Part B: Course Detail

Teaching Period: Term1 2024

Course Code: HWSS8156C

Course Title: Follow established person-centred behaviour supports

Important Information:

This unit describes the skills and knowledge required to implement behaviour support strategies outlined in an individualised behaviour support plan for a person with disability.

School: 535T Social Care and Health

Campus: City Campus

Program: C4430 - Certificate IV in Disability Support

Course Contact: Manpreet Atwal

Course Contact Phone: +61 3 9925 7932

Course Contact Email: manpreet.atwal@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 60

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

Completion of: CHC33021 Certificate III in Individual Support (Disability)

OR 

Completion of: CHC33015 Certificate III in Individual Support (Disability)

OR 

Completion of: CHC30408 Certificate III in Disability PLUS  the CHCSS00125 Entry to Certificate IV in Disability Support Skill Set.

Course Description

This unit applies to workers in varied disability services contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCCS044 Follow established person-centred behaviour supports

Element:

1. Apply a person-centred approach to providing behaviour support.

Performance Criteria:

1.1. Support the person receiving care or support to maintain their activities of daily living in accordance with organisational policies and procedures, legal and ethical considerations and the individualised behaviour support plan. 1.2. Consider the person's individual needs, strengths, capabilities and preferences when engaging in activities of daily living and routines. 1.3. Identify challenges with engaging or motivating the person and seek assistance from others. 1.4. Provide a safe environment for the person conducive to positive and adaptive responses.

Element:

2. Review context of behaviours of concern.

Performance Criteria:

2.1. Recognise behaviours of concern outlined in the individualised behaviour support plan. 2.2. Establish what happened before, during and after the behaviour of concern. 2.3. Recognise the type, frequency and triggers of the behaviour. 2.4. Recognise environmental factors and their influence on the behaviour. 2.5. Recognise aspects of the person's emotional well-being and their influence on the behaviour. 2.6. Recognise aspects of the person's health status and potential unmet needs that may influence their behaviour. 2.7. Recognise impacts of the person's medication on the behaviour. 2.8. Recognise personal and social circumstances of the person and their influence on the behaviour. 2.9. Record all observations promptly, accurately and objectively in consultation with supervisor, using terms that can be clearly understood.

Element:

3. Provide positive behaviour support according to individualised behaviour support plan.

Performance Criteria:

3.1. Consult with the person to establish interventions when addressing behaviours of concern, including the use of restrictive practices when the behaviour presents a safety risk to the person or others. 3.2. Interpret and follow behavioural support strategies in collaboration with the person. 3.3. Ensure that all interventions are in line with the plan and organisation policies and procedures. 3.4. Follow organisational policies and procedures to ensure safety of the person, self and other people. 3.5. Respond to critical incidents in accordance with organisational policies and procedures for intervention and notification. 3.6. Monitor strategies to determine effectiveness in consultation with supervisor. 3.7. Recognise and report changes in the person's needs and behaviours in consultation with the person and supervisor. 3.8. Follow organisational policies and procedures for referral in consultation with supervisor.

Element:

4. Complete documentation.

Performance Criteria:

4.1. Complete reports according to organisational policies and procedures. 4.2. Complete, maintain and store documentation according to organisational policies and procedures. 4.3. Comply with the person's right to access their records.

Learning Outcomes


This course is structured to provide students with the optimum learning experience in order to demonstrate the skills and knowledge required to effectively in the following elements- 

  • Apply a person-centred approach to minimise behaviours of concern
  • Review context of behaviours of concern
  • Provide positive behaviour support according to individualised behaviour support plan
  • Complete documentation


Details of Learning Activities

The program schedule includes 

  • seminars/workshops
  • in class exercises to review discussions/lectures
  • practical demonstrations
  • analysis/critique of relevant reading material
  • design activities or projects
  • group discussion
  • research
  • independent project-based work
  • simulated workplace activities


Teaching Schedule

Note: While all course content in this schedule will be covered, the weekly order may change depending on class needs.

Attendance:  Your learning experience will involve class-based teaching, demonstration and practical exercises.  It is strongly advised that you attend all timetabled sessions.  This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.

Week

Topic

Assessment/Learning activities

Week 1

 

Evaluate and prioritise the needs of a person with complex support issues

Establish respectful relationships with people with mental health issues
  • Identify and prioritise the needs of participants
  • Identifying needs, strengths, and capabilities

Week 2

 

Develop ISP to achieve maximum quality of life

Apply a person-centred approach to providing behaviour support

Determine the needs of people with mental health issues

 
  • Utilise best practice guidelines
  • Discuss goals with the person, their family and/or carers

Week 3

 

Coordinate the delivery of the ISP

Review context of behaviours of concern
  • Individualised support plans
  • Recognise behaviours of concern
  • Recognise environmental factors that trigger behaviours
  • Self-directed recovery
  • Needs of people with mental health issues

Week 4

Coordinate the monitoring, evaluation, and review of the ISP

Provide positive behaviour support according to BSP

Work with people with mental health issues to meet aspirations and needs
  • Individualised support plans
  • Self-directed recovery
  • Needs of people with mental health issues
  • Services and supports

 

AT1

Week 5

Review

Practical observations

Assessment support

 

AT2

AT3


Learning Resources

Prescribed Texts


References


Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops


Overview of Assessment

Students are given two (2) attempts for each assessment to demonstrate the required skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.


Assessment Tasks

This course is assessed with CHCMHS001 Work with people with mental health issues and CHCDIS019 Provide person centered services to people with disability with complex needs

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.

To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.

Every task must be completed satisfactorily for competence to be achieved.

Resubmissions are at the discretion of the teacher and/or coordinator

Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are: 

CA: Competency Achieved 
NYC: Not Yet Competent 
DNS: Did not Submit for Assessment 

The assessment tasks are as follows:

Assessment Task 1 Knowledge Questions

Assessment Task 2 Case Study

Assessment Task 3 Case Study


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.  Students have access to the marking rubric for each assessment task via the Canvas shell 

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

Information about your studies:

You canaccess My Studies through the RMIT websitefor information about timetables, important dates, assessment dates, results and progress, Canvas etc.

https://www.rmit.edu.au/students

 

Extensions of time for submission of assessable work:

If you are prevented from submitting an assessment on time by circumstances outside your control you may apply for an extension of up to seven (7) calendar days in writing (email) to your Program Coordinator one working day BEFORE the due date. Eligibility criteria for application and the form is available from the link: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work

Where an extension of greater than seven days is needed, you must apply for special consideration.

Special consideration:

If due to illness or other unforeseen circumstance, you are unable to attend on the due date of an assessment (e.g. test, examination, oral, etc.), you may submit an application for special consideration within 5 working days of the due date. If special consideration is granted, you will be given the opportunity to complete/repeat the assessment task at a later date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration or speak to your Program Coordinator.

Academic Integrity and Plagiarism:

RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.

https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity

 

Credit Transfer and Recognition of Prior Learning:

Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).

Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.

Please speak to your Program Coordinator if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.

https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit

 

 

Course Overview: Access Course Overview