CHCCCS023 - Support Independence and Wellbeing: Assessment Workbook

This document is a comprehensive learner workbook designed to support students in the CHCCCS023 unit, focusing on 'Support Independence and Wellbeing'. The workbook includes detailed instructions, assessment guidelines, and various activities to facilitate learning. Activities cover a range of topics, including understanding and respecting social, cultural, and spiritual differences; avoiding the imposition of personal values; considering individual needs and life stages; and accommodating expressions of identity and sexuality. The document also provides checklists for assessors, knowledge activities, and report writing sections to evaluate the student's understanding and application of the unit's concepts. The assignment emphasizes the importance of ethical care, respect for individual preferences, and the ability to provide appropriate support in diverse contexts, with a focus on practical application and critical thinking. This resource from Desklib offers valuable insights and practical exercises for students aiming to master the principles of supporting independence and wellbeing in a healthcare setting.

CHCCCS023
Support independence
and wellbeing
Learner Workbook

Table of Contents
Table of Contents.............................................................................................................................2
Instructions to Learner.....................................................................................................................5
Assessment instructions................................................................................................................5
Assessment – CHCCCS023 - Support independence and wellbeing...............................................8
Activities..........................................................................................................................................9
Activity 1A......................................................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1C....................................................................................................................................11
Activity 1D...................................................................................................................................12
Activity 1E....................................................................................................................................13
Activity 2A....................................................................................................................................14
Activity 2B....................................................................................................................................15
Activity 2C....................................................................................................................................16
Activity 2D...................................................................................................................................17
Activity 2E....................................................................................................................................18
Activity 1A to 2E checklist – for assessor.....................................................................................19
Activity 3A....................................................................................................................................20
Activity 3B....................................................................................................................................21
Activity 3C....................................................................................................................................22
Activity 3D...................................................................................................................................23
Activity 3E....................................................................................................................................25
Activity 4A....................................................................................................................................26
Activity 4B....................................................................................................................................27
Activity 4C....................................................................................................................................28
Activity 4D...................................................................................................................................29
Activity 4E....................................................................................................................................30
Activity 4F....................................................................................................................................31
Activity 4G...................................................................................................................................32
Activity 4H...................................................................................................................................34
Activity 3A to 4H checklist – for assessor.....................................................................................36
Summative Assessments................................................................................................................37

Knowledge Activity (Q & A)............................................................................................................37
Knowledge Activity Assessor Checklist........................................................................................39
Report Writing................................................................................................................................40
Report writing- assessor checklist...............................................................................................41
Supplementary Oral Questions (optional) – for assessor................................................................42

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment
task and the terms and conditions relating to the submission of your assessment task.
Please consult with your trainer/assessor if you are unsure of any questions. It is important
that you understand and adhere to the terms and conditions, and address fully each
assessment task. If any assessment task is not fully addressed, then your assessment task
will be returned to you for resubmission. Your trainer/assessor will remain available to
support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and
knowledge of the overall unit of competency. When undertaking any written assessment
tasks, please ensure that you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active
participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and
representing them as your own. Plagiarism is a serious act and may result in a learner’s
exclusion from a course. When you have any doubts about including the work of other
authors in your assessment, please consult your trainer/assessor. The following list outlines
some of the activities for which a learner can be accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be
organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the
result in whole or in part of unauthorised collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in plagiarism or other forms of
academic misconduct and, as such, both parties are subject to disciplinary action.
For further details about Academic Misconduct Policies and Procedures, please visit website
at https://aibtglobal.edu.au/support/student-forms/academic-policies/
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires
more training and experience).
Once the learner has Satisfactorily completed all the tasks for this unit including vocational
placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet
Competent” (NYC) for the relevant unit of competency.
For further details about Assessment Policy and Procedure, please visit at
https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-
procedures-v.1.0-may-2020.pdf
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at
any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with
strict confidence, in accordance with the law. However, you are responsible for ensuring
that you do not provide us with anything regarding any third party including your employer,
colleagues and others, that they do not consent to the disclosure of. While we may ask you
to provide information or details about aspects of your employer and workplace, you are
responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not
happy with your assessment and/or the outcome as a result of that treatment, you have the
right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you
would like to proceed further with the request after discussions with your trainer/assessor,
you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s)
for the appeal.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately .
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements
through observations or demonstrations. Your trainer/assessor will have a list of
demonstrations you must complete or tasks to be observed. The observations and
demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you about the tasks required to be done. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the simulated training environment.
Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

Candidate Details
Assessment – CHCCCS023 - Support independence and wellbeing
Declaration
I declare that no part of this assessment has been copied from another
person’s work with the exception of where I have listed or referenced
documents or work and that no part of this assessment has been written for
me by another person. I also understand the assessment instructions and
requirements and consent to being assessed.
Signed: Date:
Please complete the following activities and hand in to your
trainer/assessor for marking.
This forms part of your assessment for CHCCCS023 - Support
independence and wellbeing
Student Full Name: _________________________________
Student Number: __________________________________
Email: [e-mail]

Activities
Activity 1A
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to recognise and respect the person’s
social, cultural and spiritual differences.
Activity 1. Define the terms below and give an example of each:
 Social differences- it is defined the complex difference s between
individuals on the basis of their social characteristics. It includes age,
class, race and gender.
 Cultural differences- it can be expressed the differences between
people on the behalf of nation, society as well as community. They
were come from different areas (Buchtel and et.al., 2018). The
cultural differences associated with nationality, religion, country.
 Spiritual differences- It is defined the meanings for different people
and associated with religion of people, identify that how people will
think. For example- meditation and yoga.
2. Think about one of your own clients. Without giving any personal
information away, outline their social, cultural and spiritual differences.
It is always supporting the clients and considering the principles,
standards and quality. It has become worth or gain more importance.
Whenever, it should be consider the feelings, beliefs and behaviour
tendencies of people. Clients have same right when they are achieving
support and care for them. In the context of social, spiritual and cultural
differences, it will try to influence their beliefs, feelings and behaviours
(Lemich, 2019).For example- equity at family level, good manner and
adopting any culture or environment by clients.
3. How do you respect these differences when providing them with care and
support?
In respect to the culture, environmental and social, it supports client when they
can use their own rights and maintain their identity.
References
Buchtel and et.al., 2018. A sense of obligation: Cultural differences in the experience of
obligation. Personality and Social Psychology Bulletin. 44(11). pp.1545-1566.

Lemich, G.C., 2019. Comparing Higher Order Value Differences By Religious and Spiritual
Association and Implications for Counseling: An Exploratory Study (Doctoral
dissertation, Old Dominion University).

Activity 1B
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to avoid imposing own values and
attitudes on others and support the person to express their own identity and
preferences.
Activity 1. Summarise your own values and attitudes.
In order to summarise the own values and attributes by using appropriate
standards. The value will provide the guidance as person can live their life. On
the other hand, the attributes are related to the feelings, behaviour and giving
support when a person can share their idea, assumption for other people.

2. How can ensure that you avoid imposing these on other people?
By considering the self-awareness, it is the best tool that help to avoid imposing
the values, attitude of others. It supports to develop more awareness and
understanding among people.
3. Give different examples of the ways that you have/can support a person
to express their own identity and preferences.
 Encouraging client to select own clothes and giving opportunity to
focus on the personal space. (Chalik and Rhodes, 2020).
 Allowing people to listen their favourite music, watch television
program.
 Giving people to maintain privacy and using right practices of their
religion. But it plays different role to everyone.
Chalik, L. and Rhodes, M., 2020. Groups as moral boundaries: A developmental
perspective. Advances in child development and behaviour. 58. pp.63-93.
Activity 1C
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to consider the person’s individual needs,
stage of life, development and strengths when engaging in support activities.
Activity Think about one of your own clients. Without giving any personal information
away, outline their individual needs, their stage of life and development and
their strengths. Explain how you consider these when engaging in support
activities.
Individual needs- in this section, it should be consider the person’s individual
needs when engaging in the supportive activities.
By using Maslow’s hierarchy of needs, self-actualisation supports to identify the
requirements of client. Although it always motivated and useful to meet the
expectation level of clients. Throughout motivation theory, it supports the client