Course Title: Facilitate ongoing skills development using a person-centred approach

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: BUSM7998C

Course Title: Facilitate ongoing skills development using a person-centred approach

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4365 - Certificate IV in Disability

Course Contact: Renee Costa

Course Contact Phone: 9925 0886

Course Contact Email: renee.costa@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Mary Collins

mary.collins@rmit.edu.au

99254598

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit describes the skills and knowledge required to plan, implement and review formal and informal ongoing skills development, in collaboration with a person with disability and incorporate into the person’s individualised plan.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

This unit is delivered and assessed in a cluster with:


CHCDIS004 - Communicate using augmentative and alternative communication strategies
CHCDIS002 - Follow established person-centered behaviour supports


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIS009 Facilitate ongoing skills development using a person-centred approach

Element:

1. Identify individual skill development needs

Performance Criteria:

1.1 Identify the  person with disability’s skill development needs using a person-centred approach

1.2 Document development needs in line with organisation program guidelines

1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan

1.4 Make referrals to other staff or specialist services according to the persons needs

Element:

2. Plan person-centred, ongoing skill development

Performance Criteria:

2.1 Use appropriate communication techniques to engage the person in identifying learning goals

2.2 Identify a range of learning strategies and opportunities to address the person’s goals

2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel

2.4 Document ongoing skills development in the person’s individualised plan

Element:

3. Implement person-centred, ongoing skills development strategies

Performance Criteria:

3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering

3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan

3.3 Access and utilise equipment and resources as required to facilitate the learning process

3.4 Document outcomes in the person’s individualised plan 

Element:

4. Evaluate skills development and review plan

Performance Criteria:

4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals

4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person

4.3 Identify opportunities for ongoing skill development

Element:

5. Identify and implement incidental learning opportunities to enhance skills development

Performance Criteria:

5.1 Identify situations that can act as potential informal learning opportunities and encourage learning

5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format

5.3 Provide encouragement when the person takes initiative in learning situations

5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development


Learning Outcomes


 On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.


Details of Learning Activities

 

  • class exercises to review discussions and workshops
  • seminars/workshops/presentations
  • practical demonstration and use of workplace equipment and tasks
  • guest presentations
  • group discussions
  • research in and out of class time
  • independent workplace case study
  • group activities/projects


Teaching Schedule

 

Workshop numberContentElements/UnitsAssessment Due Dates
8: 16/09/16
The people you support and their families and carers - working with families/carers to develop skills and enhance opportunities
- overview of course content and assessment requirements
- Families and carers - demographics, transitions and service needs
- Person centered practice, family centered practice, active support and strengths based practices - providing support across a life.
- Impact of the caring role across time
- Effective communication with carers/families
- Planning and implementing supports - families/carers and disability agencies/staff work best together


CHCCCS025
1,2,3

CHCDIS004
1,3

CHCDIS009
1,5

Assessment task 1: Theory questions

Assessment task 2: case study part 3, individual, in class

Assessment task 3: Performance evidence
Workplace appointment to be scheduled

9: 7/10/16Communication, skills development and positive behaviour support - building a full and interesting life
- Overview of course content and assessment requirements
- Complex communication needs (CCN) & augmentative and alternative communication(AAC) strategies - identyfying how each client communicates, tools, strategies and aids
- Using effective communication to support skill development
- Person centered planning to increase a clients repertoire of skills and activities
- Strategies and methods to introduce new skills including communication skills inc. incidental learning and opportunity
- CHCDIS004, CHCDIS009 & CHCDIS002
Assessment task 2: individual in class - Case study part 3, the client communication, skills and behavioural profile

CHCCCS025
1,2,3

CHCDIS004
1,3

CHCDIS002
1,2

Assessment task 1: Theory questions

Assessment task 2: case study part 3, individual, in class

Assessment task 3: Performance evidence
Workplace appointment to be scheduled

10: 28/10
Communication, skills development and positive behaviour support in a person centred plan
- Staff communication and practices
- Effective communication with people we support and between the people we support
- Positive behaviour strategies - reviewing the context of the behaviours of concern
- The legislative and policy guidelines for your day to day practice and response to behaviours of concern
- The influence of effective communication and involvment in control of daily activities on the incidence of behaviours of concern

CHCCCS025
1,2,3

CHCDIS004
1,3

CHCDIS002
1,2

Assessment task 1: Theory questions

Assessment task 2: case study part 3, individual, in class

Assessment task 3: Performance evidence
Workplace appointment to be scheduled

 


Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

Assessment 1: Understanding theory - Short answers

Assessment 2: Case study part 3:

  • Workshop - client communication, skills and behaviour profile
  • Take Home - Current skills development and behaviour support

Assessment 3: Professional Discussion, Workplace Evidence, Third Party Report.


Assessment Tasks

 

This course is assessed in accordance with competency based assessment.

To demonstrate competency in this course you will need to complete all of the following pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria). You will receive a full assessment brief and it will be available on the Blackboard site accessed via MyRMIT.

 

Assessment Task 1: Work responsibilities and practice – short answer questions

Using your experience in supporting people with complex communication needs to develop their life skills and capacity to manage themselves, and the information, discussions and materials from the workshops, you will respond to questions about how you support your clients.

 

Assessment Task 2: Case Study Part 3 – based on a person whom you support

In Part 3 you will discuss how your service supports clients to develop and maintain communication and skills for daily life, and provides positive and person centred behaviour support.

 

Assessment Task 3: Professional Discussion and performance evidence

This describes skills and knowledge you can demonstrate via your job role facilitating skills development using a person centred approach. This will be provided via a professional discussion and presentation of workplace evidence during planned workplace visits.

 

When you have completed all unit tasks to “Satisfactorily completed” standard, you will be signed off as “Competency Achieved” in this unit.


Assessment Matrix

Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed.

Other Information

 

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students

 

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.

 

Attendance
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for an Extension

Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.

Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

http://www1.rmit.edu.au/students/specialconsideration

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity

The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing

Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:

  • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
  • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
  • Piecing together text from one or more sources and adding only linking sentences;
  • Copying or submitting whole or parts of computer files without acknowledging their source;
  • Copying designs or works of art and submitting them as your original work;
  • Copying a whole or any part of another student's work; and
  • Submitting work as your own that someone else has done for you.
  • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.

For further information, please see the RMIT Plagiarism Policy –  http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93

 Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy

Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22

Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf

Police Checks

Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.

The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.

Where required by the workplace, students shall provide a copy of their police check on request 

If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:

-               advise the student of the outcome; and

-               discuss placement options with the student; and/or

-               provide program and career counselling.

RMIT will not store Police Checks on student files.

Early Termination of Placement

Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.

Possible reasons for such decisions may include, but are not limited to-

 

  • failure to follow processes required for safety
  • breach of client or patient confidentiality
  • failure to comply with the instructions of supervisors
  • or other unprofessional behaviour

Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.

Course Overview: Access Course Overview