Individualized Support Care Plans for Disability Support Workers

This work placement portfolio is for students pursuing CHC33015 Certificate III in Individual Support (Disability). It provides instructions and templates for creating individualized support care plans for at least three people with disabilities. The portfolio is divided into four sections, and this is the second section. The activities include completing individual support plans, facilitating empowerment, and assisting people to reach personal goals. The portfolio must be submitted in four parts following the training and assessment plan agreed upon with the Workplace Assessor.

1. f INTRODUCTION
C5
Work placement portfolio
E1145
CHC33015 Certificate
III in Individual
Support (Disability)
Your work placement
Portfolio 2 of 4
1. Background/overview
During your work placement, you will be undertaking a variety of duties
and tasks that relate to your course and the role of a Disability Support
Worker.
You must successfully demonstrate that you can perform tasks required in
the work environment and collect evidence.
Your work placement portfolio is divided into four sections, and these
must be submitted in four parts following the training and assessment
plan agreed upon with your Workplace Assessor. This is the second
section.
Your supervisor will give you guidance and feedback on your performance,
supporting you to complete the tasks correctly and professionally.
Evidence of your performance must be collected and submitted to your
assessor. This document, the Work Placement Portfolio Part 2 is where
Activities 1–2 are outlined with instructions on how to collect evidence.
2. Work placement portfolio
Your Open Colleges’ Work Place Assessor (WPA) will conduct assessments in
the work place for key tasks in the Portfolio. These are identified by the
following text:
Through discussions with your WPA, approximately half way through your
work placement, a work place visit will be arranged to enable
observation/demonstration of these key tasks. Take every opportunity to
Deliverables
1. Write your
student name and ID at
the top of this page.
2. Please follow the
instructions for each
activity in this portfolio.
3. Please ensure you
complete all templated
sections of this document
and include any
appendices or extra
evidence/templates within
this one Word file for
submission.
4. Save this single Word
document using the
following naming
convention:
studentname_studentid_32
657_P2.docx.
5. Upload this completed
document in Open Space
using the relevant
Assessment Upload link in
this Module.
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This task must be assessed in the workplace by your
Open Colleges’ Work Place Assessor (WPA)
Date and WPA name:
WPA signature:

practice these tasks with your colleagues or supervisor in advance of your
WPA visit. You may also need to prepare some task documentation in
readiness for your WPA visit – this will be clearly indicated in the relevant
task instructions. Where required, your WPA may also ask a short
contingency question based on the task.
Your WPA will deem your assessment performance as either Satisfactory (S)
or Not Yet Satisfactory (NYS). Where your assessment performance is
deemed Not Yet Satisfactory (NYS), you will be required to participate in the
relevant assessment again.
This portfolio needs to be uploaded to OpenSpace at the end of your
placement. Check that you have completed all the tasks.
Important note for students and supervisors:
All tasks in this document must be completed and individually signed
and dated. We are not able to accept ‘group’ or ‘combined’ signatures or
dates.
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Activity 1: Individual care planning Activity 1 of 2
In consultation with your workplace supervisor, identify at least
three people with disability that you can assist.
Complete an individual care plan for the three Clients. They must be
completed to organisation standards, and your supervisor will
confirm if this is so during their checkpoint with your Open Colleges’
Workplace Assessor.
Use individual support plans from your workplace or alternatively
copy and use Attachment 1 Individual Support Plan.
These individual support plans will be used in activities throughout
the portfolio.
Each plan must include (where relevant):
 Care alerts
 Communication
 Mobility
 Toileting and continence
 Showering, dressing and grooming
 Pressure area and skin care
 Eating and drinking
 Sleep and settling routines
 Specialised care plans
 Community participation
 Behaviour support
 Skill development
Deliverables
To do:
1. Complete 3
Individual Support Plans
(use the template
provided in appendix 1
for each care plan).
2. Use these file
names to save the
Individual Support
Plans:
A1(studentname)IP1
A1(studentname)IP2
A1(studentname)IP3
Example:
A1JohnSimmsIP1
3. Put the
Individual Plans in one
file on your computer,
zip the file on your
computer, and then
upload the file using the
‘submit’ button, which
is located in the same
place you downloaded
this document from in
the module.
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Activity 2: Facilitating empowerment and
choice
Activity 2 of 2
Part 1 Discuss personal goals with two clients
Look back at the three Individual Plans you completed in Portfolio 2 Activity 1.
Have a discussion with two of these three Clients about their personal goals
and how you can support their community participation, social inclusion.
Independence and well being.
Write a reflective journal entry (approximately 200-300 words) about
how you supported each Client to reach their personal goals.
The reflection needs to include:
 a description of what the personal goal was
 an overview of the discussion
 options and choices you were able to identify
 your reflection on whether the discussion empowered
the Client
 your role in accessing information, programs and
support services
 non-verbal communication strategies you used
 three (3) oral communication strategies you used to
maintain a respectful and positive relationship with the person.
Complete the following two reflective journal entries on the
following pages.
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 Personal goals Client 1
Reflective journal entry (approx. 200-300 words)
Make sure you include:
 a description of what the personal goal was
 an overview of the discussion
 options and choices you were able to identify
 your reflection on whether the discussion empowered the
clients
role in accessing information, programs and support services
 non-verbal communication strategies you used
 three (3) oral communication strategies you used to
maintain a respectful and positive relationship with the person.
Journal entry: The first client was concerned with the Diabetes disability
that was creating the blurred vision in the patient. The personal goal
which has been made by me for ensuring the improvement in the
George was to manage the blood sugar as this provides the high impact
over the health of the patient. As the George was aged the age of the
George was 60. Therefore, it is highly important for me to provide
special focus over this particular client. Therefore, I adopted the Person-
centred Approach. As this ensures the complete care and support to the
George. I discussed my goals with the George as the family members of
the George does not live with the him. This patient was suffering from
the emotional parameters as well. My discussion with the George has
empowered him as the sense of belongingness has been acquired by
the George. The non-verbal communication strategy that has been used
by me for the George are, effective eye contact, observing the George
and paying attention to the issues of the George. These strategies has
resulted in gaining the trust of the George as already he was living away
from the family. The George has faced the certain issues in his life and
this leads to impact the treatment pattern of diabetes for the George.
The oral communication strategies that has been used by me for the
George is Asking questions from the George, using of descriptive
phrases and voicing interest. These strategies has enabled me in order
to maintained the effective interaction with the George (Schmidt and
et.al., 2018). Furthermore, the George has felt comfortable in
expressing their thoughts with me. The patient was fighting with the
large number of issues in his head due to the deadly thoughts. Often,
the George has shared that, he missed his family but, no-one comes to
meet. Therefore, these strategies has helped in maintaining the
effective relation with the George and the effective communication skill
has been developed.

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Personal goals – Client 2
Reflective journal entry (approx. 200-300 words)
Make sure you include:
 a description of what the personal goal was
 an overview of the discussion
 options and choices you were able to identify
 your reflection on whether the discussion empowered the
client
 your role in accessing information, programs and support
services
 non-verbal communication strategies you used
 three (3) oral communication strategies you used to
maintain a respectful and positive relationship with the person.
Journal entry: The second Client was suffering from the mental disability and
that was depression. The Emma has lost her father and mother and due to that,
the Emma was facing the depression. During the course of treatment for Emma
it has been found that, Emma does not like to be socially active and does not
have a willing to live. Emma has a sister and the discussion regarding the
treatment of Emma has been done with the sister. The -personal goals that has
been prepared for Emma was Encouraging the self-love, inclusion of the Emma
in social activities, analysing the ways of managing stress and managing the
sleep schedule. The Strength-Based Approach that is concerned with
encouraging and influencing the Emma has been selected by me. I discussed
these goals with the sister of Emma as the Emma was not in a condition that I
can discussed this with her. Afterwards, the focus on understanding and
changing the behaviour pattern of the Emma has been analysed. I have
performed my role in encouraging the Emma and creating the faith in her in
relation of having the desire to live. I have used the non-verbal communication
strategies for the Emma such as, Nodding my head, managing the effective eye
contact and using a cheerful smile on face. This leads to help me in creating the
sense in the mind of the Emma that I am her friend and she can share
everything with me. The oral communication that has been used by me for the
Emma was using open-ended question, asking about the experience and having
the discussion on the topic which is the interest field of the patient ( Tehrani
and Olyani, 2021). These strategies has enabled me to create the effective
interaction with the Emma. Also, this has influenced the Emma to share her
experience and discussion with me.

Part 2 Assisting people to reach personal goals
Description: Your WPA will observe you facilitating access to a wide
variety of choices that will assist two people with disability to reach their
personal goals using:
 oral communication skills to maintain positive and respectful
relationships with the person with disability
 appropriate non-verbal communication strategies
 interactions with people with disability, their
families/carers/relevant others
Assessment must involve real interactions with people with disability,
their families/carers/relevant others and the person’s individualised
plan.
Deliverables
To do:
1. Read activity instructions.
2. Part 1 - Type into the two reflective journal entries on
the next page and save.
3. Part 2 – After you have been assessed in the
workplace ensure that your WPA signs and dates the
highlighted text box.
4. Upload your completed portfolio evidence in Open Space
using the relevant Assessment Upload link in this Module.
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This task must be assessed in the workplace by your
Open Colleges’ Work Place Assessor (WPA)
Date and WPA name:
WPA signature:

Appendix 1a Individual Support Plan
CARE PLAN CLIENT 1
Affix patient identification label in this box
URN:
Last name:
Given
name(s):
DOB:
Gender:
Country of
birth:
Doctor: Allergies: Skin allergies due to diabetes. Preferred Name:
Medical diagnosis:
Checking the glucose level and blood pressure
of the George by taking the blood sample of the
George.
The test revealed that the George has the
7mmol\L are higher and the patient is
concerned with the high
diabetes syndromes.
Resident’s profile:
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The resident is suffering from the diabetes
which is causing the issue regarding blurred
vision in the George The age of the George is
60 years and family of the George does not live
with him. George loves to watch the movie
however, the issue regarding the blurred vision
impacting the interest of the George.
Strengths and goals:
The strength of the patient is that, he listen to
the service providers and perform the activities
that
has been entitled by the medical experts. This
strength of the George helps in achieving the
objectives of
treatment for the patient.
Valued role(s):
George is concerned with the value of
understanding the experts.
Link with Community:
George does not have link with the community
as the patient does not live with the family.
Thus, the desire of him
to interact with the community has been
vanished.
CARE PLAN CLIEN 1
Affix patient identification label in this box
Resident Need Goal Daily strategies and interventions
Communication / sensory Implementing effective listening
power.
Encouraging George to share
the experience on daily basis.
Transfer mobility The patient can move without
facing any hurdle.
Providing the Molift Mover lifter
to the George. So, he can make
physical movement.
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Personal hygiene:
 showering
 grooming
 dressing
Maintaining the personal hygiene
of the George.
A nurse has been ensured to
take care of the George and
keeping observation.
Nutrition:
 eating
 drinking
Including nutrition in the diet of the
George.
Ensuring that, the George is
having the healthy diet on
regular basis.
Sleep:
 sleep
 settings
Improving the sleep schedule of
the George.
The time for sleeping has been
specified for the George.
Skin integrity The relief from the skin allergies
has to be provided
The medication has to assure to
the George after identifying the
side effects (
2019).
Pain management Less pain or relief from the pain. The lowest possible dose has to
be assure to George.
Bowel management / continence Participation of George in bowel
programme.
Establishing the routing that is
concerned with performing the
aspects on time.
Bladder management / continence Managing the urinary
inconsistency.
Time to time check-up of the
George.
Toileting The George has no issue
regarding toileting.
A caretaker has to be assure to
George for checking on this.
CARE PLAN CLIEN 1
Affix patient identification label in this box
URN:
Last name:
Given name(s):
DOB:
Gender:
Country of birth:
Resident Need Goal Daily strategies and interventions
Verbal behaviour Making patient communication
effective
Regular interaction with the George with
the strategies of oral communication.
Physical behaviour Adding efficiency in the physical
health
Including meditation in the routine of
George.
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Wandering / intrusive behaviour Reducing the risk of wandering Asking questions from George.
Depression management /
Emotional support Encouraging the mental health Counselling of the George has to be
done.
Socialisation Involving George in the group
discussion
Ensuing that the George gets involved
with other George.
Other / specialised or complex
Needs
Influencing the routine of the
George A caretaker has to be provided.
Declaration:
I have been
involved in the
development of
this care plan.
Resident / Family member’s signature: Date:
Staff name and signature:
Review date:
Review date:
Review date:
Review date:
Review date:
Appendix 1b Individual Support Plan
CARE PLAN CLIEN 2
Affix patientt identification label in this box
URN:
Last name:
Given name(s):
DOB:
Gender:
Country of birth:
Doctor: Allergies: Preferred Name:
Medical diagnosis:
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Emma is suffering from the mental disability
and that is depression. Emma often faces
traumas.
Resident’s profile:
The age of the Emma is 21 and she is a girl
who has lost her parents and currently she has
one sister as a family member. Emma is
interested in reading the novels and assuming
the imaginative world. Furthermore, she is
suffering from the depression after losing the
parents.
Strengths and goals:
For Emma, the level of anxiety and depression
has to be
reduced so, the she can have the desire of
living. Currently, there is no strength has been
analysed as the
situation of Emma is critical.
Valued role(s):
Emma needs the special counselling and
mentoring.
Link with community:
Currently, Emma has no link with the
community as the George have no desire to
live.
CARE PLAN CLIEN 2
Affix patient identification label in this box
Resident need Goal Daily strategies and interventions
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Communication / sensory Influencing her to make
communication with everyone
The Counselling and mentoring
of Emma will be done
Transfer mobility Ensuring the effective physical
movement of the in Emma
Ensuring that the hospital staff is
taking care of the diet of the
Emma.
Personal hygiene:
 showering
 grooming
 dressing
Managing the safety of the Emma
A caretaker has been provided
to the Emma who keep check
over this.
Nutrition:
 eating
 drinking
Developing the physical diet Including the healthy food and
diet
Sleep:
 sleep
 settings
Managing the sleep schedule so,
the level of anxiety can be
reduced.
The dose has to be given to
patient as it is hard for George
to sleep on time (
Downing, 2018
Skin integrity Maintaining the proper hydration
in emma.
Drinking of water time to time
will be included in the routine
Pain management Relief from the mental health
Behavioural pattern therapy has
been adopted for Emma after
analysing her needs.
Bowel management / continence Achievement of bowel The healthy diet will be planned
for emma.
Bladder management / continence Reducing the risk of Emma
regarding the baldder danger.
Per day rate of drinking water
will be increased for Emma.
Toileting Managing Urinary inconsistency
Providing the keen focus over
the consistent of Urine on a
regular basis.
CARE PLAN CLIEN 2
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Resident need Goal
Verbal behaviour Influencing the effective
communication ability in Emma..
The non-verbal and oral communication
strategies has been used on regular basis
for her.
Physical behaviour Physical activeness of the patient. Involving the Emma in physical activities
Wandering / intrusive behaviour Effective mental ability of the
patient
The discussion on regular basis with Emma
will be done.
Depression management /
Emotional support Encouraging self-love in Emma The counselling and mentoring from the
experts will be given to Emma
Socialisation Increasing the inclusion of Emma
in external environment.
The caretaker of the will take her in open
environment.
Other / Specialised or complex
needs
Creating positive mentality in
Emma so, the depression can be
reduced.
Influencing the behaviour pattern of the
Emma by adopting behavioural models of
healthcare.
Declaration:
I have been
involved in the
development of
this care plan.
Resident / Family member’s signature: Date:
Staff name and signature:
Review date:
Review date:
Review date:
Review date:
Review date:
Appendix 1c Individual Support Plan
CARE PLAN CLIEN 3
Affix patient identification label in this box
URN:
Last name:
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Given name(s):
DOB:
Gender:
Country of birth:
Doctor: Allergies: Preferred Name:
Medical diagnosis:
The John is suffering from the Dyslexia this
refers to the learning disability. Due to this
disability the George
often experience the low confidence and it is
affecting the physical and mental health of the
George.
Resident’s profile:
The client name is John. He is 14 years old. He
lives with his parents and studies in school. The
Dyslexia
leads to reduce the desire of going school for
the john and due to this john is losing interest
in all activities.
Strengths and goals:
The strength of the John is that, he has the high
inner strength of understanding the things
however, he
cannot remind it for the long time. The goals
for the John is that, the effect on the mental and
physical health
of the patient has to be improved.
Valued role(s):
The patient needs to be treated within giving
special value as he is a teenager and easily gets
triggered.
Link with community:
The patient has family and friends. And the
kink with the external community is slowly
vanishing due to less
confidence.
CARE PLAN CLIEN 3
Affix patient identification label in this box
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Resident Need Goal Daily strategies and interventions
Communication / sensory
Implementation of effective
confidence that enhances mental
and physical health.
Encouraging the John to share
the thoughts that creates
anxiety.
Transfer mobility Ensuring the effectiveness in the
physical movement of John.
Inclusion of the activities such
as swimming.
Personal hygiene:
 showering
 grooming
 dressing
Creating healthy lifestyle for John. Detail from the parents of the
John has been taken
Nutrition:
 eating
 drinking
Ensuring effective health for
patient.
Information from the parents of
the patient has to be taken.
Sleep:
 sleep
 settings
Lack of sleep does not create
anxiety. Fixing the sleep schedule.
Skin Integrity Assuring allergic free skin. Using the medication after
testing it.
Pain management Assuring pain relief treatment to
the John Using less dose medication
Bowel management / continence Ensuring the part of the patient in
the bowel management.
Encouraging the part of patient
in bowel management
programme.
Bladder management / continence Infectious free kidney. Healthy diet to the patient
Toileting
Effective management of the
Urinary function and reducing the
Urine inconsistency.
Including the liquid in diet that is
healthy.
CARE PLAN CLIEN 3
Affix patient identification label in this box
URN:
Last name:
Given name(s):
DOB:
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Gender:
Country of birth:
Resident Need Goal
Verbal behaviour
Achieving the effective listening
power so the understanding can
be made.
Two-way discussion with the John will be
done.
Physical behaviour Achieving efficient physical health. Adding physical exercise and healthy diet
in the routine of the patient.
Wandering / intrusive behaviour Influencing the remembering
power of the patient.
Asking questions on regular basis to the
patient in their field of interest.
Depression management /
emotional support Achieving the mental stability Counselling of the patient by experts
(Barrable and et.al., 2018).
Socialisation Increasing the involvement of the
patient in group
Discussion with the teacher of the John
that the patient must involve in group
activities.
Other / Specialised or complex
needs
Increasing the confidence of the
John. Assuring the appreciation to the John.
Declaration:
I have been
involved in the
development of
this care plan.
Resident / Family member’s signature: Date:
Staff name and signature:
Review date:
Review date:
Review date:
Review date:
Review date:
Part 1 Skill development using a strengths-
based approach
1 client-
Supporting Community Participation
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Written report
What skills did you and the person identify?
State whether they are skills that are
currently being developed or skills that the
person would like to develop in the future.
The skills that has been found in the patient
is related to communication skills. Still there
are many things has to be kept focus in
order to develop this skill. As this leads to
the effective flow of communication among
the George and the service provider.
What interests did you and the person
identify?
State whether they are interests that the
person is currently engaging in, or interests
that the person would like to do in the
future.
It has been identified that, the patient is
highly interested in the development of this
skill. The patient is facing the diabetes
disability but, the inner strength of the
patient is high. Higher confidence level has
been observed in the patient.
Outline how you assisted the person to find
community options that meet their skills and
interests.
I have used the concept of group
discussion for enhancing the skill and
interest of the patient. The patient has no
family therefore, the interaction of the
George with the staff become more
effective. The group discussion with the
staff revels the community options for the
George. such as, physical health service.
Outline how a strengths-based approach
was used.
The person-centred approach has been
used for the patient. This refers to treating
the patient with the dignity and ensuring the
full care and support to the patient
throughout the treatment (
et.al., 2018).
What community options did you find
together?
The social inclusion of the George has
been done within involving the George in
the activities that creates the sense of
belongingness in the George. This includes
the laughter therapy.
2 Client -
Supporting Community Participation
Written report
What skills did you and the person identify?
State whether they are skills that are
currently being developed or skills that the
person would like to develop in the future.
Currently, there is no skill has been
identified in the George as the George is
suffering from the high depression and
mental traumas. But, George has the skill
related to listening. The focus has to be
made over the developing the more skills
for the Emma. The skills that has to be
developed for the Emma is related to the
effective communication as it leads to
provide the opportunity d sharing the
opinions as well along with listening.
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What interests did you and the person
identify?
State whether they are interests that the
person is currently engaging in, or interests
that the person would like to do in the
future.
The interest that has been found in the
Emma is that, in the initial discussion the
Emma does not show the interest. However
when the discussion is taken on consistent
base then, the Emma shows the interest
and also, listen to the service provider.
Outline how you assisted the person to find
community options that meet their skills and
interests.
The effective listening skill of the Emma and
the interest in the discussion leads to
involve the Emma in the outside world.
There is higher possibility of positive results
for the Emma by using the skill and the
strength of the patient. s
Outline how a strengths-based approach
was used.
The “Offering Advice” Strength based
approach has been used for the Emma. As
the patient has the skill related to the
listening ability. Therefore, in the mentoring
and counselling of the Emma, the
observation has been made, the needs of
the Emma has been identified and on the
basis of that, the advice has been assured
to the Emma (Vahia and Dharmadhikari,
2018).
What community options did you find
together?
The community option for the Emma is
related to taking the Emma to the open
environment in order to perform the
mentoring and counselling of the Emma. As
the feels positive in the open environment.
Using the Individual Support Plans you completed in Portfolio 2
Activity 1, complete the following tasks for each of the three
Georges.
Part 1 Positive support to behaviours of concern
For each George, write a reflective journal entry on how you provided
positive support to the three Georges when they displayed a
behaviour of concern (approximately 100 words per George).
The reflection needs to include:
• a description of the behaviour of concern
• how you provided a positive response
• your reflection on the outcome of your response
Complete the three reflection journal entries on the next page.
Providing person-centred support – Client 1
Reflective journal entry
(approx. 100 words)
Make sure you include:
 a description of the behaviour of concern
 how you provided a positive response
 your reflection on the outcome of your response
Journal entry: In regard to this George, it is found that he is suffering from diabetes disability
and he is 60 years old. At this age, people require moral and emotional support but he does
not live with his family members so, he was suffering from loneliness. This loneliness made
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him depressive and stressed.
After knowing as he does not live with his family and suffering from diabetes disability then I
used person centred care approach in which I focused on communicating with him and
making him feel valued. Main goal of selecting this approach was increasing his trust on
people and engaging him in treatment process. My continuous communication with him was
my way of responding to his behaviour.
These communicational strategies increased his trust on me, making him feel comfortable and
able in sharing thoughts openly.
Providing person-centred support – Client 2
Reflective journal entry
(approx. 100 words)
Make sure you include:
 a description of the behaviour of concern
 how you provided a positive response
 your reflection on the outcome of your response
Journal entry:
As this George was suffering from mental disability and the reason of his current mental
condition was: losing his mother and father. He tends to live lonely and do not like to be
socially engaged. This behaviour has negative impact on mental status. He does not have
willingness to live and this negative behaviour towards life was challenging part to deal with.
I made use of strength based as well as family involvement approach. I involved his sister in
the process of treatment and I encouraged George for having a desire to live. I tried to change
his thoughts for life.
This approaches helped me out in changing his behaviour pattern and has made George able
in interacting with people and seeing world with positivity.
Providing person-centred support – Client 3
Reflective journal entry
(approx. 100 words)
Make sure you include:
 a description of the behaviour of concern
 how you provided a positive response
 your reflection on the outcome of your response
Journal entry:
This George is suffering from learning disability (Dyslexia) and this problem was having
negative impact on his behaviour as he was lacking in confidence. This behaviour of low
confidence in young age was challenging part.
After knowing his weakness, I encouraged George to share his thoughts and involve his family
for creating healthy lifestyle. I knew that he had poor confidence so, I motivated him by
encouraging him on the basis of his skills and strengths.
My ability to motivate and encouraging him, made him feel valued. It changed his behaviour
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pattern and he started viewing positive things within him.
Part 2 Contributing to skill development
Select two of the Georges you completed an Individual Care Plan for
in Portfolio 2 Activity. Work with each George to contribute to their
skills development using a person-centred approach, effective
communication, and collaboration. Complete two reflective journal
entries, one for each George.
Your reflection needs to include:
 a description of what the ongoing skills development is, the
methods, goals, and outcomes
 how the person is progressing with the skills development
 who is involved in the skills development?
 how you have contributed to the skills development
 how your contribution has used a strengths-based approach
Personal Goals for Community Participation – Reflective journal entry (approx. 200-300
words)
Make sure you include:
 a description of what the ongoing skills development is, the methods, goals, and
outcomes
 how the person is progressing with the skills development
 who is involved in the skills development?
 how you have contributed to the skills development
 how your contribution has used a strengths-based approach.
Journal entry:
It is found that Emma was suffering from mental disability as she currently lost her mother and
father as well. It made her depressed and lead social isolation. As there was no specific skill
identified but she has the skill related to listening. Engaging him in social activities was made
him able to listen to everyone was the skill.
I made use of family involvement and strength based approach and by taking help of his
sister, I made Emma able in sharing his view and communicate with his sister.
Her sister was involved in this treatment and skill development approach. On the basis of this,
I can say that family and friends play a vital role as they understanding behaviour of patient
and make us able in knowing everything about Emma. Her sister encouraged her on
continuous basis and made him able to engage in social activities.
I identified some social engagement activities and by informing his sister, I encouraged her to
take participation in such activities, it made her able in improve his communication skill and
increasing trust on people. I believe that after losing closed one, we all need to engage our
self in social activities and gathering otherwise, it may lead severe depression. We should
prevent us from loneliness and that is why, I encouraged patient in such activities.
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Personal Goals for Communit Participation –Reflective journal entry (approx. 200-
300 words)
Make sure you include:
 a description of what the ongoing skills development is, the methods, goals, and
outcomes
 how the person is progressing with the skills development
 who is involved in the skills development?
 how you have contributed to the skills development
 how your contribution has used a strengths-based approach.
Journal entry:
Skills that have been identified in George 1 who was suffering from diabetes disability
was: communication. Main focus was on improving communication skill because he lives
alone and he had no one to talk. This loneliness changed his behaviour so, it was
important for me to make him able to talk with people and feel belongingness.
Inner strength of patient is high and patient centred care approach encouraged him to talk
with me and shared his feelings.
In this skill development and patient centred care approach, health and social care
providers were involved because he does not live with his family.
In this skill development approach, I continuously communicated and encouraged him for
sharing his feelings. This motivation made him able in interacting with me and it can
increase his communication skill. I encouraged him for social inclusion.
My ability to encourage him and understanding his feelings made him able in engaging in
social activities and this engagement increased his communication skill.

Recognising and respecting diversity
Conduct interviews with 3 different people in your workplace (these
could be either Georges or work colleagues) who come from different
social or cultural backgrounds than you. Select a relevant topic to
discuss or use suggestions from the following list:
• Differences in social perspectives
• Preferences in food
• Religious beliefs
• Cultural values
• Attitudes towards disability
• Benefits of diversity in the workplace
Make notes during each interview. The interviews should be a
maximum of 2 minutes and demonstrate that you are able to
recognise and respect diversity.
Complete the three tables on the next page, (one per interview).
Interview 1 Date of interview:
Interview conducted with a colleague / George
Topics discussed (20-50 words): My topic discussed was preferences of food
Interview notes (50-100 words): The persons’ religious beliefs are different to mine as their
religion, believes that a person may only eat animals that food and have divided hoofs or feet. A
pig does not meet these qualities making them unable to bacon and pork, but enjoys chicken and
beef, person had good communication skills and was happy to participate in my interview
Interview 2 Date of interview:
Interview conducted with a colleague / George
Topics discussed (20-50 words): In this interview we talked about culture values
Interview notes (50-100 words) They had a non-judgment approach and was happy to be
interviewed about their culture values. Being a Jewish there they don’t celebrate Christmas due to
culture values, but their rest of the family do. They don’t do presents and they don’t get together
for Christmas, but they do for new year’s. Instead of them greeting everyone with merry Christmas
they say happy holidays but doesn’t get offensive when someone greets them a merry Christmas.
Interview 3 Date of interview:
Interview conducted with a colleague / George
Topics discussed (20-50 words): what they believe are some benefits of diversity in the
workplace
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Interview notes (50-100 words): They believe having diversity in the workplace creates greater
creativity and innovation as well as a healthier workplace experience, because people are more
likely to feel comfortable and happy in an environment where inclusivity is a priority. Equality in the
workplace is important as it encourages everyone from all backgrounds to feel confident in their
ability and achieve their best. This also creates higher team morale, and productive from all
employees.
Part 2 Verbal and non-verbal communication
strategies
Reflect on what verbal and non-verbal communication strategies you
used while conducting your interviews with people from different
social or cultural backgrounds. (50-100 words)
Verbal and non-verbal communication strategies
Reflective journal entry (50-100 words)
Journal entry: In the interviews the verbal communication used was of delivering your information
using the spoken word. If you can give clear and easy to follow directions over the phone, then you
are a good verbal communicator.
Non-verbal communication includes the use of body language and facial expressions.
Cultural misunderstandings
In the three interviews you conducted, reflect on something that was
discussed that may have led to misunderstandings due to cultural diversity.
My own attitudes towards social and cultural diversity
Reflective journal entry (50-100 words)
Make sure you include:
Something that was discussed that may have led to misunderstandings due to cultural
diversity.
What would be an appropriate response if such a situation had occurred?
Journal entry:
As I was from different cultures from my Emma and it created some problems. While dealing with
Emma with mental disability, I used non-verbal communication. With hand gestures, I tried to
make her understand about treatment process and other things but she misunderstood this
gesture due to cultural diversity. it made for him difficult to trust again.
For solving such kind of problems, it is important for social and healthcare providers to understand
cultural background, beliefs and values so that we can respond accordingly. We should focus on
verbal communication in such kind of situations.
Reflection on practice
Select one of the interviews and write a short reflection about your own
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perspectives towards diversity. Discuss how your awareness of your own
perspectives will influence your practice and interactions with colleagues
and Georges. (50-100 words)
My own attitudes towards social and cultural diversity
Reflective journal entry
Make sure you include:
Your own attitudes perspectives to social and cultural diversity
How your perspectives will influence your practice
Journal entry:
In regard to diversity, I can say that it is important for social and health care providers to
understand values and beliefs of different cultures so that we can provide qualitative care to
different cultures of patients. cultural awareness and diversity makes us able in making people
feel valued and decreasing cultural barriers as well as misunderstanding.
I can say that an ability to understand values and beliefs of different culture makes us able in
improving health outcomes. The better a patient is represented, the better they can be treated.
This diversity understanding can make me able in increasing trust of Georges and improving
relations as well. Improved relations with patient made them able in engaging in treatment process
that is vital for improved health outcomes.
Assessment rubric
Below is a rubric that determines whether your answers and knowledge are
satisfactory or not yet satisfactory.
To pass the portfolio section, you must complete all the requirements for
the column that is titled ‘satisfactory’.
It is advisable to read the rubric before attempting the tasks to help you
attain the correct submission standard.
Criteria Satisfactory
Activity 1
Individual support
planning
The student has successfully completed three
individual support plans for three different
Georges.
Each plan must include (where
relevant):
 Care alerts
 Communication
 Mobility
 Toileting and
The student has
individual support plans for three different
Georges.
Plans do not include relevant
information addressing areas such as:




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continence
 Showering,
dressing and grooming
 Pressure area and
skin care
 Eating and drinking
 Sleep and settling
routines
 Specialised care
plans
 Community
participation
 Behaviour support
 Skill development
continence

and grooming

care


routines


participation


Activity 2
Facilitating
empowerment and
choice
The student has successfully completed the
activity and the reflective journal entries by
including all of the following:
 a description of
what the personal goal was
 an overview of the
discussion
 options and
choices you were able to
identify
 your reflection on
whether the discussion
empowered the George
 your role in
accessing information,
programs and support
services
 non-verbal
communication strategies
you used
 three (3) oral
communication strategies
you used to maintain a
respectful and positive
relationship with the
person.
The student has
activity/reflective journal entries including all of
the following:

the personal goal was

discussion

you were able to identify

whether the discussion
empowered the George

information, programs and
support services

communication strategies you
used

communication strategies you
used to maintain a respectful
and positive relationship with
the person.
Overall assessment recommendations
Word counts As per tasks.
Plagiarism All the student’s work is original and sourced where
appropriate.
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Units of Competency
Competency
Code Unit of Competency Name
CHCCCS015 Provide individualised support
CHCCCS023 Support independence and well being
CHCCOM005 Communicate and work in health or community services
CHCDIS003 Support community participation and social inclusion
CHCDIS007 Facilitate the empowerment of people with disability
HLTAAP001 Recognise healthy body systems
All terms mentioned in this text that are known to be trademarks or service marks have
been appropriately capitalised. Use of a term in this text should not be regarded as
affecting the validity of any trademark or service mark.
© Open Colleges Pty Ltd, 2017
All rights reserved. No part of the material protected by this copyright may be
reproduced or utilised in any form or by any means, electronic or mechanical, including
photocopying, recording, or by any information storage and retrieval system, without
permission in writing from the copyright owner.
REFERENCES
Barrable and et.al., 2018. Supporting mental health, wellbeing and study
skills in Higher Education: an online intervention
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system. International Journal of Mental Health Systems. 12(1).
pp.1-9.
Kyi and et.al., 2019. Early intervention for diabetes in medical and surgical
inpatients decreases hyperglycemia and hospital-acquired
infections: a cluster randomized trial. Diabetes Care. 42(5). pp.832-
840.
Read, H., Roush, S. and Downing, D., 2018. Early intervention in mental
health for adolescents and young adults: A systematic review. The
American Journal of Occupational Therapy. 72(5).
pp.7205190040p1-7205190040p8.
Santana and et.al., 2018. How to practice person‐centred care: A conceptual
framework. Health Expectations. 21(2., pp.429-440.
Schmidt and et.al., 2018. Differential effect of a patient-education transition
intervention in adolescents with IBD vs. diabetes. European Journal
of Pediatrics. 177(4). pp.497-505.
Tehrani, H. and Olyani, S., 2021. The effect of an education intervention on
mental health literacy among middle school female
students. Journal of Health Literacy. 5(4). pp.41-47.
Vahia, V.N. and Dharmadhikari, I.A.S., 2018. A Strength-Based Approach to
the Psychotherapeutic Management of Schizophrenia. Positive
Psychiatry: A Casebook. p.45.
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