changes need to be made to the Behaviour Support Plan