CHCDIS011 - Contribute to ongoing skills development using a strengths-based approach

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit's learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:

• contribute to ongoing skills development, using a strengths-based approach, for at least three people with disability according to their individualised plan, two in simulation and one in the workplace, including:

• identifying existing skills, preferences and goals of the person and strategies and resources to employ to meet their goals
• using positive approaches and strategies that upholds the dignity and respects the rights of the person
• supporting the involvement of the person’s carer or family
• providing feedback to the person
• monitoring strategies and adapting support to meet changing needs of the person, in consultation with the person and others
• completing reports and documentation according to organisational policies and procedures.

Students will also be expected to demonstrate the following knowledge:

• current practices, philosophies and theories relevant to skills development using a strengths-based approach:

• human rights framework of service
• impact of social devaluation on a person’s quality of life
• competency and image enhancement as a means of addressing devaluation
• practices which focus on the individual person
• strengths-based practice
• positive behaviour support
• active support
• person-centred practice
• community education and capacity building
• social and emotional wellbeing frameworks

• concepts of vulnerability, power, independence and interdependence
• roles and responsibilities of people involved in provision of disability support:

• support worker
• supervisor
• carer
• family
• health professionals

• concepts of individual and structural discrimination
• assessment processes relating to ongoing skills development
• assessments processes and protocols used by the organisation or service
• communication needs, strategies and resources
• strategies for consulting with the person and others
• strategies and techniques for advocating on behalf of the person with disability
• principles of access and equity
• legal and ethical considerations for working with people with disability:

• duty of care
• dignity of risk
• human rights, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
• privacy, confidentiality and disclosure

• tools, equipment and other resources used in the learning process
• teaching and learning strategies
• strategies for identifying and maximising informal learning opportunities
• services and resources available to people with special needs
• prompting, principles of prompting and fading prompting
• strategies to create independence
• reinforcing techniques and when and how to use them
• motivators, de-motivators and blocks to learning
• incidental learning and the importance of recognising opportunities for learning
• organisational policies and procedures for:

• documentation, including the importance of timely, accurate, objective and detailed records
• storage of information.