CHC33015 Cert III Individual Support: Wellbeing Assessment

This assessment workbook is designed for the CHC33015 Certificate III in Individual Support, focusing on the units of competency related to providing individualised support, promoting independence and wellbeing, and recognizing healthy body systems. It includes knowledge assessments covering person-centred and strength-centred practices, active support principles, and the importance of accurate recording and reporting. The workbook also features case studies with scenarios and role-play tasks that require students to apply their knowledge in practical situations, such as developing care plans, addressing client concerns, and collaborating with other healthcare professionals. The document covers key areas like determining support needs, providing support services, monitoring activities, and completing necessary documentation, all essential for effective individual support work. The solved assignment is available on Desklib along with other resources.

CHC33015 Certificate III in Individual Support
Support Independence
and Wellbeing
Version 2.2 | Produced 31 January 2020
Copyright © 2019 Compliant Learning Resources. This document was developed by Compliant
Learning Resources and has been edited and contextualised by Inspire Education RTO 32067 for it
student cohorts under license. All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form or by any means electronic, mechanical,
photocopying, recording or otherwise without the prior written permission of Compliant Learning
Resources.
Assessment Workbook

Version control & document history
Date Summary of modifications made Version
12 May 2016 Version 1 final produced following
assessment validation. 1.0
27 March 2017
Made changes on the following:
a) Changed correct client name
to ‘Antonio’ in Case study 1,
question 7
b) Added instruction number 4
to Case study 2, Scenario 1 –
Incident Report Form
Added date and time to incident on Case
study 3 – Maximilian Mills
1.1
11 September 2018 added parameter on knowledge
assessment part 2 question 3 1.2
24 October 2018
added provision to include titles under
roles in Question 5 in Knowledge
Assessment Part 1
1.3
05 February 2019 added guidance note in Case Study 1
Roleplay Task 2 1.4
28 March 2019 Changed Knowledge Assessment Part 2
Questions 10-11 1.5
30 May 2019
Document re-branded and contextualised
for Inspire Education use; content checked
for adherence to current industry standards
and new unit of competency requirements;
modifications to sentence construction
2.0
02 September 2019
Made changes to:
Knowledge Assessment Part 1 Question 5
Knowledge Assessment Part 2 Question 3
2.1
31 January 2020 Added Assessment Workbook Coversheet 2.2
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
in Acrobat, clicking on a heading will transfer you to that page. If you have
this document open in Word, you will need to hold down the Control key
while clicking for this to work.
INTRODUCTION TO THIS WORKBOOK.................................................4
What is this workbook about?........................................................................................4
Context for Assessment.................................................................................................5
Assessment Requirements.............................................................................................5
ABOUT THE ASSESSMENTS...................................................................7
Assessment Methods...................................................................................................... 7
Resources Required for Assessment..............................................................................7
ASSESSMENT WORKBOOK COVERSHEET............................................8
INSTRUCTIONS TO STUDENT................................................................9
KNOWLEDGE ASSESSMENT.................................................................10
Part 1: Individualised Support......................................................................................10
Part 2: Independence and Wellbeing............................................................................22
Part 3: Healthy Body Systems......................................................................................39
CASE STUDY.........................................................................................43
Case Study 1: Abraham Chatzkel.................................................................................43
Scenario 1: Abraham’s Care Plan........................................................................49
Role Play Task 1..................................................................................................... 51
Scenario 2: Abraham Feels Down.......................................................................52
Role Play Task 2..................................................................................................... 54
Scenario 3: The Case of Antonio Iglesias...........................................................56
Role Play Task 3..................................................................................................... 58
Case Study 2: Judith Comet..........................................................................................61
Scenario 1: The Reunion.......................................................................................62
Scenario 2: Nurse Naja.........................................................................................69
Scenario 3: Getting Back on Track......................................................................73
Role Play Task 4..................................................................................................... 74
Case Study 3: Maximilian Mills.....................................................................................76
Scenario 1: The First Visit....................................................................................77
Scenario 2: Back on His Feet...............................................................................79
WORKBOOK CHECKLIST.....................................................................80
WE WOULD LOVE YOUR FEEDBACK!..................................................81
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INTRODUCTION TO THIS WORKBOOK
What is this workbook about?
The units of competency specify the standards of performance required in
the workplace. This assessment addresses the following unit of
competency:
CHCCCS015 - Provide individualised support
1. Determine support needs
2. Provide support services
3. Monitor support activities
4. Complete reporting and documentation
CHCCCS023 - Support independence and wellbeing
1. Recognise and support individual differences
2. Promote independence
3. Support physical wellbeing
4. Support social, emotional and psychological wellbeing
HLTAAP001 - Recognise healthy body systems
1. Work with information about the human body
2. Recognise and promote ways to support healthy functioning of
the body
For complete copies of the above units of competency:
Download them from the TGA website:
https://training.gov.au/Training/Details/CHC33015
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Context for Assessment
To complete the assessments in this workbook, students need to have
access to their learning materials and the Internet. The Knowledge
Assessment and Case Study may be completed wholly at the student’s
home or chosen place of study. The tasks within the Assessor
Observation Form must be completed in a workplace.
Assessment Requirements
The assessment requirements specify the evidence and required
conditions for assessment.
Each unit of competency can be unbundled to reveal three (3) key
assessment components:
1. Performance Evidence
o describes the subtasks that make up the element of the unit
2. Knowledge Evidence
o describes the knowledge that must be applied to understanding
the tasks described in the elements
3. Assessment Condition
o describes the environment and conditions that assessments must
be conducted under
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The associated assessment method in this kit covers all of these
components as detailed in the matrix to follow:
Units of
Competency
Assessment Activities
CHC33015
Knowledge Assessment 
Case Studies 
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ABOUT THE ASSESSMENTS
Assessment Methods
This workbook uses the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace
questions testing the student’s general knowledge and
understanding of the general theory behind the unit.
2. Case Study – Detailed scenarios and simulated environments
providing all necessary information required to complete relevant
tasks and activities.
Resources Required for Assessment
Assessor to provide:
 Templates needed for tasks such as survey forms and report
template.
 Case studies and simulations
 Information about work activities
You will need access to:
 Computer with access to Internet
 Installed software: MS Office Word, Adobe Acrobat Reader
 Workplace-specific tools, equipment, materials, and industry
software packages (where applicable,
 Access to:
 video recorder
 support personnel (at least one) to volunteer in roleplay
activities.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: Workbook 1
TITLE: Support Independence and Wellbeing
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree
to the terms of the declaration sign and date in the space
provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I
can make for each assessment, and I am submitting all documents
required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to
the instructions provided, and I am aware that my assessor will not
assess work that cannot be clearly identified and may request the
work be resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of a qualification or statement
of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name:Ellen Signature: Ellen
Date:
15December20
xx
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INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two (2) categories:
o Knowledge Assessment
o Case Studies
The questions under Knowledge Assessment are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Case Studies. You must answer all
questions using your own words. However, you may reference your
learner guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a
workplace. Ideally, you should be able to answer these questions based on
the processes that are currently in place in your workplace. However, if
you do not currently have access to a workplace, then answer the
questions based on processes that should be implemented in a typical
workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet
pages and or external links. These intranet pages and external links are
formatted in Blue UnderlinedText.
To access these, hold the Ctrl key for Windows users or the Command ⌘
key for Mac users while clicking on these links.
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KNOWLEDGE ASSESSMENT
Part 1: Individualised Support
1. Briefly describe the basic principles of person-centred practice in the
context of individualised support planning and delivery.
person-centred practice refers to the concepts which can affect the
thought process and that could be also resposnbile for performed about
the medical staff and carers. here are some of the basic principle:
respecting individuals:-
while this could be more important for knowing about the patient to
person and make sure for having unique qualities. they are having the
personal beliefs, value and boundaries. while having such things this
could aspects of the person for also incorporte into care plan.
treating people with dignity:-
this involves about the communication with the patients, listening more
about them say to taking boards for inputs and make sure for bringing
more about the embrassments or shaming.
understanding their experiences and goals:-
for making more successful with long term plan this could also led them
for working with more goals and objective. this couldbe also important
for knowing about their patients life experience their present state and
their goals and future.
2. Briefly describe the basic principles of strength-centred practice in
the context of individualised support planning and delivery.
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strength based community requires for the careful attention from the
community agenices and make sure for having their better goals and
objective. while having such things for which reflected relationship and
make sure for having their goals and objective. fundamental changes to
community and their mental health practices for needs to based as per
having their rights for working with many other concepts. strength-
based approaches working with many more things and daily basis action
and community. for which the work and interaction about those sources
for which the work and make sure for having their work concpets. focus
on becoming reality, language uses creates the relaity and individuals
succeed for exploring about the world and around them.
3. Briefly describe the basic principles of active support in the context of
individualised support planning and delivery.
active support professionals about how the provide effective support
that could been improved with many othe proces. while having such
things improving more about the participation and quality of life. as per
intellactual disability to lives for about those things and make sure for
having their more better things and some core things that could all have
some common. traning and developed for being more supportive in
context with many planning and delivery things for which the high
impacts for which staff practice hrough keeping more support.
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4. The following are examples of recording and reporting documents
used in the care service industry.
Briefly describe the process involved in completing these documents,
and provide a brief explanation why completing these documents as
needed is an important part of your role as a care worker.
Document Process Rationale
Progress Notes
this could keep the
employee and staff with
the version of what about
occured. objectvive pharse
which could based on their
working scheme and make
sure for knowing about
their manager and leader
for which the work can
complete. as manager
should also keep them for
working with high positive
impact.
this could be importnat
for knowing about the
progress in which how
the things are being
involved and managed
many other activities for
their patients and that
could also help them for
keeping report about
many things.
Incident Reports
likely more about the
incident and that could
keeping them for working
for which he high impact
and make sure for
knowing for those things
and keeping the report
complex and spending
more about the poor
quality of work.
this might be also
important for having the
indicdent report about
their patients and
improving their terms
and that could aslo
essential for
communication among
their people.
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