Reference no: EM134017624

CONTRIBUTE TO ONGOING SKILLS DEVELOPMENT USING A STRENGTHS-BASED APPROACH

Assessment Task 1: Knowledge questions

Questions
Provide answers to all of the questions below:

1. Explain the key principles of the human rights framework of service.

2. List three impacts of social devaluation on a person's quality of life.

3. Provide a definition of each of the following.

Concept Definition
a. Competency enhancement
b. Image enhancement

4. Each of the practices below focus on the individual person. Provide a brief definition of each approach.

Approach/practice Description
a. Strengths-based practice
b. Positive behaviour support (PBS)
c. Active support
d. Person-centred practice
e. Community education and capacity building
f. Social and emotional wellbeing frameworks

5. Provide a definition of each of the following.

Concept Definition
a. Vulnerability
b. Power
c. Independence
d. Interdependence

6. List four responsibilities for each of the following people/groups involved in provision of disability support.

Roles Responsibilities
a. Support workers
b. Supervisors
c. Carers
d. Family members
e. Health professionals

7. Explain the difference between individual and structural discrimination.

Concept Definition
a. Individual discrimination
b. Structural discrimination

8. Choose and describe two assessment processes that are commonly used as part of ongoing skills development.

Tool/process Description

9. List three protocols used by a community services provider in relation to ongoing skills development.

10. Explain how each of the following can support communication.
a. Augmentative and alternative communication (AAC) devices
b. Assistive technology
c. Interpreters

11. List five strategies that you can use to effectively consult with the person with disability and their family and/or carer.

12. List five strategies and techniques you can use to advocate on behalf of a person with disability.

13. Summarise each of the following principles related to access and equity.

Principle Description
a. Accessibility
b. Inclusion
c. Equality
d. Equity
e. Empowerment

14. Summarise each of the following legal and ethical requirements.

Requirement Description
a. Duty of care
b. Dignity of risk
c. United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
d. Privacy, confidentiality and disclosure

15. Describe each of the following teaching and learning styles.

Learning style Description
a. Visual learners
b. Auditory learners
c. Kinaesthetic/tactile learners
d. Read/write learners
e. Logical/mathematical learners
f. Social learners
g. Solitary/intrapersonal learners

16. Answer the following questions.
a. Describe prompting.
b. List three principles of prompting.
c. Fading prompting
d. List two principles of fading prompting.
e. Describe reinforcing techniques.
f. List two ways you can apply reinforcing techniques.
g. Describe incidental learning.
h. List three reasons why incidental learning is important in identifying learning opportunities.
i. Explain how incremental responsibility encourages independence and responsibility.
j. List three strategies that you can use to create independence for those who are enhancing their skills.

17. Answer the following questions about motivators, demotivators and learning blocks.
a. Explain the difference between intrinsic and extrinsic motivators and provide one example of each.
b. Define demotivators.
c. List three examples of demotivators. For each demotivator explain what you would do to address it.
d. List three blocks to learning.

18. Answer the following questions about communication needs, strategies and resources.
a. List three types of communication needs you might encounter with clients.
b. List three types of communication strategies you might apply when working with clients.
c. List three resources that could be used to support your clients' communication needs as part of their skills development.

19. Identify three services and resources available for people with disability undertaking skills development.

20. Explain the importance of each of the following in regards to record keeping and documentation.
a. Timeliness
b. Accuracy
c. Objectivity
d. Detail

21. List three pieces of information would you expect to find in a policy and procedure about storage of information.

Assessment Task 2: Portfolio

Information for students
In this task, you are required to demonstrate the skills and knowledge required of this unit by working through a number of activities and completing and submitting a portfolio of evidence. The Portfolio provides you with templates and guidance to complete your activities.

Assessment information

Information about how you should complete this assessment can be found in Appendix A of the Community Services Works Student User Guide. Refer to the appendix for information on:
• where this task should be completed
• the maximum time allowed for completing this assessment task
• whether or not this task is open-book.

Complete the following activities:

1. Carefully read the following information.

Successful completion of this assessment task requires you to demonstrate your skills and knowledge by contributing to the ongoing skills development, using a strengths-based approach, for at least three people with disability according to their individualised plan.

During this process, effective communication and collaboration are important when supporting people to achieve their goals and participate in skills development activities.

You will be assessed working with two people in a simulation and one in the workplace. You must successfully complete and be signed off against the requirements for the simulated components of this assessment task before you can progress to the workplace component.

During your work with each person you must:
• identify the existing skills, preferences and goals of the person and strategies and resources to employ to meet their goals
• use positive approaches and strategies that uphold the dignity and respect the rights of the person
• support the involvement of the person's carer or family
• provide feedback to the person
• monitor strategies and adapt support to meet the changing needs of the person, in consultation with the person and others
• complete reports and documentation according to organisational policies and procedures.

It is important that you provide evidence that you have completed these requirements and we have provided a Portfolio to help you.

You will collect most of your evidence and complete Portfolio documentation while in the work setting. You may also complete some of your Portfolio in the classroom where time allows.

Your assessor will observe certain aspects of this assessment and your supervisor will also provide feedback.

The skills and knowledge that you are required to demonstrate in relation to your work for this unit are included in your Portfolio - so look at this in detail before you start your assessment.

Before you begin this task, meet with your assessor and/or supervisor to discuss the three people who will be most suitable for you to work with to complete this part of the assessment. Your assessor may arrange for you to complete the simulated components of your assessment in SP International College's simulated workplace or you might complete role plays in your own workplace or while on work placement, with your colleagues playing the role of clients.

In addition to identifying your clients, you will require access to all the necessary facilities, equipment and resources to complete this task. You will also require access to individual care plans and processes that support managing careers and ongoing development goals where applicable.

Your health and wellbeing

The content of role plays, scenarios, practical activities and case studies used throughout training and assessment in community services can include difficult and confronting material. This material can include domestic and family abuse, mental health issues, suicide, trauma, elder abuse, drug and alcohol issues and a range of other issues that impact the people to whom workers in the community services sector provide services and support.

It is important to consider and be respectful of the wellbeing and lived experiences of your fellow students, your trainers and assessors, and colleagues. Some materials, scenarios and role plays may include behaviours or situations that may bring up difficult or unexpected reactions for you and others.

If you feel that the nature of materials, scenarios or role plays included in this assessment may cause concerns for you or for someone else, speak to your assessor, a trusted support person, or to someone else at SP International College. They will work with you to ensure that you are supported to complete your assessment in a way that best meets your needs while still meeting the requirements of the unit of competency.

Respect for the rights and dignity of all people

All of the work that is done in the community services sector should be underpinned by the principle that the human rights of all people are respected and promoted. This includes human rights principles being built into all elements of policy development and service delivery planning.

Respecting the rights of each person recognises their right to be fully involved in their own care, to make informed decisions and to have dignity of risk. These principles support social inclusion and participation within communities.

Principles of confidentiality

Every community services worker has a responsibility to keep all information regarding the people they provide services and support to confidential, except in the specific circumstances outlined below. This requirement extends to you, whether you are in your own workplace or on a work placement. These principles should also be demonstrated when you are completing simulations, as these will be set up to run like a real community services work environment.

The Community Work Australia (CWA) code of ethics defines the specific circumstances where confidential information about a client can be shared as:
• where the information is required for the purposes of referrals or other professional consultation, opinion or advice is sought and the client has given their permission
• where the failure to disclose information would breach the terms of the worker's employment (the client must have been notified of this exception)
• where failure to disclose information would be in contravention of the worker's mandatory reporting obligations or other legal requirements.

Maintaining accurate records and following effective communication processes helps ensure confidentiality requirements are met.

Treat your obligation to keeping people's information confidential by deidentifying all documents and ensuring that you do not provide identifying information when sharing examples during debrief discussions, role plays or as part of the evidence you gather for your assessments.

Informed consent

Keep in mind that there are likely to be requirements around informed consent for the people who you will be working with for the purposes of assessment and, in some cases, their families and/or significant others and the organisation. Your supervisor and/or assessor will guide you in relation to your informed consent requirements.

Tips for completing your Portfolio
• Read through this assessment and your Portfolio before you get started and make sure you understand what you need to do. If you are unsure, speak to your assessor and/or supervisor.
• Stay up to date! Complete your Portfolio entries as you go and ask your supervisor to do the same. Providing organised, complete evidence forms part of your assessment.
• Stay in touch with your assessor. Ask questions, raise issues, check in, communicate.
• Most importantly, ask for help if you are having trouble!

2. Complete your Portfolio.

Use the Portfolio to collect evidence for this assessment.

There are three sections of your Portfolio that need to be completed:
• Section 1: Identifying skills and skills development planning.
In Section 1, you will work with each person to identify their strengths and goals and to plan for skills development.
• Section 2: Assessor observation.
In Section 2, your assessor will visit you in your work setting and complete this section of your Portfolio. Review the checklist to see what your assessor will be looking for prior to the observation.
• Section 3: Reflective journals.
In Section 3, you will reflect on your work as you contribute to the ongoing skills development of each person. You will find questions to answer and examples of evidence to provide.

Your supervisor will also endorse your entries. Read through Section 3 of your Portfolio before you start work.

3. Submit your completed Portfolio.

Once you have completed your Portfolio, been observed by your assessor and prepared any attachments required, you are ready to submit it to your assessor. Ensure all sections are completed neatly and clearly and all supporting evidence is attached.