CHC33015 Certificate III in

Individual Support

Learner Guide
Support Independence and Wellbeing

Version 2.1 | Produced 28 February 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 its 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.
 Version control & document history

Date Summary of modifications made Version

10 August 2016 Version 1 final produced for course launch 1.0

Updated link on Falls Prevention for older

31 March 2016 1.1
people, p.92

11 September 2018 Changed activity questions on p.53 and 55 1.2

Changed video links for Healthy

27 September 2018 Body Systems: Respiratory system (p.17) 1.3
and Circulation (p.23)

Changed video links for the following activity

sessions:

29 November 2018 • Fight-or-flight Response (p.31) 1.4

• Nervous System (p.35)
• The Digestive System (p.39)
• The Human Eye (p.53)

Replace inactive links for pages 93, 122, 144,

3 January 2019 1.5
and 156

Updated residential care standards on

11 January 2019 1.6
Section 3 Chapter 2

Replaced the video hyperlink in page 14

21 January 2019 1.7
not available anymore

Added Chapter II Section 4 Relevant Funding

28 March 2019 1.8
Models

Document re-branded and contextualised for

Inspire Education use; content checked for
9 May 2019 adherence to current industry standards and 2.0
new unit of competency requirements;
modifications to sentence construction

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 2
 28 February 2020 Updated hyperlinks to external sites. 2.1

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 3
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 LEARNER GUIDE ........................................ 6

What is this unit about? ................................................................................................ 6
What am I learning from this program? ..................................................................... 8
Where do I access additional learning support? ...................................................... 9
Who can help me?....................................................................................................... 10
How do I make the best out of my study time?...................................................... 11
How do I use this learner guide?............................................................................... 12
I. HEALTHY BODY SYSTEMS ................................................................. 13
1. Human Cells, Tissues and Organs ......................................................................... 13
2. Human Body Systems ............................................................................................. 17
3. Systems Working Together.................................................................................... 53
4. Basic Body Maintenance ........................................................................................54
Chapter Review ........................................................................................................... 61
II. INDIVIDUALISED SUPPORT ...................................................................... 62
1. Ageing and Disability ............................................................................................... 63
2. Policies and Procedures ........................................................................................ 66
3. Service Delivery Models ......................................................................................... 67
4. Relevant Funding Models .................................................................................... 72
5. Person-Centred Approach..................................................................................... 74
6. Independence ..........................................................................................................83
7. Privacy and Dignity.................................................................................................. 87
8. Duty of Care ............................................................................................................ 90
9. Risks in the Workplace ........................................................................................... 93
10. Safety and Feeling of Security .............................................................................95
11. Communication .................................................................................................... 98
12. Role and Responsibilities .................................................................................. 106
13. Community Participation and Inclusions ....................................................... 108
Chapter Review ......................................................................................................... 114
III. INDEPENDENCE AND WELLBEING .......................................................... 115
1. Quality Improvement ............................................................................................ 115
2. Person-Centred Approach .................................................................................. 119
3. Stages of Human Development .......................................................................... 121
4. Physical Needs ....................................................................................................... 124
5. Social and Recreational Needs ............................................................................ 128

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 4
 6. Emotional Needs ................................................................................................... 135
7. Cultural and Spiritual Needs ................................................................................ 142
8. Sexuality ................................................................................................................. 147
9. Comfort and Safety............................................................................................... 151
10. Requirement for Good Health .......................................................................... 159
11. Support for Older People ................................................................................... 161
Chapter Review ......................................................................................................... 163
REFERENCES ........................................................................................... 164

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 5
INTRODUCTION TO THIS LEARNER GUIDE
What is this unit about?

HLTAAP001 Recognise Healthy Body

Systems
This unit focuses on the elements, performance criteria,
performance evidence, and knowledge evidence needed to
show competency in recognising healthy body systems. In
this unit, the essential outcomes are:
• Work with information about the human body
• Recognise and promote ways to support healthy functioning of the body

CHCCCS023 Support Independence

and Wellbeing
This unit focuses on the elements, performance criteria,
performance evidence, and knowledge evidence needed to
show competency in supporting independence and
wellbeing of clients in an aged care facility. In this unit, the essential outcomes
are:
• Recognise and support individual differences
• Promote independence
• Support physical wellbeing
• Support social, emotional and psychological wellbeing

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 6
 CHCCCS015 Provide Individualised
Support
This unit focuses on the elements, performance criteria,
performance evidence, and knowledge evidence needed to
show competency in supporting independence and
wellbeing of clients in an aged care facility. In this unit, the essential outcomes
are:
• Determine support needs
• Provide support services
• Monitor support activities
• Complete reporting and documentation

About this Cluster of Units

These units were clustered together because they form the essential knowledge
and skills that anyone studying to become an aged support worker should know
about working in an aged care facility.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 7
What am I learning from this program?

As you progress through this qualification, you will acquire the different skills and
knowledge needed to provide effective person-centred support to ageing and
individuals with disabilities. This includes facts, procedures, and theories. Work
includes the practice of privacy and judgement related to individual support, as
well as being responsible for own outputs.

To achieve this qualification, the candidate must have completed at least 120 hours
of work as detailed in the Assessment Requirements of the units of competency.
No licensing, legislative, regulatory or certification requirements apply to this
qualification at the time of publication.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 8
Where do I access additional learning support?
In addition to reading this learner guides, here are a few other things you can do
to support your learning:

Search for other resources. You can find books, journals,

videos and other materials.

Go to your local library. Most libraries keep information about

government departments and other organisations, services
and programs. You may ask your local librarian for help.

Contact public relations and information services provided by

various government departments and private organisations.

Contact your trainer from Inspire Education. You may book a

call using the Book a Trainer Call link in your Hub account or
send a message through our 24/7 messaging system.

You may watch the pre-recorded webinars for this subject in

your Hub account. There are also scheduled live Q&As that
you can attend. The live Q&A sessions are run by our qualified
trainers, and during the session, you have the opportunity to
ask subject-related questions.

You may check your course for availability of forums. Forums

are moderated by your subject trainers and will provide you
with the ability to interact with other students by asking
questions or sharing experiences.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 9
Who can help me?

Inspire Education has a range of qualified trainers who can support you in your
learning. You may contact the trainers during working hours to assist you with
learning about this unit.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 10
How do I make the best out of my study time?
Studying may be difficult and demanding. Together with your social and work
activities and responsibilities, it may look like being a student is an impossible life
to lead.
To study effectively, we recommend that you be in the best environment for
learning as possible. Here are some ideas to help you in looking for your ideal
learning area:
Space
• Set up a place at home or at work that is quiet and
conducive for studying.
• Find a comfortable space that has adequate lighting
and good seating.
• Find a flat surface for easy writing

Study Resources
• The most basic resources are a chair, a desk or table,
a computer with reliable internet access, materials to
record information, and good light.

Time
• Work out a time that suits you and plan around it.
•
completing study tasks.

Learning Style
• Make notes about important details of the topic. Use
images or diagrams if it helps you.
• Underline keywords as you are reading the materials
in this learner guide.
• Talk to other people (colleagues, fellow students or
your trainer) about what you are learning.

Additional Research
• Read additional resources provided for in this guide
•
title of the book/article, etc.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 11
How do I use this learner guide?
This learner guide is designed to give a better understanding of the unit of
competency and the skills you need to accomplish it. To do this, the learner
guide is designed into the following parts:

Knowledge Check
• Contains questions that cover the understanding of a
given topic for a section of the chapter.
• Checks your recollection of terms and definitions

Chapter Review
• Summarises important information such as
terminologies, concepts, theories for the entire
chapter

Activity
• Activities that you can do to help reinforce the
knowledge you have just learnt
• Checks your overall understanding of the concepts
and theories discussed in the chapter

Further Reading
• Links to external documents such as copies of
legislation, blog posts, industry websites, etc. that you
could read to inform you about the chapter further

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 12
I. HEALTHY BODY SYSTEMS
1. Human Cells, Tissues and Organs
All living things, including humans, are made up of cells. The cell is the basic unit
of all living things. Its basic functions include metabolism and reproduction. Recent
researches report that there is an average of 37.2 trillion cells in the body. It does
not include the microbes living in the body. Cells group and form tissues. Tissues
are responsible for carrying out particular tasks in an organism. A group of tissues
form organs, which perform specific functions in the human body. The organs in
the body make up each of the body systems which have specific functions. The
human body has almost 78 organs. One of these is the brain whose primary
purpose is to control all the functions of the body.

The cells in the body have varying shapes and sizes as well as functions. Cells found
in the intestines will have a different task with those cells located in the heart. The
following are some of the different types of cells and their functions:

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 13
 Blood Cells

They transport oxygen to the tissues and collect the carbon dioxide. They
also transport nutrients around the body.
It has three different types: the red blood cells, the white blood cells, and the
platelets.

Stem Cells
These are unspecialised cells that serve as the body's internal repair system
throughout life. They have the ability to divide and replicate into other types
of cells. They can also become tissues to replace those tissues which have
been damaged or worn-out.

Fat Cells
They make up the adipose tissue which can store fats for energy. Stored fats
make the fat cells swell and become round. Used fats make the fat cells
shrink.

Skin Cells
They form together the protective layer of the body. The epithelial cells, or
skin cells protect the internal parts of the body from damage and infection,
and help regulate body temperature. These cells die and are replaced with
new ones.

Nerve Cells
These are cells that send signals across the brain to other body organs. These
can be found mostly in the brain and the spinal cord. Unlike other cells, nerve
cells do not multiply.

Muscle Cells
These provide movements of the muscles through contraction and relaxation
of the muscles. Muscle cells have three types: skeletal, cardiac, and smooth
muscles.

Sex Cells
Also called as gametes, sex cells are responsible for human reproduction.
Male sex cells or sperm cells and female sex cells or ova unite together in a
process called fertilization to form the baby.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 14
Cells undergo chemical processes called metabolism. Metabolism is essential in
maintaining life. In this process, the cell extracts energy by breaking down the
excess amount of carbohydrates, amino acids, and lipids. This energy is used for
vital processes inside the body, while those substances required for cellular growth
and repair are synthesised.

Cell metabolism has two categories:

Metabolism

Catabolism Anabolism

Catabolism substances in the body are broken down to be used as energy

Anabolism substances in the body are synthesised to be used for cell growth and
repair

A grouping of cells with similar shape and function is called tissue. Tissues are
found in different organs of the body. The body has four types of tissue:

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 15
Muscle Tissue
It is responsible for body movement as it is made up of cells that can contract. It is
the most abundant tissue and the body. Its three major types include the skeletal
muscle, cardiac muscle, and smooth muscle.

Connective Tissue
It binds together the cells and internal organs of the body and keeps them in place.
The connective tissue has an extracellular matrix, which is made up of protein and
polysaccharide matrix. Connective tissue has three types: the fibrous connective
tissues (e.g. tendons and ligaments), skeletal connective tissue (e.g. bone), and fluid
connective tissue (e.g. blood).

Nervous Tissue
It is made up of cells that comprise the central nervous system and the peripheral
nervous system. Its cells receive stimuli and also conduct impulses throughout the
parts of the body.

Epithelial Tissue
It is formed by cells that cover the organ surfaces against microorganisms, injury,
and fluid loss. It serves as protection between the internal organs and the external
environment. Epithelial tissue also specialises in body functions such as secretion,
excretion and absorption. It can be found in the outer layer of the skin, and lining
of the internal cavities of organs such as the digestive and respiratory tract.
Tissues formed together become organs. Organs with common functions are
grouped to form the various body systems.

Do you want to read more about the topic?

• Types of Human Body Tissue
This video discusses the four different types of tissues

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 16
2. Human Body Systems
2.1 Respiratory System
The respiratory system brings oxygen in and carbon dioxide out of the body
through a process called respiration. Lungs are the primary organs involved in this
process. Humans inhale oxygen through the nose and mouth which goes to the
lungs and then transported by the red blood cells to the other parts of the body.
When humans exhale, red blood cells take away carbon dioxide and send them
back to the lungs for release.

The Respiratory System

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 17
Respiration takes the following process:

Air enters the nose or Air is filtered through the

mouth, where it is regulated trachea (windpipe) and
by the sinuses. The sinuses branches through the
regulate the temperature bronchi. The bronchi carry
and humidity of the air you air into the left and right
breathe. lungs.

The bronchi has smaller

Blood passing through the
tubes called bronchioles.
pulmonary capillaries collect
These have tiny air sacs in
the carbon dioxide, and
the end called alveoli, where
transport it back to the lungs
the oxygen and carbon
for exhalation.
dioxide exchange happens.

The diaphragm is a muscle that helps with breathing. This muscle contracts and
enlarges the chest cavity when air is breathed into the lungs (inhalation) and relaxes
when air is breathed out (exhalation). Intercostal muscles which are situated
between the ribs facilitate the expansion and shrinkage of the chest cavity when
breathing.

Do you want to read more about the topic?

• Respiratory System Physiology
This video discusses how oxygen and carbon dioxide are
exchanged in alveoli sac.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 18
2.2 Cardiovascular System
The primary function of the cardiovascular system is to transport blood from the
heart to other parts of the body. It also transports oxygen, water, and nutrients
around the cells in the body, and picks up waste products for removal. The
cardiovascular system consists of the heart, the blood vessels, and the blood.

The Heart
The heart is an organ that is about the size of your clenched fist. It is located in the
front and the middle of the chest, and sits between the right and left lungs, slightly
towards the left of the chest bone. The heart acts as the body's pump that aid in
the circulation process. The right side of the heart pumps blood to pick up oxygen
from the lungs while the left side of the heart takes in the oxygenated blood from
the lungs and pumps it around the body.
An average adult's normal resting heart rate or pulse is between 60 to 100 beats
per minute, but this depends on the person's health condition and activity level.
The pulse can be found at the:

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 19
 wrists inside the elbow side of the neck
(Radial artery) (Brachial artery) (Carotid artery)

near the ankle joint top of the foot

behind the knee
(Posterior tibial (Dorsalis pedis
(Popliteal artery)
artery) artery)

Activity
Follow these easy ways to find your pulse from wrist:
1. Turn one of your hands with palm-side up.
2. Gently place two fingertips of your other hand in the groove of
the forearm, below the fold of the wrist, and an inch along from
the base of your thumb.
3. Move your fingers a bit until you feel the pulsation.
4. To check your heart rate, count the number of beats for 60
seconds. You can also count the beats for 30 seconds and
multiply these by two.

You can also check your pulse from the neck (carotid pulse) by
placing your two fingers in the groove between the trachea
(windpipe) and the large muscle in the neck. This pulse is easier to
find but one must be careful when checking from this location.
Pressing too hard may cause you to pass out.
Avoid using your thumb when checking your pulse rate as it has its
own pulse and may interfere with your counting.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 20
Medical professionals can determine the health of a person's heart and vascular
system by identifying the strength of the pulse as weak, faint, strong, or bounding.
A steady pulsation means a regular heart rhythm while a skip in the pulse means
an irregular rhythm.

The Blood Vessels

Blood vessels are made up of parts that are responsible for blood transportation.
The arteries and veins are primarily involved in this function. The arteries carry
oxygenated blood away from the heart to the other parts of the body, except for
the pulmonary arteries and the umbilical artery. Pulmonary arteries carry blood to
the lungs to receive oxygen. The umbilical artery carries deoxygenated blood from
the foetus to the mother during pregnancy.
As the heart pumps, blood is pushed against the walls of the arteries. This is called
blood pressure. High blood pressure or hypertension occurs when the force
pushing the blood becomes too high. The muscles in the artery push the blood
harder, making the muscles grow bigger and the artery walls thicker. When this
happens, the arteries become narrow, limiting the flow of blood. Hypertension can
cause a blocked or burst in the artery. A burst artery supplying the part of the brain
results in stroke, while a burst artery supplying the part of the heart results in a heart
attack. (Blood Pressure UK, 2008)

The Blood
Blood is a tissue that carries oxygen, nutrients, and hormones around the body. It
is mostly made up of a liquid component called plasma, comprising about 55 per
cent of the blood. Plasma is about 90 per cent water and contains substances such
as salt, glucose (sugar), enzymes, antibodies, and proteins.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 21
There are three types of blood cells in the plasma:

Red Blood Cells

Also known as RBCs or erythrocytes

Contains hemoglobin, a protein which carries ocygen form the lungs to the tissues
and cells
The most abundant cells

White Blood cells

Also known as EBCs or leukocytes

They are part of the immune system and produces antibodies to defend the body
against infection.
A low WBC count makes one susceptible to more infections

Platelets

Also know as thrombocytes

Helps the body prevent bleeding by forming clots
A blood vessel sends out a signal to the platelets when it becomes damaged

The blood also helps in regulating body temperature by increasing blood flow
which results in warmer skin and faster heat loss on warm weather. On cold
weather, the blood vessels limit the amount of blood flowing to the skin's surface
to protect the internal organs. This is why your skin feels cold in winter.

Blood circulation or the transportation of blood from the heart to the other parts
of the body occurs in the following process:

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 22
 Deoxygenated blood comes back to the heart through
the vena cava and enters the right atrium.

From the right atrium, blood passes through the right

ventricle then into the lungs through the pulmonary
artery where the exchange of gases happen.

Oxygenated blood from the lungs passes through the

pulmonary vein to the left atrium then into the left
ventricle.

From the left ventricle, oxygenated blood moves to

the aorta to be delivered to the cells in the body,
through the arteries and capillaries.

Blood which has become low in oxygen travels back

to the heart, passing through the right atrium and into
the right ventricle.

Contrary to popular belief, deoxygenated blood has a dark-red colour, not blue.
Oxygenated blood appears as bright red. Blood colour is caused by haemoglobin.

Activity
Watch the video about the cardiovascular system by clicking on the
in this body system.
Flow through the heart | Circulatory system physiology

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 23
2.3 Musculoskeletal System
The musculoskeletal system is made up of two body systems the skeletal system
which gives its structure and provides the body with the right amount of blood
cells; and the muscular system which facilitates movement and locomotion.

• Providing form, support, and stability to the body

• Providing the ability to move
• Production of blood cells
• Storing of nutrients such as calcium and phosphorous
• Protecting the internal organs
• Producing body heat

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 24
The skeletal system consists of bones and joints and provides support and structure
to the body. Its framework, called the skeleton, has 206 bones for an average adult.
Inside the bone is the bone marrow where blood cells can be found. Joints
connect the bones to allow movement. They are held together by ligaments.

The Musculoskeletal System

The muscular system is primarily responsible for movement. This is attached to the
skeletal system. It has three different types:

Skeletal Muscles
These are voluntary muscles that support the movement. They are attached to the
bones by tendons.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 25
Cardiac Muscles
These are the muscles of the heart which involuntarily contract and relax to assist
in the blood circulation.

Visceral or Smooth muscles

These are involuntary muscles found in the stomach, intestines, and blood vessels.
They contract and relax to allow movement. It is called a smooth muscle as it does
not have a banded appearance, unlike the two other muscles.
Vasodilation occurs when the blood vessels in the skin dilate or widen due to high
body temperature. This causes the smooth muscles to relax. Vasoconstriction
occurs when the blood vessels in the skin constrict or narrow due to low body
temperature. This causes the smooth muscles to contract.

Activity
Identify each bone from the picture on the next page. Colour the bones
using the guide below.

Sternum dark blue Humerus - black Radius - green

Femur yellow Tibia - orange Ribs - red

Lumber vertebrae -
Ulna - brown Fibula - grey
light blue

Cervical vertebrae
Scapula - purple Cranium pink
dark green

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 26
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 27
2.4 Endocrine System
The endocrine system consists of hormone-producing glands that regulate
growth, metabolism, mood, sleep, tissue function, and sexual function. Hormones
are secreted in the endocrine system and are transported by the blood to the
organs during circulation.

The Endocrine System

The endocrine system is made up of the following glands with their specific
functions:
• Pituitary gland This gland is about the size of a pea and regarded as the
most important gland as it produces hormones that control the growth
and function of other glands in the endocrine system. It is attached in
the hypothalamus, the part of the brain that controls many body
functions.
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 28
 The pituitary gland produces the following hormones:
▪ Adrenocorticotropic hormone: stimulates the adrenal glands to

▪ Growth hormone: regulates growth, metabolism and body

composition
▪ Luteinising hormone and follicle stimulating hormone
(gonadotrophins): stimulate the production of sex hormones, and
maturity of the male and female sex cells
▪ Prolactin: stimulates breast milk production
▪ Thyroid stimulating hormone: stimulates the thyroid gland to
secrete thyroid hormones which regulate metabolism
The following hormones are produced by the hypothalamus and are stored
in the posterior pituitary gland:
▪ Anti-diuretic hormone: maintains blood pressure, blood volume,
and tissue water content. It controls the amount of water excreted
in the urine.
▪ Oxytocin: stimulates the contraction of the uterine muscles
during childbirth and lactation. In men, oxytocin allows sperm
movement and testosterone production.
Source: Pituitary Gland, 2018

• Thyroid gland It is a butterfly-shaped organ at the base of the neck. It

produces hormones which regulate metabolism, and other body functions
such as breathing, digestion, heart rate, muscle strength, body temperature,
etc.
▪ Hypothyroidism (underactive thyroid) occurs when there is insufficient
production of the thyroid hormones. Women are more prone to
hypothyroidism, and if not treated, it can lead to problems such as
obesity, joint pain, infertility, and heart disease.
▪ Hyperthyroidism (overactive thyroid) is the opposite, where there is

functions to speed up causing nervousness, anxiety, rapid heartbeat,

excessive sweating, etc. Some may develop a goitre, or an enlargement
of the thyroid gland, causing the neck to swell. Goitre is also caused by
iodine deficiency.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 29
 • Adrenal glands or suprarenal glands These produce hormones including
adrenaline, aldosterone, and cortisol which helps control stress. These are
found above each kidney.
▪ Adrenaline (epinephrine): the hormone
-or-
stressful situations
▪ Aldosterone: a steroid hormone that
regulates salt and water in the body which
impacts blood pressure. It also helps maintain
the acidity (pH) in blood and electrolyte
levels.
▪ Corticosteroids: these are steroid hormones
produced to resemble the function of
cortisol. These hormones reduce
inflammation of the body organs.

• Sexual glands (gonads) They produces the human sex cells or gametes. It
produces ovaries in females, and sperm in males.

• Pineal gland It is a small gland that produces melatonin, a hormone that

controls sleep and wake cycles. Melatonin production decreases in the

these processes.

Do you want to read more about the topic?

• Biological Clock
This webpage discusses the biological clock and the scientific
data behind it.

• Thymus It is a gland that is more associated with the immune system. It is

involved in the development of T-lymphocytes or T cells, an important type

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 30
 of white blood cell, which defend the body against viruses, harmful bacteria,
and infection.

• Pancreas It is located deep in the abdomen. It produces insulin which is

necessary for regulating blood sugar levels.

Although they are two different systems, the endocrine system and the nervous
system work together to coordinate function in your body. For example, if you see
a threat in your external environment, your brain (nervous system) will identify the
threat as a danger and send a signal to your body. The signal will activate your fight-
or-flight response, which happens in your adrenal glands. These will release
adrenaline hormones (epinephrine) and will move you into action. During this
process, epinephrine moves into the bloodstream, causing changes in the body
system such as increased heart rate and increase blood pressure.

Activity
Watch the video about the flight or fight response by clicking on the
blue link below. Briefly explain how the endocrine system works
together with the nervous system
Fight-or-Flight Response

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 31
2.5 Nervous System
The nervous system helps the body to communicate with its other parts by
carrying information from the brain to other parts of the body.

The Nervous System

The nervous system is regarded Live Science, 2014).

It is made up of nerves and neurons which are responsible for transmitting signals
throughout the body. It has two main parts:

Nervous
System

Central Peripheral
Nervous Nervous
System System

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 32
The central nervous system (CNS) is consists of the brain and the spinal cord. As
the name implies, the central nervous system is the centre of information
processing and coordinates with all other parts of the body for functioning.
The brain is an organ where information processing happens. It weighs about 3.3
pounds and makes up about 2 per cent of your body weight. The brain is divided
into specialised areas or regions which perform specific functions such as the
following (WebMD, 2014):
• The cortex thinking and voluntary movement
• The brain stem breathing and sleep
• The basal ganglia coordinates messages between other brain areas
• The cerebellum coordination and balance

The brain is also divided into different lobes:

• Frontal lobe problem-solving, judgment and motor function
• Temporal lobe memory and hearing
• Parietal lobe sensation, handwriting, and body posture
• Occipital lobe

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 33
 Do you want to read more about the topic?
• Human Brain: Major Structures and their Functions
This video discusses the human brain and its functions

The spinal cord connects the body to the brain. The length of an average spine is
about 40 to 50 cm and 1 to 1.5 cm in diameter (Neuroscience Online, 1997). It is
made up of nerve fibres that transmit messages to the brain and the body and vice-
versa. The vertebrae or backbone protects the spinal cord. If the vertebrae are
damaged, the spinal cord can be affected as well, resulting in paralysis and loss of
sensation.

The peripheral nervous system (PNS) is made up of neurons (nerve cells) and
ganglia. The PNS connects the central nervous system to the external stimuli of the
environment. The neurons are responsible for transmitting information across
nerve cells, muscles and gland cells by sending nerve impulses to the brain.
Neurons have three basic types and functions:
• Sensory neurons (afferent neurons) transmit information from the sense
organs to the brain.
• Motor neurons (efferent
neurons) located in the
spinal cord that facilitates
muscle contraction;
transmit information from
the brain or spinal cord to
the muscles and organs
• Interneurons connects all
neurons in the nervous
system

Neurons in the body work at lightning speed. For example, if you touch
something hot, the sensory neuron is activated, and an impulse is sent to the
central nervous system to process the information. The brain will recognise that
the object is hot so it will send a signal to the motor neurons to stimulate your
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 34
 arm muscles. The action occurs when you remove your hand from the hot
object.

The peripheral nervous system is also divided into two parts the somatic and
the autonomic nervous system. The somatic nervous system is responsible for
the voluntary movements of the body.
The autonomic nervous system is responsible for involuntary body actions such
as breathing and heart rate. It is also responsible for controlling functions of the
internal organs.

Activity
Watch the brief video about the nervous system by clicking on the blue
link below. Explain how the nervous system works.

Structure of the nervous system

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 35
2.6 Digestive System

The process of digestion in the body begins from the moment that you take food
into your mouth. The primary function of the digestive system is to break food
down into simple forms to become energy. This energy is to be absorbed by the
body to aid in growth, fuel and repair.

The

Digestive System

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 36
Digestion occurs in the following process:

Food enters the stomach

through the oesophagus. This is
Food is taken into the mouth caused by the process called
and grinded by the teeth and peristalsis, or the contraction and
enzymes from the saliva. relaxation of the muscles in
order to move food into the
digestive tract.

The epiglottis is made up of

Food is churned and broken
cartilage. When food is swalloed,
down further in the stomach,
it folds backwards and covers
and mixed with gastric acids
the larynx to stop food from
(hydrochloric acid and pepsin).
entering the lungs.

The food passes through the

duodenum and is mixed with
Nutrients and water are
more digestive enzymes from
absorbed by the villi in the small
the pancreas (lipase, amylases
interstine, then into the blood
and proteases), and bile from the
stream.
liver, before it reaches the small
intestine.

The by-product of this

process is passed thorugh to
The indigestible substances the large interstine where it is
are then eliminated from the further broken down by the
body through the anus. bacteria. Water and some
nutrients are absorbed into
the blood stream.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 37
Digestive enzymes break food into nutrients so the body can absorb them. Based
on the digestion process that you have learned, food does not enter the stomach
as it is. The body only takes the nutrients from the food you eat.

Digestive enzymes include:

Hydrochloric acid and pepsin - break proteins into amino acids

Bile - emulsifies fats and fat soluble vitamins
Lipase - breaks fats into fatty acids
Amylase - break carbohydrates (starch) into maltose
Maltase - converst maltose to glucose
Protease - breaks proteins into amino acids

The liver is the part of the digestive system that filters blood from the digestive
tract. Its primary functions include removing toxins, breaking down medicine,
producing bile, storing glucose (as glycogen) for energy and storing vitamins and
minerals.

Activity
Watch the video about the digestive system by clicking on the blue link
below. List the enzymes found in this system and briefly describe their
functions.
Biology- What are the enzymes of the digestive system?

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 38
2.7 Urinary and Excretory System
The urinary system is responsible for removing liquid waste from the blood to keep
a stable balance of salts and other substances in the blood. This system is
sometimes referred to as the excretory system as they are made up of almost the
same organs. Wastes are eliminated in the body through the excretory system. It is
made up of the lungs, skin, liver, digestive organs, and kidneys. The excretory
system eliminates excess and unnecessary materials from the body.
Source: wiseGEEK, 2019

The Urinary System

The process of waste elimination involves the following process:

• The liver has a wide range of functions which includes detoxification, protein
synthesis, and production of biochemicals necessary for digestion.
• The sweat glands of the skin secrete liquid waste called perspiration or
sweat.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 39
 • The lungs diffuse gaseous wastes, such as carbon dioxide, from the
bloodstream as a normal part of respiration.
• The elimination of undigested food content and waste products is the final
process of digestion. After food passes through the small intestine, the
undigested food material enters the colon, where most of the water is
reabsorbed.

The urinary system also eliminates wastes in a process called urination. One of the
primary organs involved in this process are the kidneys. The main functions of the
kidneys are to:

• Remove wastes - There are networks of filtering systems in the kidneys

called nephrons. Nephrons contain many capillaries. Blood passes through
these capillaries where wastes are removed. The wastes (urine) are stored in
the bladder until it is excreted. Wastes are the by-products of cellular
metabolism (e.g. urea which is the by-product of protein metabolism).
• Maintain homeostasis Homeostasis is the body's ability to maintain
balance in an environment despite the changes in its external environment.
The kidney regulates potassium, sodium and calcium. It will excrete or
reabsorb these body elements to maintain healthy levels.

• Regulate the PH level by excreting excess hydrogen ions (H+). Bicarbonate

ions are kept to act as PH buffers.
• The kidney absorbs and reabsorbs water to help maintain a healthy fluid
balance and blood pressure.
• Produce hormones
▪ Calcitriol is released when there is a low level of calcium. This hormone
promotes reabsorption of calcium in the small intestine and the kidney

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 40
 ▪ Erythropoietin when blood is filtered through the kidneys it detects red
blood cells (RBC) level. If RBC's are low, the hormone Erythropoietin
stimulates the production of red blood cells.
▪ Renin participates in the renin-angiotensin system (RAS), e.g. if blood
pressure drops the RAS regulates blood pressure and fluid balance
through vasoconstriction and renal sodium retention.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 41
2.8 Reproductive System
The reproductive system plays an important role in the procreation of life.

The Male Reproductive System

The Female Reproductive System

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 42
Women experience a regular natural process called the menstrual cycle, or
periods. An average menstrual cycle lasts for about 28 to 30 days. The following
hormones regulate the menstrual cycle:
•

During mid-cycle, one of the menstrual cycles, the ovaries will release an egg. If a
sperm fertilises the egg, it will lodge into the womb (uterus) and will form a zygote.
The zygote (fertilised egg) then matures into a child.
If the egg remains unfertilised, the production of oestrogen and progesterone
levels decreases. This causes the uterus lining to break down and menstruation to
occur.

Some women experience menstrual pains or

dysmenorrhea. Some of the symptoms
include:
• cramping pain the lower abdomen
• pain in the lower back and thighs
• nausea
• vomiting
• dizziness

Home remedies and over-the-counter medication can treat these symptoms but
once the experiencing extreme pain, seeking the physician may be necessary.
Testosterone is the principal male sex hormone and plays a part in the
development of male sex organs and secondary male characteristics such as
increased muscle and bone mass.
The female sex cell (egg) contains one X chromosome, and the male sex cell
(sperm) has either an X or Y chromosome. If the sperm (X) fertilises the egg, the

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 43
zygote will be female. If the sperm (Y) fertilises the egg, the zygote will be male.
Both the egg and sperm carry half the genetic material (23 human chromosomes).

Activity
Watch the video about fertilization by clicking on the blue link below.
Explain how the sperm fuses with the ova to form a zygote.
Fertilization

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 44
2.9 Integumentary System
The integumentary system is the largest organ of the body and consists of skin,
hair, nails, and exocrine glands. The skin is the first line of defence that protects the
body from infection. While the skin's function is intended for protecting the external
part of the body, the mucous membranes act as a partial barrier against infection,
providing defence in the internal part of the body. Mucous membranes can be
found inside the eyelids, nose, mouth, lungs, and other parts of the body.
The skin is made up of three layers:
• Epidermis produces melanin which contributes to skin colour
• Dermis contains nerve endings, hair follicles, sweat glands, sebaceous
glands and blood vessels
• Fat layer protective padding and insulates the body from cold and hot.

The Integumentary System

The skin s functions include:

•
•
•

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 45
 •
•

Sebaceous glands secrete sebum (protect the skin and help to prevent the skin from
drying and cracking)
Sweat glands secrete sweat which consists of water, urea and lactic acid.
Hair follicles produce hair. Hair helps to regulate body temperature (in the cold, the
hair stands upright and traps air to be heated (goosebumps); When it is hot, the hair
is extended flat, and this prevents air from being trapped) with sensations and
protection from sun rays and abrasion.

Activity
Watch the video about wound healing by clicking on the blue link below.
Explain the different phases of healing.
How a wound heals itself

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 46
2.10 Lymphatic System
The lymphatic system transports fluid containing infection-fighting white blood
cells, throughout the body. There are lymphatic vessels throughout organs in the
body with lymph nodes located along with the system. The lymphatic system
removes excess interstitial fluid and drains the fluid into the circulatory system,
absorbs fats via the villi in the small intestine and helps fight infection.
•

The Lymphatic System

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 47
The lymphatic system is made up of:
•

•
•

The lymphatic system is a part of the immune system. The immune system
provides body protection from infections and diseases. It is a complex network of
cells, signals, and organs that work together to help kill infection-causing germs.

Activity
Watch the video about the lymphatic system by clicking on the blue link
below. Explain how the system removes excess interstitial fluid.
How lymphatic vessels move fluid | Lymphatic system physiology

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 48
2.11 Special Senses
The special senses include the functions of the organs such as the nose, tongue,
eyes, and ears. The following are the functions of these organs:
•

Some people have different conditions relating to their ability to smell.

▪ Hyposmia the decreased ability to smell or detect odours
▪ Anosmia the person is unable to smell or detect odours. Congenital
anosmia is when a person has been born with a complete loss of
smell.
▪ Hyperosmia the increased ability to smell or detect odours

Nose Anatomy

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 49
 Some people have different conditions relating to their ability to taste.
▪ Hypogeusia the decreased ability to taste
▪ Ageusia the person is unable to detect any taste. This is a rare case
as a person would most likely lose their sense of smell rather than the
sense of taste.
▪ Dysgeusia the taste becomes distorted.

Knowledge Check
1. What is your favorite scent? Your favorite taste?
2. How do you think it would affect the person if they lost their sense
of smell? Their sense of taste?

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 50
 1.
2.

3.

4.

The tear system helps to maintain eye health by keeping it moist and washes
impurities away from the eye.

Eye Anatomy

Activity
Watch the video about the human eye by clicking on the blue link below.
Explain how the eyes can protect itself from harmful materials or
conditions.
The Human Eye

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 51
 1.

2.

3.

Knowledge Check
1. What are the possible causes of hearing loss?
2. How do you think it would affect the person if they lost their sense
of hearing?

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 52
3. Systems Working Together
Below is an example of the body systems working together when you are
exercising.

Activity
Watch from this animated video how the body systems work
together by clicking on the blue link below. Explain how the system
work together for the body to survive.
Our Wonderful Body: How Its Parts Work Together

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 53
4. Basic Body Maintenance
Humans have holistic needs which must be fulfilled to have healthy wellbeing.
Holistic needs include physical, social, emotional, cultural and safety needs. As a
support worker, it is important to see the whole person as having holistic needs.

4.1 Physical Needs

Food

✓
✓
✓
✓
✓

People who have special dietary requirements must be assessed by a nutritionist

to meet their individualised needs, e.g. they may require a special (diabetes) diet.
For example, some people have nut allergies. Others are lactose intolerant, so milk
and dairy products should be avoided.
It is also essential to be aware of the person's cultural and religious dietary
requirements. For example, Muslim and Jewish people do not eat pork. Muslim
people eat foods which are halal, or permissible in their culture. Hindu people
regard the cow as sacred; thus, do not eat beef. A lot of them are also vegetarians
and do not eat meat and eggs.
Support workers can support a person's nutrition needs by assisting clients when
preparing their meals and encouraging them to make healthy choices according
to their care plan.

Water
Our body needs water to maintain healthy body systems. The average adult human
body is made up of about 50-65% water.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 54
The body regulates fluid and electrolyte composition through the kidneys by
controlling the volume and composition of urine. Electrolytes are substances in
the human body that have an electric charge. Some of the examples of electrolytes
in the body are:

Sodium Calcium Potassium

Magnesium Chlorine Phosphate

Blood, urine, and body fluids have electrolytes. Electrolytes in the body need to
maintain their balance for the cells and organs to function normally. Electrolyte
imbalance can cause dehydration or overhydration.
During hot weather, it is important that a person maintains adequate fluid intake
to prevent dehydration. Overhydration is caused by drinking too much water to
quench excessive thirst. It can also be caused by illnesses such as liver disease and
kidney problems.
The kidney is one of the major organs in which specific
structural and functional phenotypic changes occur
with ageing. The elderly can maintain water and
electrolyte balance under normal conditions. An illness,
a decline in cognitive ability, and certain medications
can pose risks to this balance.
As a support worker, you can support a person to
maintain their fluid needs by maintaining an adequate
fluid intake according to their care plan.
Temperature
The normal core body temperature is 37.0 degrees Celsius. The body regulates the
temperature when exposed to a warm or cold environment. Body temperature is
controlled by the hypothalamus, which has its processing centre in the brain. It
triggers changes to the sweat glands and muscles to control body hair.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 55
 Activity
Watch the video to know what happens in the human body during
changes in temperature.
Temperature Regulation Of The Human Body

The normal core body temperature

does not change much with ageing.
The body, however, finds it harder to
control its temperature as one gets
older. A decrease in the amount of fat
below the skin makes it harder to stay
warm.
The body's ability to sweat also
decreases in ageing. Elderly clients
may have difficulty telling when they
are becoming overheated. This puts
them at high risk of overheating (heat stroke). They are also at risk for dangerous
drops in temperature when exposed to a freezing environment (hypothermia).
Support workers can support a person to maintain comfortable body temperature
by assisting them in choosing appropriate clothing for warm and cold weather.
They can also help the client in maintaining a comfortable environmental
temperature, e.g. use air conditioning, open windows, if required, and sit in the
shade while outdoors.

Sleep
An average adult requires about 7.5 hours of sleep to help maintain healthy body
systems. Some people have trouble sleeping as they age. A person who has been
sleeping deprived may show the following symptoms:
• Always hungry
• Gains weight
• They are impulsive
• They may not pay attention and have a short memory

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 56
 • They have trouble in decision-making
• Motor skills become impaired
• They are emotional
• Easily gets sick
• Skin looks dry

Support workers can support a person's sleep by assisting them in maintaining their
sleep and rest routine according to their care plan. For some people, it is important
that their sleep and rest routine be strictly followed.

Exercise

World Health Organisation, 2019

Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 57
 Do you want to read more about the topic?
• Range of Motion Exercise
This webpage explains the different types of ROM

Hygiene

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 58
4.2 Social Needs

Social networks can include:

•

•
•

4.3 Emotional Needs

•
•
•
•
•
•

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 59
 •
•

4.4 Cultural Needs

4.5 Safety

Activity
List five (5) things which you can do to maintain your health and
wellbeing.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 60
Chapter Review

Knowledge Check
True or False
1. Metabolism is a physical process that breaks down excess
amount of carbohydrates, amino acids, and lipids
2. Sex cells are also called as gametes.
3. Emotional needs are not as important as the other basic
body needs.
4. Each body system have different functions in the human
body
5. Documenting and reporting risks and hazards helps
maintain a healthy and safe environment.

Summary
By now, you should be familiar with these ideas:
• Understand that different cells have different roles that makes a
body function properly
• Remember that there are different systems working together in
a human body
• Anticipate basic body needs of a person needed to have a
healthy wellbeing
• Familiarize yourself with the different process and procedures on
reporting possible abuse and neglect

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 61
II. INDIVIDUALISED SUPPORT

spiritual, cultural and social needs).

Care plans are developed with a person-centred approach. A person-centred
approach to care planning focuses on the needs, strengths and goals of the individual
and a plan is designed to assist the individual to meet their individual needs. The aims
of a person-centred approach to care and planning are person empowerment and
control over their life and life goals.
Care plans are regularly reviewed and updated by relevant stakeholders (e.g. client,
family members, doctor and registered nurse) to meet changing needs to ensure the
care plan goals are being achieved. They can be reviewed as required: every three

needs.
All staff, including yourself, will be responsible for maintaining the care plans for
people in your care. It is part of your role and responsibility to document and report

It is important to know where to locate and understand organisational policies and

procedures concerning documents and the care planning process. Always ask your
supervisor for directions and clarification if you are ever unsure.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 62
1. Ageing and Disability
1.1 Ageing
With an increasing number of older adults
in the population and increasing
associated health costs, aged care has
gained a significant national profile. There
is now a recognised need for an
appropriate range of choices in residential
aged care, respite care and community-
based care where the person can stay in
their home longer. The philosophy in
providing support for our ageing
population is now seen to involve:
• more consideration of the issues affecting the older adult's ability to be
independent
• a focus on social and family networks providing increased support
• increased assistance for the older adult to remain at home, leading as active
a life as possible
• increased recognition of the rights of the aged
• education of the aged to pursue their rights
• free access to mufti-disciplinary health assessment
• use of institutional care only as a final resort
• varied institutional settings allowing for high-level care only when necessary
• emphasis on preventive programs

Lifelong accumulation of damage causes ageing, and it begins early. Embracing

lifelong approaches to healthy ageing is important. The following are some of the
factors that affect the older person requiring support:
• Attitudinal barriers These are behaviours and perceptions about ageing
and disability that cause difficulty or misunderstanding with them and other
individuals. Some attitudinal barriers include:
▪ Presumption that older individuals have unfair advantages.
▪ Presumption that older individuals are incapable of accomplishing
tasks and not have the opportunity to display their skills.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 63
 ▪ Because older individuals may be impaired in one or more major life
functions, some people treat them as second-class citizens.
▪ Some people feel sorry for older individuals, which tends to lead to
patronising attitudes.
• Physical health condition
• Social, emotional and mental health condition of the older person
• Access to support from family, carers, financial capacity, etc.

Other factors include personal choice (how to exercise and preserve it), biological
and psychological barriers to independence and consideration for carer's health
and wellbeing.
When an ageing person has an informal carer, the changes they experience can
affect the degree of assistance they provide. An informal carer is broadly defined
and refers to any relative, partner, friend, or neighbour who has a significant
personal relationship with a person and provides a broad range of assistance for
them. Service providers must respect and acknowledge the needs of the carer. If
these needs are not met, the carer may become distressed and depressed. This
can have a negative impact not only on them but also on the person they are caring
for.
Another issue older adults can face is stereotyping. Stereotypes can be defined as
characteristics assigned to entire groups of people. Stereotypes, however, tend to
be biased and are often unflattering ideas about the characteristics of particular
groups of people. Stereotypes about ageing and the older adults picture all
members of the group as having the same generally undesirable characteristics.
Grey hair, forgetful, short-sightedness, deafness, wrinkles, bad temper and
intolerance of the young are common ageist attitudes of the older person.
Stereotyping tends to encourage certain attitudes and confirm undesirable
perceptions of the group it is applied to. As a result, this can cause discrimination
towards older adults. This can also cause what is known as `self-fulfilling
prophecies'. If older adults are stereotyped often enough, they can start to believe
in the truth of the stereotype and this, in turn, makes them start to act in the way
they are depicted.
Discrimination against clients can be minimised or prevented if policies and
procedures about this are set in place. The Aged Care Act 1997 (the Act) makes
sure everyone who needs aged care has access to it, where it is available,
regardless of their race, culture, language, gender, economic circumstance or
geographic location.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 64
Managers and supervisors know the policies about caring for older adults and can
offer guidance on ageist attitudes. There are also brochures and books put out by
the government departments with advice on stopping ageist attitudes.

Knowledge Check

1. What are the common stereotypes or discriminating attitudes about

2. How do you think would the older people feel when they hear
about these stereotypes discrimintaing attitudes

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 65
1.2 Disability
There are several key issues that people with a disability are faced with, and these
include the following:
• discrimination
• access to education and employment
• participation in society
• finances
Lack of access, attitudes and ignorance are barriers that create many difficulties for
people with a disability and their families. Disability services must use strategies to
help remove barriers that prevent people with disabilities from participating in
society. The extent to which people with disabilities participate will vary, but the
aim is to maximise their access to opportunities that are available in mainstream
society. Disability services must reflect the aims of the person-centred approach in
terms of empowering people to pursue their goals and ambitions.

2. Policies and Procedures

Policies and procedures exist within organisations to ensure there is consistency in
the delivery of care.
Policies are formal statements that guide the decisions of staff. They combine the
values of the organisation within the broader professional and legislative framework
to which the organisation belongs. Policies should be consistent with relevant
Australian and state legislation, for example, the Occupational Health and Safety
Act, the Aged Care Act and
the Disability Services Act.
Procedures reflect the
policies of the organisation.
Procedures are step-by-step
instructions on how to
perform specific tasks, and
they provide clear direction
for all workers. Having
systems in place ensure that
everyone knows what to do and how to do it. For example, an organisation's
process for hand washing, manual handling, complaints/grievances and privacy
and confidentiality explains in detail how to carry out these tasks step-by-step.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 66
It is also imperative that if you have any doubts or queries about what you need to
do then ask your supervisor or colleagues for answers before attempting to do a
task. The reason for this is that it may cause harm to your clients, to you or your
colleagues.
Human rights must be considered when making policies and procedures in an
aged care facility. The human rights approach incorporated in the aged care reform
package to the delivery of services for older Australians aims to promote people-
centred decision-making and real change in organisational culture. (Australian
Human Rights Commission)

3. Service Delivery Models

There are different service delivery models in aged care. These are in place to
ensure that older persons will be provided with the necessary care and support for
their ageing needs. Service delivery models in aged care include the following:
• Residential care It offers on-going care, usually permanent, in a residential
care facility tailored to an individual's needs.
• Respite care It offers temporary, short-term care in a residential aged care
facility to support both older people and their carers to live at home for as
long as possible. (AIHW, 2019)
• Home and community care It provides care and support services to assist
older individuals in continuing living independently in their own home.

The Aged Care Funding Instrument (ACFI) is a resource allocation instrument. It

focuses on the main areas that discriminate care needs among residents. The ACFI
assesses core care needs as a basis for allocating funding.
The ACFI focuses on care needs related to day to day and high-frequency needs
for care. These aspects are appropriate for measuring the average cost of care in
more prolonged stay environments. (ACFI, 2012)
The Australian Government pays approved providers an amount of residential care
subsidy for each care recipient.
Residential care subsidy is paid monthly and is calculated by adding the amounts
due for each resident for each day of the month. Providers submit a claim for each
month, including the details of each resident for whom they are claiming subsidy
in that month. They receive an advance payment in the first few days of each
month. This advance payment is then reconciled with the claim for that month and
the following month's payment is adjusted accordingly, either by making an
additional payment or by reducing the total amount paid in lieu of the previous
month. (Aged Care Funding Instrument (ACFI) User Guide, 2019)
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 67
The Australian Government also pays approved providers an amount of home care
subsidy for each care recipient. Home care subsidy is generally paid monthly and
is calculated by adding the amounts due for each recipient for each day of the
month.
The Australian Aged Care Quality Agency has set the following Accreditation
Standards for service delivery models:
Residential Care
• Standard one: Consumer dignity and choice
• Standard two: Ongoing assessment and planning with consumers
• Standard three: Personal care and clinical care
• Standard four: Services and supports for daily living
• Standard five: Organis
• Standard six: Feedback and complaints
• Standard seven: Human Resources
• Standard eight: Organisational governance

Do you want to read more about the topic?

• Delivering quality aged care services
The content under the
discusses the different standards in aged care.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 68
Home and Community Care
➢ Standard one: Effective management
➢ Standard two: Appropriate access and service delivery
➢ Standard three: Service user rights and responsibilities

Do you want to read more about the topic?

• Home and Community Care Accreditation Standards
This pdf file contains the different information about Home
and Community Care.

Older clients usually seek aged care service delivery because they have needs that
could not be provided in their own homes. Some of these conditions include the
following:
• Incontinence It is the involuntary urination, usually caused by a medical
condition. It can affect a person's emotional, psychological, and social life.
This is a common condition in ageing as the muscles in the bladder and the
urethra declines in their ability to hold urine.
When not given proper care and attention, ageing clients who experience
incontinence may have symptoms such as smelling like urine, sheets and
clothing are stained with urine, and skin irritation.
• Dementia It is a medical condition that
is associated to a set of symptoms
affecting the brain such as a decline in
memory, impaired language and
communication skills, impaired
reasoning and judgment, inability to
focus and pay attention.
People aged 65 years and over are most
likely to acquire dementia. If their needs
are unmet, they would have a loss of:
▪ Self-esteem and confidence
▪ Independence and autonomy

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 69
 ▪ Social roles and relationships

• Hearing difficulties Age-related hearing difficulties can be seen through

the following symptoms:
▪ Verbal messages need to be repeated several times
▪ The client does not react to what you say
▪ TV or radio is set to loud volume
▪ Failing to follow the conversation in noisy surroundings

Ageing clients who are experiencing hearing difficulties may show

symptoms of irritability, negativism & anger, fatigue, tension, stress &
depression. They may also have avoidance or withdrawal from social
situations.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 70
As a support worker, you have the responsibility of responding to these needs of
the clients to ensure that their rights as a person are also upheld. These are the
ways to respond to the following unmet needs of the clients:

Condition How to respond to the needs

• Schedule bathroom breaks
• Use incontinent pads
• Keep their skin dry by changing garments
Incontinence when they are wet and applying a barrier
cream if the skin is frequently wet
• Follow their per care plan regarding
incontinence

• If the person finds verbal communication

difficult, speak slightly more slowly and use
simple words and sentences.
• Do things together - try to do things with
Dementia the person rather than for them when
offering assistance (
2019)
• Use the preferred communication method

• Face the hearing impaired person directly

• Speak clearly, slowly, distinctly, but
Hearing difficulties naturally, without shouting or exaggerating
mouth movements
• Assist client with hearing devices

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 71
4. Relevant Funding Models
Aged Care Funding Instrument
The Aged Care Funding Instrument (ACFI) is a resource allocation instrument. It
focuses on the main areas that discriminate care needs among residents in
residential aged care homes. The ACFI assesses core care needs as a basis for
allocating Government subsidy to aged care providers for delivering care to
residents. It consists of twelve (12) care need questions, as well as three (3)
funding categories. These categories are:

Activities of Daily
Living (ADL)

Behaviour (BEH)

Complex Health
Care (CHC)

Funding in each of these categories is provided at different levels:

High (H)
Medium (M)
Low (L)
Nil (N)

The ACFI focuses on care needs related to day to day, high frequency need for
care. These aspects are appropriate for measuring the average cost of care in
longer stay environments.

The Australian Government pays a monthly amount of residential care subsidy to

eligible approved providers for each care recipient.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 72
Residential care subsidy is paid monthly and is calculated by adding the amounts
due for each resident for each day of the month. Providers submit a claim for each
month, including the details of each resident for whom they are claiming subsidy
in that month. They receive an advance payment in the first few days of each
month. This advance payment is then reconciled with the claim for that month
and the following mont payment is adjusted accordingly, either by making an
additional payment or by reducing the total amount paid in lieu of the previous
month.

National Disability Insurance Scheme

National Disability Insurance Scheme (NDIS) is a

social insurance scheme that takes a lifetime
approach to supporting people with a disability who
are under the age of 65 and who have a permanent
and significant disability. Support is also provided for
their family/carers. The NDIS provides funding for
services that offer support for employment, health
and wellbeing, independence, social participation,
education and living arrangements.

Home Care Subsidy

The Australian Government pays an amount of home care subsidy to eligible
approved providers for each care recipient. Home care subsidy is generally paid
monthly and is calculated by adding the amounts due for each recipient for each
day of the month.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 73
There are four levels of home care packages:

Level 1 supports people with basic care needs

Level 2 supports people with low-level care needs

Level 3 supports people with internediate care needs

Level 4 supports people with high-level care needs

Home support assessment is conducted by the Regional Assessment Service

(RAS) for low care support in the pe home, and a comprehensive assessment
is conducted by the Aged Care Assessment Team (ACAT) for those with more
complex care needs. Assessment is conducted to determine care needs and
eligibility for Australian Government-funded aged care services, which may be
partly or fully funded.

5. Person-Centred Approach
The Care Plan
Every person in your care will have several documents and records about their care
requirements. The most important document you will work with is the care plan.
Every individual has their own care plan as their needs may differ with other clients.
A care plan gives all staff, including yourself as support workers, detailed
information about the elderly client and their specific care needs. This ensures
everybody works together consistently and provides the best quality care for them.
Before providing care and support as specified in the care plan, it is important to
confirm the following with the client:

• Confirm with the client their identity. All care plans must contain information
that identifies the client, which includes the client's name and their date of
birth. Some care plans will contain a photo of the client, but this must be in
accordance with the client's permission.
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 74
 • Confirm the support actions and activities indicated in the care plan.
• Confirm whether there are any changes to the client's preferences and care
needs (e.g. the degree of support required). You must report any changes
to your supervisor before these can be documented in the care plan.

Depending upon the client's individual needs, the information in care plans can
range from support with activities of daily living (ADL's) to additional support
including community access, behaviour support, and communication needs. ADL's
include personal hygiene, transfer, mobilising, eating, and bladder and bowel care.

A care plan is a 'dynamic' document. This means it is reviewed and updated

regularly to meet the client's changing needs. All staff, including yourself, will be
responsible for maintaining the care plans for clients in your care. Therefore, it is
part of your role to report changes to your supervisor.

A care plan contains information about the following:

• Care needs. These include daily activities and problems or issues of the
client which have been determined through formal assessment. For
example, a client with hearing impairment may require a particular type of
hearing aid to help them communicate.
• Goals and outcomes. These refer to what level of support is needed and the
result of the support after it has been provided. For example, the goal for a
client with hearing impairment may be to maintain effective two-way
communication. The outcome can include the client's increased ability to
express their needs with the help of communication aids.
• Interventions and actions. These are strategies on what needs to be done
to support the person to achieve or maintain goals and outcomes. For
example, you may be required to clean and check the batteries in a client's
hearing aid every day to ensure that it works properly.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 75
Organisations have different formats for care plans. Follow the organisation's policy
and procedures with the forms used and the procedures for care plan
development. Some care plans may require input for development and review
from other team members. For example, a Speech and Language Pathologist can
develop a care plan for clients with complex communication needs and/or
swallowing difficulty. A psychologist can develop a positive behaviour care plan for
a client with a disability with behaviour support needs. A Registered Nurse can
develop a care plan for personal care needs and complex health needs. Disability
support workers could develop a weekly care plan for a client with a disability with
input from the client, their family, co-workers, and
supervisor.

As a support worker, you will be part of the team

when care plans are developed. Your role involves
providing information about the person to others
when care plans are being developed. Support
workers directly support clients every day.
Because of this, the information that support
workers provide is valuable. While supporting
people and getting to know the person you are in
a position to support the person to express their
strengths, interests, goals and health and well-
being needs.

It is also your responsibility to work with and maintain appropriate relationships with
the people in the team. Through team collaboration, the best possible care can be
provided to help meet the client's holistic needs.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 76
Monitoring, recording, and reporting
Continuity of care and the pursuit of common objectives involve accurate and
precise verbal and written reporting and recording of information. Monitoring is
concerned with the observation and recording of the person's condition and their
holistic care needs. The client's condition and care needs can be subject to change
for many varied reasons. It is your duty of care to report any change in the client's
care needs, health and wellbeing to your supervisor. A client's care needs can
involve the following:

independence emotional
personal care
ability wellbeing

medical physical community

conditions conditions participation

changes in
behaviour and/or
behaviours of
concern

Monitoring is also concerned with the observation of the person's progress to the
planned targets, achievements, the person's responses and any changes. It must
include input from the client. It is essential to support the person to review their
progress. All care plans will have either a record of progress, chart and/or notes to
complete. As a support worker, it is your responsibility to ensure these are
completed.

Records involving the client are legal documents. When writing and maintaining
records relevant to the clients, remember the following procedures:

Progress Notes
Progress notes are legal documents and must be filled out according to process,
as accurately as possible, including all pertinent details relevant to the client. Such

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 77
a document is completed immediately after an incident has occurred. Remember
the following steps when writing progress notes:
• Write progress notes in print using black ink.
• Do not use correction fluid (whiteout) for errors.
• Put a line through any errors, rewrite the information, and sign your initials
on the correction.
• When you have made an entry, draw a line through to the end of the page.
• Write the dates when the note has been written, including the time of the
incident.
• All
• Never write a personal opinion (write objectively rather than subjectively)
and only write the facts. (QCAL, 2018)

• Ensure that you have the correct client records.

• Use only abbreviations approved by the organisation.
• Use terminologies accurately.
• Writing must be legible.
• direct words with quotation marks. Avoid writing assumptions.
• Entries must be factual, accurate and in a logical order.

• NEVER complete records on behalf of other staff members

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 78
 Example:
Mitchell, a 70-year old client, does not want to take the medication you brought him for
chest pains. According to him, he has already taken his other medicines, and it has done
nothing to suit his pain.

What to write in the progress notes:

 Mitchell refused to take the medication for chest pains because the other medication
is not helping suit his pain.

✓ Mitchell said that he does not want to take the medication for chest pains. He said,

Do you want to read more about the topic?

• Documenting Skills in Aged Care Progress Nots
This pdf file contains the different instructions and examples
on how to document improve your documentation skills.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 79
 Sample progress note:

Incident Reports
The aims of incident reporting are to:
• support the provision of high-quality services to clients through the full and
frank reporting of adverse events and subsequent analysis
•
monitoring and acting on trends identified through incident reports
• inform the appropriate ministers, the Secretary, executive directors, program
directors and directors of health and aged care, of significant incidents
affecting clients and staff, in a timely and accurate manner
• ensure due diligence and duty of care requirements are met and any
identified deficits addressed
• support organisational consistency

Consider the following process when writing incident reports:

• Respond to the immediate needs of the individual.
• Advise senior staff members.
• Contact the department and advise of the incident.
• Submit the incident report form. (Victoria State Government, 2013)

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 80
Note, however, that processes in writing these records may vary within different
organisations.

Activity
If you notice changes in the person's condition not only must you
report it to your supervisor but also write in the person's progress
notes. List the main points you must be aware of when writing in a
person's progress notes.

Person-centred planning
Care plans are developed through person-centred planning. A person-centred
approach focuses on the needs, strengths and goals of the individual and a plan is
designed to meet their individual holistic needs. With a person-centred approach,
the person has control and empowerment over their life and life goals.
Empowerment is the process of supporting people to assert their rights and make
choices about their own life. The main principles of person-centred planning are:
• The person being the centre of the planning process and fostering their right
to make informed decisions about their own life.
• Getting to know the person's needs, values, beliefs, preferences, dreams,
interest, likes and dislikes.
• Providing information and using the persons' preferred communication
method to support the person to make informed decisions about their own
life.
• Including family members, informal carer, health professionals, other service
providers and other people of the person's choice in developing
individualised care plans.
• Supporting the person to use their strengths and gifts in promoting
independence and quality of life.
• Person-centred planning meetings are conducted regularly to ensure the
person's current holistic needs are being met.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 81
In the context of individualised support planning and delivery for aged care service,
Person-centred practice for older persons is treatment and care provided by health
services that place the person at the centre of their care and considers the needs
of the older person's carers. (ACSA, 2008)

By following the persons individualised care plans, you can foster a person's
emotional wellbeing. Other support principals you can provide to support a
person's wellbeing further includes:
• Supporting autonomy and personal responsibility while maintaining the duty
of care.
• Fostering social relationships internal and external of the organisation
• Supporting independence as much as possible
• Fostering the person's strengths and abilities
• Showing respect
• Supporting privacy and dignity

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 82
6. Independence
It is essential that you recognise that each individual has a right to independence
which allows them to exercise control over his or her own life.
Why is it necessary and important to promote independence? You might consider
that to teach or encourage independence is time-consuming and challenging to
accomplish. You might think it quicker to DO the task yourself rather than assist
the person to attend to the task. An example may be in helping the person to
shower and dress, where it is easier and quicker for you to do the activity for your
client rather than getting/encouraging them to do it themselves or with assistance.
Independence is important for improving one's self-esteem and self-worth, for
having a choice and control within their lives.
Supporting independence is providing opportunities for the person to do as much
for themselves as practical while also maintaining your duty of care (ensuring no
harm comes to the person from action or inaction). Assistive devices can support
independence. The person would require an assessment by a health care specialist
such as a physiotherapist and/or an occupational therapist.
Assistive devices range from walking assistance items, shower chair, long-handled
shoe horn's, zipper pullers, knives and cups, portable shower chairs and beds, and
which are available to be used to provide assistance and promote independence.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 83
Active Support and Strength-Centered Practice
Active support is designed to make sure that people who need assistance have the
chance to be fully involved in their lives and receive the right range and level of
support to be successful. It builds on the person's strengths, that is, supporting the
person to engage in their life based on their abilities rather than disabilities.
(Association for Real Change)
The underlying principles of active support involve supporting meaningful activities
and relationships, helping people to gain more control over their own lives and to
become valued members of their community. It promotes optimum participation
in everyday activities of the person's own life. It involves developing and
maintaining skills in self-care, engagement in social activities and relationships.
The benefits of active support for people are:
• Promotes independence and autonomy
• Support choice and control over their own life
• Supports active participation in physical and mental activities
• Supports active participation in relationships
• Promotes health and wellbeing

Strength-centred practice the older person can do, and what they want to be able
to do; rather than focus on what they are not able to do and build on these. Similar
to the person-centred approach, the older client is the expert regarding the
outcomes they want to achieve in their life. The following are some of the
principles in a strength-based approach in the context of aged care service:
• Every older person has their strength.
• Trauma and abuse, illness and struggle have harmful effects, but they may
also be sources of challenge and opportunity for the older individual.
• Clients can best be served by working closely with them.
• Every environment has resources. (Strengths-based Approach: Definition,
History, Philosophy, Principles and Practice, 2013)

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 84
 Activity
Access case study by clicking on the blue link below. Discuss the
benefits of active support and provide an example of how you would
apply the active support model when supporting a person.
Case Study Active Support

Below are two examples of active support:

Jenny
Jenny is a fifty-five-year-old woman with a physical and intellectual
disability. Jenny loves cooking shows but has never cooked a meal. When
meals are cooked Jenny always watches the staff prepare them. One day
Jenny expressed an interest in cooking; she can make sandwiches and is
very creative at making the sandwiches look attractive and appetising.
To support Jenny to actively participate in cooking, picture cards are
shown of different meals for Jenny to choose from. The picture cards were
developed with input from Jenny, her mother, the support team and
Jenny's Speech and Language Pathologist. The cards are located in a place
where Jenny can access them.
Due to Jenny's physical disability, she is unable to hold a spoon and bowl
when missing ingredients. Jenny was referred to the physiotherapist and
now uses a spoon with an oversized handle and a non-slip mat to mix
ingredients.

little', and the correct guidance (e.g. verbal prompts, gestures and positive
feedback) to meet Jenny's needs. Jenny has now developed skills in
cooking and has developed her strength of making food look attractive.
Jenny now makes cupcakes for family and friends, and everyone
comments on how wonderful they look. This has increased her self-
esteem and confidence.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 85
 Tommy
Tommy is a seventy-year-old man with an acquired brain injury. Before staff
provided lots of caring support, however, this made Tommy dependent on the
staff for nearly all his activities of daily living. Tommy could only lift his arms and
lean forward when staff put his shirt on. Now Tommy chooses the shirt he
would like to wear and can put his shirt in with minimal assistance. Through
practice, correct guidance and the right amount of support Tommy is
developing new skills and is now more independent.

When supporting a person, there are prompting strategies you can do to help the
person learn new skills. These are
• Getting to know the persons preferred way to learn
• Gestures, e.g. imitating the task
• Verbal prompts, e.g. hold the bowl, great work
• Physical prompting, e.g. passively assists the person physically as the person
requires.
• Modelling, e.g. showing how the task is done
• Encouraging positive feedback by way of the person's preferred
communication method.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 86
7. Privacy and Dignity
Privacy is a fundamental right for all humans.
The privacy and confidentiality of residents must be upheld at all times when
providing personal care. This can be demonstrated through the following:
• the home and the approved provider are not informed orally, or in writing
of the names of residents or representatives interviewed by the team,
• interview records are not left in view of anyone at the home
the reports prepared at the end of each visit do not disclose the identities
of residents or their representatives interviewed. (ASHM)

When providing personal care in respite care or a client's home, it is important to

consider the following:
• When working a person's home always knock on their front door and wait
for them to answer before entering.
• Always knock before
• Maintain the personal dignity of the person and keep doors closed, draw
curtains or screens when the person is undressing, showering/bathing or
using the toilet/commode.

• Do not touch a person's personal belongings without permission. Some

people may see this breach of their privacy as touching them without
permission.
• Ask the person for permission before you open their drawers, cupboards or
wardrobes. (Course Hero, 2019)

It is easy for Support workers who have been working with the same person for
some time to forget these basic 'rules'. Think about how it would feel if your privacy
was invaded. The client may not want to be seen as a 'complainer' when a support

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 87
worker forgets these basic rules. So, don't assume that the client is happy with the
way things are done, always check by asking if your actions are correct.

7.1 Confidentiality
Confidentiality is seen as an obligation to the provider of the information whereas
privacy is an obligation to the source of information. Confidentiality and privacy
require that all parties must ensure that information is restricted to those who
genuinely need to know and that those people should only be told as much as

starting point here, along with the general principle that any information that you
have about a person is private and confidential and should not be passed on to
anyone else without that person's consent. Breaching of confidentiality can lead to
legal action and dismissal.
Each organisation will have a policy and procedure manual, and it is your
responsibility to read them to ensure you know how your job is to be done.
Personal information refers to any material whether a photograph, video, spoken,
written or otherwise that would show clear identification of a person or personal
details.
• Personal information should only be collected from individuals with their
informed consent.
• Personal information is accessible only to staff who need access to perform
their duties.
• Personal information is not made available to third parties without the
express consent of the individual, except where this is necessary to achieve
the primary purposes for which the information was given.
• All personal information must be protected from loss, modification and
misuse.
• All personal information collected is stored in locked filing cabinets.
• All personal information stored on computer files is password protected.
• When a client's file is transferred from an office to a person's home all
personal information is kept secure in a locked briefcase.
• Respect the persons' privacy as you would any person's. Do not gossip
about their ailments or personal affairs with people inside, or outside.

Clients give the names of next of kin or other family or non-family members who
they wish to have access to their personal information. If they have no known next
of kin or are unable to provide a name, the Guardianship and Administration Board
can assist with the appointment of a person as the guardian. The guardian can help

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 88
the client with informed decision making on their personal and lifestyle choices if
they have impaired decision-making capacity. The person appointed as guardian
can be granted a power of attorney over the affairs of that care recipient.

IMPORTANT points to remember when providing support as per a

• Introduce yourself
•
plan
• Communicate with the person about the activity and their preferences
including cultural needs
• Support as much independence as practical
• Maintain privacy, dignity and confidentiality at all times
• Effectively communicate at all times
• Maintain duty of care
• Maintain a safe environment
•
needs to the supervisor

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 89
8. Duty of Care
Duty of care is the obligation to take reasonable care of a person. A support worker
has a duty of care to anyone reasonably likely to be affected by their work activities.
As a support worker, you need to use your skills and knowledge to judge each
situation, take into account what you know about the person and think about the
possible risks and how serious the risks might be. A risk is an action or inaction that
could lead to an undesirable outcome.

Duty of care encompasses the rights of the older person to self-determination,

independence, and dignity. It generally includes the responsibility of the support
workers to ensure that the full range of an older person's rights is safeguarded and
upheld. These rights need to be considered alongside other issues raised by the
duty of care, such as physical safety, the right to take risks or dignity of risks, and
the need to break confidentiality. (www.sa.agedrights.asn.au) Consumer-directed
care (CDC) in aged-care support the dignity of risks principle by allowing residents
and clients to make their own decisions regarding the things they want to do and
take it at their risks.

A duty of care is breached if a support worker behaves unreasonably or fails to act

(which can also be unreasonable) in a particular situation. Duty of care can be
breached either by action or inaction. Where a breach of duty of care is found,
workers may be liable for negligence. Workers need to ensure that they are familiar
with the standards of practice, their industry standards, and any limitations that they
may have in carrying out that service. Support workers must always work within
their role and responsibilities.

Duty of care is ultimately about some very simple things:

• Taking reasonable steps to prevent injury or harm

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 90
 • Using common sense
• Being responsible and sensible in your work
• Consulting with your supervisor if you have any concerns.

When a support worker fails to perform the job as required, they may be found
guilty of negligence. For example, the facility has a policy stating that bed rails
should be up at night. The support workers forgot to implement this task, causing
the elderly client to fall out of bed and injuring themselves. The support workers
may be found guilty of negligence.
This is the term used when support workers fail to meet the relevant standard of
care. This might be a support worker doing something they should not have done
or failing to do something they should have done. Again, it will depend on whether
the mistake was reasonable in the circumstances.
This may also arise when a support worker is unsure about the capacity of the
person to make their own decisions. Informed decision-making must be voluntary,
and there must be an understanding of the consequences of the decision. The law
assumes all adults are competent unless legally found not to be so. Judging a
person's competence is not the support workers role. Always talk to your
supervisor if you are unsure of any situation.
Behaviour is deemed unethical when a support worker is not behaving reasonably
toward a client and is in breach of the organisation's code of conduct. Ethical
conduct means selecting the right actions and rejecting the wrong ones.
Duty of care encompasses all the legislation and laws in Australia. As a support
worker, you have a duty of care to take reasonable care not to harm another
person from your action or omission. Reasonable care is an action or inaction
following the laws, service standards and the values of the community. By law,
you have a duty of care to not only the person you support but also to their family
members, carers and members of the community who have contact with staff and
the organisation.
When considering the duty of care issues and you are unsure always talk to your
supervisor. Things you must consider are:
▪ The Service Standards
▪ Your role and responsibilities
▪ The possible risks and hazards that may occur
▪ The possible risk management strategies
▪ Client and stakeholders views

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 91
 ▪ Specific or statutory requirements
▪ Comparison of possible harm to potential benefits
▪ Directions on the care plan

When considering the duty of care issues and you

are unsure, always talk to your supervisor.

Support workers also have a duty of care towards their clients for any suspected
abuse. Aged Care providers must have systems and protocols in place that enable
mandatory or compulsory reporting of allegations or suspicions of unlawful sexual
contact, or unreasonable use of force on a resident of an Australian Government-
subsidised Aged Care home.

Compulsory reporting of assaults is the responsibility of an approved provider

under the Aged Care Act 1997 (the Act). Approved providers must:
➢ report to the police and the department incidents of alleged or
suspected reportable assaults within 24 hours of the allegation, or when
the approved provider starts to suspect a reportable assault
➢ take reasonable measures to ensure staff members report any suspicions
or allegations of reportable assaults to the approved provider (or another
authorised person), to the police and the department
➢ take reasonable measures to protect the identity of any staff member
who makes a report and protect them from victimisation. (Compulsory
Reporting, 2016)

Do you want to read more about the topic?

• Guide for reporting reportable assaults
This webpage discusses the elements, different reportable
assaults, and where and how to report assaults.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 92
9. Risks in the Workplace
Service providers have a duty of care to promote and implement work health and
safety policies to minimise and eliminate risks in the workplace,
The following major risks which are typically encountered in aged care facilities
and how support workers and the service provider can respond to these risks:
• Manual handling injuries These are injuries resulting from tasks involving
the use of force such as lifting, lowering, pushing, transporting, or
restraining a person. These also include repetitive tasks. Common injuries
related to manual handling can include lower back pains and acute, trips,
falls, or fractures due to accidents. The following are ways to respond to
these risks:
o ensure that bathroom design allows
sufficient space for shower trolleys,
hoists and commodes
o install overhead railing, hoists in
rooms used for heavy or non-weight
bearing residents
o purchase height adjustable electric
beds
o maintain all wheels on linen trolleys,
commodes, hoists, etc.
o ensure that the wheels on trolleys are
compatible with the floor coverings

• Resident aggression These are challenging behaviours shown by older

clients and may include acts such as hitting, kicking, pushing, or verbal
abuse. This can be a resident-to-staff abuse or resident-to-resident. The
following are ways to respond to these risk:
o report concerns to a supervisor, the resident may require health
professional review
o follow directions on the support plan and complete relevant
documentation
o train managers in record keeping, analysing reports and hazard
management
o employee discussions and problem-solving
o work in pairs/teams and avoid rotating employees between
residents

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 93
 o
front
o train employees to protect themselves by defusing situations using
negotiation and anger management skills

• Infection Transmission of infection in the aged care facility can cause an

outbreak of illness, if not controlled. There are recommended ways to
respond to the risks of infection:
o Wash hands properly
o Wear personal protective equipment (PPE)
o Consider all possible sources of infection to identify potential hazards
including:
• resident equipment such as nebulisers, glucometers, dosettes
• wound and skin care
• continence management
• management
o Develop policies and guidelines (in consultation with staff) to make
sure standard precautions are always met when:
• treating and caring for residents
• handling food
• cleaning and laundry tasks
• managing sharps and needlestick injuries

Activity
1. Consider a typical aged care facility. What are other hazards
and risks that are often ignored in the workplace?
2. How can these risks be prevented?

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 94
10. Safety and Feeling of Security
Older adults and people with a disability can experience safety and security risks
associated with the effects of ageing and/or a disability. Possible risks include:
• physical, including people who use wheelchairs and people who have
difficulty walking
• sensory (vision and hearing)
• people with disabilities that affect communication and thought processes

Physical
People who experience difficulty walking may have disabilities that arise from
conditions including stroke, lower limb amputation, cerebral palsy, Parkinson's
disease and arthritis. People who experience difficulty walking are at risk of falls.
This description includes those people who:
• use a walking aid (crutches, stick, frame, guide or assistance dog)
• wear a leg brace or have an artificial limb;
• have limited physical stamina;
• have stiff or painful back, hips, knees or ankles;
• have uncoordinated movements;
• have balance problems

When supporting a person with a physical disability to access community venues,

some things can help maintain the person's safety and feeling of security, these
include;
• handrails at the place can ensure adequate support and a sense of
confidence and ease when negotiating steps
• provision of seating in waiting areas, at counters and along lengthy walkways
can reduce fatigue
• awareness of ramp and lifts at the venue for access
• identify access hazards associated with doors, including the need to
manipulate a handle while using a walking aid and difficulty moving quickly
through swinging doors
• non-slip surface to minimise the risk of injury
• accessible transport vehicle, e.g. maxi taxi

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 95
 Activity
Access the following site by clicking on the blue link below.
Discuss five (5) strategies for falls prevention.
Fall Prevention for Older People

Personal safety
When supporting a person to access community venues, some things can help
maintain the person's safety and feeling of security, these include:
• Keep money and credit cards in a safe place.
• Have an independent personal alarm
Being aware of people who may take advantage of older adults and/or people with
a disability

Activity
Read the guide on preventing falls from the Department of
Health website by clicking on the blue link below. Provide five (5)
suggestions for preventing falls.

Sensory
When supporting a person with a sensory disability to access community venues
some things can help maintain the person's safety and a feeling of security, these
include:

• Information that is both written and spoken in public buildings such as

transport terminals and airports (e.g. visual display boards as well as voice
announcements)
• Audio loop system or other appropriate hearing augmentation systems
• Audio-tactile devices at road crossings

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 96
 • Other ways a person can identify changes in direction, changes in level,
hazards and obstacles by, e.g. Tactile Ground Surface Indicators (TGSI)
• Ensure glasses are clean and/or hearing aids are working.

Complex Communication needs

People with a wide variety of disabilities, including intellectual and cognitive may
have difficulty when it comes to asking for things and understanding information.
You can support a person to overcome these things with;
• Helping the person to use Augmentative and Alternative Communication
(AAC) methods that best suits them to communicate and interact.
• Pre-plan the activity with the person. Consider that if a person accesses the
same venue on the same day and time, they will be recognised as a 'regular'
and be afforded more status than if they went to a range of venues spread
across different times. They would be recognised as an individual by both
venue staff and other 'regulars'. (Disability Services)

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 97
11. Communication
Communication is a process where people can share information, make decisions
and express them self. It is a two-way process. As a support worker, you will
communicate with a range of people, one-on-one and also in groups.
Barriers to effective communication can include a person's hearing and visual
ability, environmental barriers such as noise and extreme temperatures, emotional
barriers such as anger and mistrust, cultural differences and language barriers.
Effective communication includes showing genuine interest and respect towards
the other person. Interpersonal communication skills include:

Effective Listening
We sometimes think that we are listening when we are not. For instance, we jump
to conclusions before someone finishes what they are saying. We sometimes even
finish the sentence for them. Being a good listener is about understanding what
the other person is honestly saying.
Listening is an essential communication skill. Active listening is not only about
hearing what the person is saying but also understanding how they are feeling.
Active listening is about re-stating or paraphrasing what the other person has said
to confirm your understanding and show you are listening.
The following are strategies that can help us be an effective listener:
• Reflection - paraphrase what the person has said to ensure you understand
their thoughts and reflect your understanding.
• Try to picture out what the other person is saying.
• Be aware of non-verbal expressions.
• Listen attentively.
• Provide a relaxed and quiet environment.
•
communication.

Silence can provide time for a person to think about and process what has been
said. Showing genuine care towards a person and using practical communication
skills can help build a trusting relationship.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 98
Audience Understanding
Try to look at the other person's point of view. If you see the situation from their
eyes, you might understand better and be able to assist better.

Channel Awareness (all senses)

Being aware of who is sending the message, who is receiving, what the message
is and the channels used is vital to understanding correctly. Pay attention to the
signals! Use all the senses to listen! Some are mixed messages which include verbal
and non-verbal cues. These cues might be missed if attention isn't paid to the
message. For instance, someone might say "see you real soon!" This sounds nice
enough, but if the person grimaced when they said it, that could signal an untrue
thought and feeling.

Perceptual Clarity
Each individual perceives things differently. It is important to get in the other point
of view to have an accurate insight into the situation.

Effective Verbal Messages (reasoning, evidence, credibility, organisation and

style)
Using these factors to establish respect and understanding of the situation is
essential in the communication process. An excellent communicator will build
credibility and present it with sound reasoning and evidence. Useful tips include:
• Speaking clearly
• Speaking at a normal pace
• Using everyday words
• Using short sentences and discuss one piece of information at a time
• Asking questions for clarification of the message

Appropriate Self-disclosure
Knowing when to share personal information is important.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 99
Effective Nonverbal Messages
Language allows us to go where we need to go into communication. It's like a
map. It isn't as important to know it as it is to understand how to use it correctly.
Words seldom capture all there is to say. A caring touch, a caring look or other
nonverbal cues say a lot. These things can reinforce messages and create sincerity
(be aware of cultural communication norms). Consider the following for effective
nonverbal communication: (Interpersonal Communication Involves, 2002)

• Use gestures and facial expressions to enhance communication, e.g.

nodding your head
• Make eye contact (being aware of cultural norms)

By using effective communication skills and showing empathy , you can

support the person to express their individual needs and develop effective
relationships.

Research has shown that there are three fundamental skills in making effective
relationships. These can best be described under three headings- Respect,
Empathy, and Genuineness.

Respect - respect is behaviour which conveys to others that they are worthwhile,
unique and valuable. It involves a commitment to live in such a way as to make
other people feel important.

Genuineness - Acting appropriately, sincerely and honestly

Empathy - Relating or sensing other people's emotions how they feel it, and the
ability to see a situation their way. In other words, putting yourself in the other
person's shoes. Empathy is conveyed by:
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 100
 • Reflecting back to the other person feelings you are picking up on, "You
must have felt very angry," "You sound very happy".
• Sharing related experiences of your own
• Smiling when the other person smiles, frowning when the other frowns
(behavioural mirroring)
• Trying to understand why a person 'did what they did' or 'said what they said'
• Asking questions to gather information and genuinely making enquiries to
understand more where the person is coming from
• Recalling what it is like to be in that situation yourself

Through effective communication and showing genuine care, you can help to
build a trusting relationship with the person.

Communicating with a person with complex communication

needs
Communication is an important issue for all people with sensory, speech or
cognitive impairments because of the effect it can have on socialisation and
psychological wellbeing. Being inhibited in the ability to communicate can harm a
person's sense of identity and self-image.
There are several strategies that you can use to support people with complex
communication needs. These include:
• Talking with the person and family members to learn about the person's
preferred communication method.
• Using relevant communication aids that suit a
Augmentative and Alternative Communication (AAC) are systems, tools and
devices to facilitate communication.
• Seeking, listening to and following advice from specialists.
• Show respect and look at the person when you are addressing him/her.
• Seeking opportunities to support and encourage people with disabilities
to communicate.
• Using effective listening and communication skills.
• Convey to the person with a disability and family that they are important.
• Convey honesty and trustworthiness.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 101
 • Communicate with each person as an individual. To do so, you must try to
get to know the person, listen to the person and put yourself in their place.
• Accept and respect the person as a person first and having a disability
second.
• Provide a comfortable environment (lighting, temperature, furnishings and
reduced noise).
• Establish a relaxed, unhurried setting.

Specialist Service
Specialists are available to assist people with complex communication
needs. Depending upon the person's disability the following specialists can
assess the person to determine the best way to support communication
opportunities.
• Speech and Language Pathologist (SLP) Assess, diagnose and
provide treatment for people with communication and swallowing
disorders. SLPs work in public health systems and private practice .

• Occupational Therapists (OT) Assess the bodies function to use

Augmentative and alternative communication (ACC) tools and
devices

Augmentative and Alternative Communication (AAC)

Some people may require more than one AAC support to help them communicate.
Their communication need is as individual as they are. A person can have a
communication assessment done by a
specialist to determine their
communication needs.
Always use the person's preferred
communication method when you are
communicating with them. It is
important to use AAC methods in a
clear and consistent manner every time
you communicate with the person.
Types of Augmentative and alternative communication:
• Signing

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 102
 • Object symbols
• Photos
• Drawing symbols
• Communication book
• Chat books
• Electronic communication devices
• Spelling boards
• Facial expressions and body language
• Pointing and gestures

Cultural Awareness

Cultural Awareness is defined as "someone's understanding of the differences

between themselves and people from other countries or other backgrounds,
especially differences in attitudes and values" by collinsdictionary.com. Culture is a
person's identity, learned from a different generation and the community. It exists
in different ways, from how you speak to how you dress. Being culturally aware is
evident in how you interact with people with diverse backgrounds.

Successful communication involves both verbal and non-verbal interaction. That

is, to get our message across to others and to understand them, we need to speak
and gesture effectively. As many people are born in another country or speak more
than one language, we need to know information about them to ensure their care
needs are met. As people age, it is typical for the language used to go back to their
first learnt language. It is imperative that we recognise this is happening and follow
precise steps to support the person. Learn about the other person's culture to
enhance your understanding. Cross-Cultural communication is interacting with
people from different cultures in a way that minimises risks of misunderstanding.

The following are some tips for communicating across cultures effectively

Slow Down

• Slow down and speak clearly and make sure to enunciate each word.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 103
Separate Questions/Ask Questions Clearly

• For native English speakers, asking questions in succession might be

perfectly understandable, but this might cause confusion for someone
whose first language isn't English
• Avoid using negative questions.

Take Turns Talking and Listening

• Communication involves talking and listening. Make a point to actively listen

and get any input from the person you're talking to will prevent them from
being frustrated and withdrawn. Taking the extra time to listen and ask
questions for clarification will also save you more time in the future.

Write it Down

• Take notes. Not only will note taking help you remember important key
points and details in your conversation, but it will also help you focus and
understand things better.

Be Supportive

• Effective cross-cultural communication is all about being comfortable in

expressing yourself. Giving words of encouragement will help people with
weak English the confidence and support they need.

Check Meanings/Encourage Feedback

• When communicating across cultures, never assume that the other party
understood what you meant. Summarise what has been said and encourage
an exchange of thoughts on the matter.
• Explain terminologies or jargons that might not be familiar to the person
you're talking to.

Avoid Slangs

• Slangs are informal words that are typically used by a specific group of
people. These words may be unfamiliar with the person you are talking to
and might cause confusion.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 104
 • If slang usage can't be avoided, properly explain the meaning and usage of
the word.

Watch the Humor

• Communicating humour across cultures can be very tricky: something

humorous to you might be considered rude to others. It is best to practice
professionalism and follow protocols to avoid misunderstandings.

Maintain Etiquette

• Many cultures have a specific set of etiquette and proper manners when
communicating. It is an excellent idea to do your research before interacting
with them and if time permits, undergoing cross-cultural awareness training
about will be beneficial. (

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 105
12. Role and Responsibilities
Ageing clients are not only confined under the care of the support workers in the
aged care facility. There are also other people involved in providing support and
care, and they have roles and responsibilities to fulfil, including the clients
themselves
• Person being supported It includes the role of the client, patient, and/or
care recipient. They have the following responsibilities:
• to respect the rights and needs of other people within the residential
care service, and to respect the needs of the residential care service
community as a whole;
• to respect the rights of staff to work in an environment free from
harassment;
• to care for their health and wellbeing, as far as they are capable;
• to inform their medical practitioner, as far as they are able, about their
relevant medical history and current state of health. (Aged Care 101)
• Carers and family members Their roles include friends, family members
(spouse, father, mother, son, daughter, etc.), and other relatives. They
provide support with activities of daily li
There are instances when a client assigns a substitute decision maker for
themselves, and these may not include their immediate family members.
Carers and family members, including substitute decision makers are sought
for assistance if the older client or person with a disability is unable to
provide consent for themselves.
• Health professionals These would include
the nurse, doctor, physiotherapist,
psychologist, and therapist among others.
Healthcare professionals help ensure the care
and support provided to the elderly is in line

professionals have a wide range of roles and

responsibilities. For example, doctors attend

assist the doctors in carrying out medical

orders. Physiotherapists help clients to keep
moving and to function as well as they can,
and so on.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 106
 • Supervisors These would include the registered nurse, residential care
manager, and team leader. Supervisors oversee the roles fulfilled by the
people providing health care to the clients. The supervisor may also work

optimum care.
• Support workers They can refer to individual support workers, support
workers, caregivers, and aged support workers. Support workers provide
physical care and emotional support to older people who require assistance
with daily tasks, work within the scope of their responsibilities, and report
concerns to their supervisor.
As a support worker, it is also your role and responsibility to follow the care
plan and meet the
implementing a care plan consult with the person and seek advice from the
supervisor.

Care providers typically have policies relevant to work role boundaries, which
outline specific responsibilities and limitations within each role. This would be
described in the support workers job description, and employee handbook.
Direct support workers must ensure that their support skills are maintained and
developed. The following are examples of practices that they can do:
• Professional development activities in the workplace (provided by the
organisation)
• A range of vocational education training for individual support qualifications
• Performance improvement plans
• Skills training

Seek advice from your supervisor on how these can be accessed from your
workplace.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 107
13. Community Participation and Inclusions
The social model of disability argues that it is the society that hinders people who
have a disability, and therefore it is the society that needs to change. Society makes
it difficult for people with a disability to participate fully and so they often feel
marginalised and isolated from other people who do not have a disability.
The goal of the social development model is healthy behaviours for all.
Three critical conditions are necessary for healthy attachment to occur:
1. Having opportunities for meaningful involvement with a positive
social group or individual.
2. Learning and practising the emotional, cognitive, social, and
behavioural skills to participate successfully in these opportunities.
3. Receiving recognition for their involvement.
Four key external principles include:
1. Support - from a network such as family, caring neighbours,
community services staff, and the community.
2. Empowerment - the belief and practice of valuing the
contributions of people
3. Boundaries and expectations - clearly set, communicated, and
supervised rules and expectations.
4. Constructive use of time - time spent in the arts, sports, education,
social groups, activity groups, etc.
Four key internal principles include:
1. Commitment to learning - the person sets personal goals to learn
new skills and does so with a positive attitude.
2. Positive values - living by the values that keep them safe, healthy,
and responsible.
3. Social competency - mastery of critical life skills.
4. Positive view of the future - a personal belief that they can thrive.

Valued social roles

When a person holds a valued role in society than they are more likely to have the

include respect, opportunities, a voice and acceptance.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 108
Social roles can be such things as a consumer, a worker, a student and a member
of a group.
Two things can enhance a person's social role, and these are the person's
competencies and social image.

Social image
Personal appearance has a strong influence on the initial perceptions and first
impressions of others. Physical characteristics, degree of cleanliness, manner of
dress, style of hair and make-up are some of the things that provide the information
from which impressions are formed. The adornments that a person wears or
carries such as jewellery, handbag or briefcase provide additional information, as
do the objects with which they decorate their environment. People tend to judge
others by their appearance, a habit that can be detrimental as it can lead to
incorrect assumptions. For example, the social or financial status of a person may
be incorrectly inferred from the clothing worn.

Competency
Through person-centred planning, people with a disability can develop and
maintain skills to have valued roles in society.
Developing skills and having opportunities to overcome a disability and live
independently in society can be illustrated in the following example.

Community participation and inclusion for people with a disability

To appreciate the diverse facets of access and inclusion, imagine that you are a
person who uses a wheelchair and you wish to visit your local community centre.
You can drive your car and therefore do not have to try to use public transport.
When visiting your community centre:
• You ring to check the accessibility of the venue and are assured that it is
accessible. You arrive and park in an accessible parking bay; however, you
cannot get to the footpath as there is no ramped kerb from the parking bay
to the footpath.
• You make a long detour through the parking area, and when you get to the
front door, you find it is too heavy for you to open. You wave, and someone
opens the door for you.
• You get to the reception counter and, although it is high, you can partially
see the receptionist and get your query answered.
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 109
 • You are directed to the enrolment desk for community courses. Your chair
cannot fit under the desk. You go back and wait in line until the receptionist
is available to help you fill in your form.
• You p
upstairs and, as there is no lift you have to wait while the receptionist
arranges for the cashier to come to you with a receipt book.
• You wait in the foyer for the cashier and look at the noticeboard. You see a
flyer and pamphlets promoting a community consultation about proposed
changes to zoning in your district. As a resident you are interested; however,
you cannot reach the pamphlet dispenser. You also notice the venue for the
consultation and know that it is not wheelchair accessible.
• You bump into a friend and decide to have a coffee. However, you skip the
idea when you see that the entrance to the coffee shop is up three steps.
• You decide to visit the toilet before going home and are pleased to find that
it is accessible. (Disability Services)

Community access can be difficult for some people. Even if a person can physically
access the community, they may have a disability that affects other aspects of
community access and inclusion. For example, a person may have a disability that
affects their communication ability. When a person is unable to communicate and
interact, they can become isolated. When supporting a person with a disability, it is
important to understand their individual needs to help them to overcome barriers.

A person can be present in

the community but that does
not mean they are part of the
community

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 110
What do access and inclusion mean?
A person's ability to access information, services and facilities is affected by several
factors including the degree and type of disability which can vary considerably
between individuals. The common elements of access and inclusion are the
removal or reduction of barriers to participation in community activities. (Disability
Services)
Access and equity principles are designed to make a positive difference to the lives
of people with a disability, their families and their carer's. Equity is about ensuring
that all people have the supports that they need to access, participate and achieve
to the same level. Equity is different from equal opportunity which is concerned
with ensuring that people are not discriminated against and treated unfairly based
on difference. The main focus of equal opportunity is that everyone has a fair start
while equity focuses on participation and achievement. Access and equity are
about removing barriers and opening up opportunities so that all people regardless
of their differing needs and abilities have the same opportunities to become
productive members of society. Equal opportunity includes such things as
employment and equal access to all community services and venues.
When working with a person with a disability staff need to assist the person to
identify their strengths, interests, abilities and support requirements so they can
help them in engaging with a social network.
Strengths-Based practice focuses on personal strengths. That is, focusing on what
they can do instead of on what they cannot do. It encourages a person to use their
strengths to realise their personal goals and become more independent. The
purpose of strengths-based support is the active involvement of a person in
resolving their problems and recognition of their skills and competence. By
supporting the person to express their choices and fulfilling their goals and dreams
you are helping the person to gain control over their own life (self-determination).

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 111
Planning community participation and inclusion
Through person-centred planning, a plan can be developed to support community
participation and inclusion. Staff should encourage the person to identify and
acknowledge their interests. This can be achieved by providing information,
questioning, and exploration through discussion. The information must be
provided, and communication must take place by way of the person's preferred
communication method.
Information about and support to community access may include:
• Information about venues, support services, locations and travel.
• Information about resources that will best suit their interest and needs.
• Information about to access appropriate support networks that can assist
with successful inclusion/ integration in community activities.
• Information about equipment such as mobility supports and technology that
will contribute to the ability to interact as desired to maximise successful
interaction.
• Information about what emotional, psychological and medical
requirements that will contribute to the ability to interact as desired to
maximise successful interaction.
• Information about risk and safety to account for specific needs. Prior to
community access, it is important to conduct a risk assessment, and risk
management strategies should be in action.

Care plans may need to be developed to maximise the desired interaction and
ensure a . Care plans may include:
• Positive behaviour care plans
• Travel plans
• Mealtime management plans for people with swallowing difficulty
• Communication care plans

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 112
Complaints
Older adults and their family members/carer have the right to make a complaint if
they are not satisfied with the service. If they are unsatisfied with a support workers
action and they are unable to resolve the issue with the support workers, they have
the right to approach the manager. If after meeting with the manager they are still
not satisfied with the outcome they have a right to take their complaint higher.
Finally, if the service does not handle their complaint appropriately, they can take
their concern to an advocacy agency. Older adults and their family members/carer
have the right to be aware of information about the organisation complaints
process and advocacy agencies.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 113
Chapter Review

Knowledge Check
1. Enumerate the three (3) different aged care service delivery models.
2. Give at least three (3) interpersonal communication skills.
3. What are the three (3) fundamental skills to making effective
relationships.

Summary
By now, you should be familiar with these ideas:
• Understand the philosophy of providing care and support for
the ageing community
• Ask supervisor or colleagues if there is any doubts or questions
about the task at hand
• Use your skills and knowledge to judge the risks of a situation.
• Help maintain the sense of safety and security for the ageing
and disabled community
• Use different interpersonal communication skills to increase
effectiveness and job satisfaction
• Keep support skills maintained and developed by seeking
advice from supervisor.
• Understand a pers
community barriers

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 114
III. INDEPENDENCE AND WELLBEING
Health, as defined by the World Health Organisation (WHO
complete physical, mental and social wellbeing and not merely the absence of
disease or infirmity'.
A person's wellbeing is thought of as a combination of social, physical, emotional
and cultural aspects of their life. It is associated with life satisfaction and happiness.
Supporting a person with their social, physical, emotional and cultural needs is
taking a holistic approach to care. Support workers have a duty of care to support
each individual to meet their health and wellbeing needs. Having our needs met
not only helps us to survive but also to function and take part in the world around
us.

1. Quality Improvement
What is accreditation?
Accreditation is the arrangement established by the Australian Government to
verify that services provide quality care and services for clients. All services must be
accredited to receive funding from the Australian Government through subsidies.

What is the accreditation process?

It is the responsibility of the approved provider to demonstrate the service complies
with the Accreditation Standards; they must work within a quality framework.

Quality Improvement
Continuous improvement is about ensuring that the focus is on improving and not
just maintaining services within an organisation. Quality improvement involves a
focus on the safety, effectiveness, efficiency, acceptability, accessibility and
appropriateness of services for consumers.
It is important for organisations to regularly evaluate the way that care is delivered
to all people. One way of achieving this is to implement regular audits. An audit is
an inspection of processes, policies and procedures to determine if they are in
place, whether they are appropriate and whether they are correctly implemented.
Quality improvement is a continuous cycle of planning, implementing strategies,
evaluating the effectiveness of these strategies and reflection to see what further

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 115
improvements can be made. Continually striving to improve services for people
with a disability is called quality assurance.

Disability Service Standards

The National Standards for Disability Services are developed to ensure consumers
(person with a disability and/or family member or carer) of services are protected.
The standards compliment commonwealth and state/territory legislation.

Do you want to read more about the topic?

• National Standard for Disability Service
Read more about standards from this link.

The standards support the rights of people with a disability. The standards cover
the following:

Service Access
Support workers must ensure that each person with a disability has the right to
receive a fair service to meet their individual needs. You can help them achieve this
by:
• Following organisational policy and procedures
• Provide non-discriminatory support
• Support the client to access other support and specialist services to meet
their individual needs.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 116
Individual needs
Support worker must ensure that each person with a disability has the right to be
respected, have their support needs met, and be supported to reach their full
potential. You can help them achieve this by:
• Following organisational policy and procedures
• Support the client to regularly review their individual needs with relevant
people, e.g. family members and specialists
• Provide support in a way that is sensitive to their holistic needs, e.g. physical,
emotional, spiritual, cultural and religious needs.

Decision making and choice

Support workers must ensure that each person with a disability has the right to
participate fully in the planning of their individual support needs through informed
decision making. You can help them achieve this by:
• Following organisational policy and procedures
• Providing person-centred support
• Supporting the client to make informed decisions by providing information
through their preferred communication method
• Supporting the client to involve an advocate in decision making
• Ensuring duty of care while supporting the person to take responsibility for
their own decisions

Privacy, dignity and confidentiality

Support workers must ensure that each person with a disability has the right to
privacy, dignity and confidentiality. You can help them achieve this by:
• Following organisational policy and procedures
• Ensuring personal information is kept in a secure place, e.g. locked cabinet,
password-protected databases
• Only share personal information with those who need to know for the
provision of service.
• Ensure privacy and dignity is kept during personal activities, e.g. keep the
door closed while supporting someone with personal care.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 117
Participation and integration
Support workers must ensure each person with a disability has the right to
participate in and be part of the community. You can help them achieve this by:
• Following organisational policy and procedures
• Supporting the client to participate in employment, community services and
groups of their choice
• Supporting the client to develop and maintain friendships and other
connections
• Supporting the client to make choices about their life and what they would
like to participate in

Valued status
Support workers must ensure that each person with a disability has the right to be
supported to develop and maintain skills that enable them to have valued roles in
their community. You can help them achieve this by:
• Following organisational policy and procedures
• Supporting the client to develop and maintain skills and capabilities
• Supporting the client to build on their strengths
• Acknowledging the clients status as valued by your interactions
• Modelling appropriate interactions in the community and at home

Complaints and disputes

Support workers must ensure that each person with a disability has the right to
information about making a complaint and to feel safe to complain to the agency
or service. You can help them achieve this by:
• Following organisational policy and procedures
• Supporting the client to be aware of their rights and how to complain by
providing information through their preferred communication method
• Supporting the client to locate an advocate where required
• Ensuring the client's privacy is maintained as per the organisation's policy

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 118
Service management
Support workers can help the clients achieve this by:
• Following organisational policy and procedures
• Follow workplace health and safety procedures
• Attend training to ensure you have the appropriate skills and knowledge
• Uphold all human and legal rights
• Support the client to provide feedback to the organisation's services

2. Person-Centred Approach
With a person-centred approach to support and planning the person has control
and empowerment over their life and life goals. Empowerment is the process of
encouraging people to assert their rights and make choices about their own life.
Applying a person-centred approach to support involves the person being the
centre of the process and includes:

dreams, interest, likes and dislikes

Providing information and using the persons preferred

communication method to support the person to make informed
decisions about their own life.

Including family caregiver, other support providers and other people

Supporting the person to use their strengths and gifts in promoting

independence and quality of life.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 119
The care planning process involves:

Implementation of
Assessment of the
Writing of the care support strategies
person's individual
plan included in the care
needs
plan

Review and Monitoring of

evaluation strategies and care
according to levels plan adjustment,
of success where necessary

The evaluation of the care plan should then inform the development of future care
plans and lead to service improvement. All this takes place with the person being
at the centre of the process.
When people are not supported to make decisions about their life and all
independence is taken away from them they begin to feel powerless.
Powerlessness is when a person feels they have no control over their life or care
and can't see that anything will get better. They think they can't change the way
people act towards them or treat them.

Support Services
Organisations usually do not have all the necessary services to support a person's
holistic health and well-being needs. Therefore you would need to work in
partnership with other support services and professionals outside of the
organisation. The support services and professionals may visit the person, or you
are to support the person to access these services. You must work within the
organisation's policy and procedures about supporting a person in accessing
services.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 120
Many support services provide help for people to promote and maintain their
health and wellbeing. These services include:

Allied health Employment Disability

Doctors
professionals services services

Relationships Dementia Housing Drug and

services services services alcohol services

Community Health and

Culture groups Hospitals
access beauty services

3. Stages of Human Development

Erik Erikson, a psychologist and psychoanalyst, have defined the life stages of
human development according to psychosocial development. (Notebook, 1993-)

Life Stages Psychosocial Development

Trust versus Mistrust. Children are
Infancy
completely dependent on others
(0-1 year)
during the first stage of life.
Autonomy Versus Shame and Doubt.
Children's growing self-control is
Early childhood
expressed by climbing, touching,
(1-3 years)
exploring, and a general desire to do
things for themselves.
Initiative Versus Guilt. The child moves
from simple self-control to an ability to
Preschool age
take initiative. Learns through play to
(3-5 years)
plan and to undertake, and carry out a
task.

School-age Industry Versus Inferiority. In school,

children begin to learn skills valued by
(5-12 years)
society, and success or failure can have

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 121
 lasting effects on their feelings of
adequacy.
Identity Versus Role Confusion. Mental
Adolescence and physical maturation brings to the
(12-18 years) individual new feelings, a new body,
and new attitudes.
Intimacy Versus Isolation. Individual
experiences a need to achieve an
Early adulthood essential quality of intimacy in his or her
(18-40 years) life. After establishing a stable identity, a
person is prepared to share meaningful
love or deep friendship with others.
Generativity Versus Stagnation.
According to Erikson, an interest in
guiding the next generation is the main
Adulthood
source of balance in mature adulthood.
(40-65 years)
This quality, called generativity, is
expressed by caring about oneself,
one's children, and the future.
Integrity Versus Despair. Because old
age is a time of reflection, a person
must be able to look back over the
events of a lifetime with a sense of
acceptance and satisfaction. According
Maturity
to Erikson, the previous seven stages of
(65 years +)
life become the basis for successful
ageing. The person who has lived richly
and responsibly develops a sense of
integrity. This allows the person to face
ageing and death with dignity.

and how to support them better. The following aspects include:

• Physical - Being physically healthy, and having a healthy body that enables
one to deal with the challenges of everyday life, fights off illnesses and
function well.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 122
 • Psychological - Absence of mental illness. It is the "psychological state of
someone who is functioning at a satisfactory level of emotional and
behavioural adjustment".
• Social - Social health involves the ability to form satisfying interpersonal
relationships with others. It also relates to the ability to adapt comfortably to
different social situations and act appropriately in a variety of settings.
• Spiritual -
faith, values, beliefs, principles, and morals.
• Cultural - Being able to participate in cultural activities, and the freedom to
retain, interpret and express their arts, history, heritage and traditions.
• Financial - A state of being wherein a person can fully meet current and on-
going financial obligations, can feel secure in their financial future, and can
make choices that allow them to enjoy life.
• Career/Professional - A state of wholeness that results from bringing into
balance life, work, people, and money.

The following issues can impact the health and wellbeing of older individuals:

Age Family history Illnesses

Lifestyle/health related
habits (smoking,
Living conditions
alcohol, poor diet,
etc.)

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 123
4. Physical Needs
These are the most basic of requirements fundamental to survival no matter what
the age of the person is. Food, drink, shelter, sleep and treatment of illness and
injury are. When providing care for the elderly, this is the area that most caregivers
focus on. Providing these basics, especially with the focus on health for the frail
and disabled, takes the bulk a caregiver's time and energy.
These basic or essential needs are necessary to preserve human life and to
promote wellbeing. We will focus on the need for warmth, exercise and food and
drink.

Warmth as a Physical Need

Maintaining healthy body temperature is essential to our wellbeing and this
automatic body process of temperature regulation, known as homeostasis,
controls the temperature effectively.

Heat loss makes us feel cold and shivery, so we put on extra warm clothes and
take hot drinks.

People begin to go red and sweat in hot weather conditions. We take off layers of
clothes and take cold drinks to help us cool down.

Temperature regulation in young babies and older adults isn't so efficient. Their
body systems are slower to respond, and they can be vulnerable to sudden
changes in temperature. Extremes of hot and cold temperatures can result in ill
health and even death. That is why support workers should take action to prevent
individuals from harm if there is a summer heat wave or during cold winter weather.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 124
Support workers can:
• provide air conditioners for people
• assist people in putting on or remove clothing
• open or close windows
• provide shade
• adjust heating in the room
• ensure adequate fluid intake

Remember that you should not just do these

things without explaining your actions and asking
permission from the person.

Food and drink as a physical need

We need a balanced diet to be healthy. This includes eating a variety of foods from
the five food groups. The groups are:
• Vegetables and legumes
• Fruits
• bread and cereals
• lean meat, fish and legumes
• Milk, cheese and yogurt

Activity
Access and read from the blue link below. Discuss how much of each food
is recommended every day.
Healthy Eating for Adults

A person's diet must be suitable for their needs. A person's age, stage of
development, physical and mental wellbeing and environmental circumstances
can all have an impact on their need. A newborn baby has different needs from an
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 125
adult in terms of food and drink. Babies need milk while growing children and
adults need a varied and balanced diet. Infants and some adults may need pureed
or easy to swallow food. Some health conditions require people to have a proper
diet.

What a person eats can sometimes be influenced by mental and physical health,
such as appetite. Food choices can also be affected by a person's economic and
social conditions.

Exercise
Physical exercise should be done regularly. Exercise aids in keeping joints flexible,
maintaining muscle mass, controlling blood glucose levels and weight and
promote a sense of well-being. Walking, swimming, golfing, housekeeping,
gardening etc. are all considered exercise. Ideally, exercise should be of at least 30
minutes a day. Exercise could also be 10 minutes of activity of choice three times
a day. The person may require an assessment by a physiotherapist such as if the
person has a mobility disability.

Gentle exercise and a balanced nutritional diet are essential for good health.
Support people to do activities designed to stimulate the mind and body.
Encourage and support opportunities to develop interests they can look forward
to. This helps maintain a person's own identity and enjoyment in life.

Support workers can support a person's physical health by assisting them with their
daily exercise routine according to their care plan and encouraging independence
as much as possible.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 126
 Activity
Access the link below and discuss how to get started with physical
activity
Physical Activity How to get started

Safety

Risk management is the systematic identification of hazards, the assessment of

risks posed by the dangers and the control of those risks, either by eliminating the
hazard entirely or by minimising the risk.
Managing risk is proactive in that it tries to prevent injury from occurring by dealing
with hazards before they can cause any harm. It also applies to the future as well
as current arrangements. Whenever changes to the workplace are proposed or
whenever new information on work processes comes to light, the risks to health
and safety must be identified and managed. It is an approach that is used widely in
WHS law. Risk management includes dealing with such things as infection control,
injury from falls and fire safety.

In recognising risks and hazards, it is important to

document and report them in line with the
organisation's policy and procedures.

When providing support to a person in their home, it is important to assess the

home environment and become aware of any modifications or improvements
which might assist the person in remaining safe in their environment.
In recognising risks and hazards, it is important to document and report them in
line with the organisation's policy and procedures.
• In-house hazards could be:
• Trip hazards such as old carpet which is fraying at the seams
• Unserviced appliances, e.g. worn power cords
• Inadequate lighting, this can be a risk factor particularly for a person with a
vision impairment
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 127
 • Inadequate fire safety measures
• Inadequate security. Does the house have lockable screen doors and
windows in satisfactory condition? Is there an alarm system installed
and/or does the person have an independent personal alarm?

5. Social and Recreational Needs

Self-actualisation is the desire for self-fulfilment. This is the motivation to realise
one's own maximum potential and possibilities. With all the experience of life and
maturity, the elderly often find themselves evaluating their lives if they have reached
self-actualisation. The process of ageing often becomes a challenge for our elders
to reach higher levels of self-actualisation, self-esteem and social connection,
leaving today's ageing confined to the lower levels of survival.

Person-centred active support and strength-based approach are just several ways
self-actualisation.
Humans have a social need to have conversations with others and experience a
variety of social relationships. Some people need a wide circle of friends and
acquaintances while others may only need a select few. Human beings, however,
do not do very well when isolated from human contact. Thus the need for good
social relationships is important.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 128
Individual differences usually include physical characteristics, personality,
motivation, intelligence, ability, interests. As a whole, these attributes make up the
person. An individual is not defined by physical characteristics alone.
Persons respond differently to different scenarios, conditions, approaches, etc.
One of the main highlights of the person-centred approach is to address these
differences and develop care plans that will best fit the individual differences of
each client.
Psychological needs are the satisfaction of various psychological needs and
experiences, relative freedom from unpleasant tension and anxieties. They need to
keep engaged with their social environment.
Social contact and recreation are vital to general health and wellbeing of all people.
Life without the warmth and pleasure which comes with communication with
others and the pursuit of favourite past times can become very dreary and
mundane. This may lead to depression with subsequent loss of motivation, loss of
appetite, insomnia and other adverse side effects.
Our basic sense of belonging is derived from relationships with others. A network
of kin, friends, and acquaintances can sustain a person's wellbeing and give life
meaning.
The maintenance of primary and secondary relationships within one's generation
becomes more complicated with age. Cohorts die or age at such variable rates
that they may be unable to provide the intimate exchange of earlier years.
Networks are less available to an individual and relationships may also be
challenging to develop and maintain for people with a disability due to such things
such as mobility and communication issues.
Engagement in society is vital to the quality of a person's life. Changes to social
networks affect physical and emotional wellbeing. So it is important to maintain
them even if there is a change to the person's environment.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 129
Social networks include:

Direct
Family groups Support groups neighbourhood or
local community

Sports and other Groups (e.g. youth or

Work groups
recreation groups senior citizens)

Community centres
(e.g. clubs, church
groups)

Residential aged care facilities

Residential Aged Care Facilities usually offer a variety of social and recreational
activities. Activities are most often arranged five days per week (Monday to Friday)
with individual activities on Saturday and/or Sunday in some facilities. These
activities are not compulsory but are arranged for the enjoyment of the person if
they should feel like joining in. They include a wide range of activities from in house
individual activities and events through to taking residents out to community events
and activities. Transport is usually by way of a hired community bus if the facility
does not have its transportation but may also be public transport or taxi. (Columbia
Aged Care)
Most facilities and organisations offer a friendly interaction between other
residential aged care homes such as invitations extended to attend barbecues or
when special entertainment has been arranged.
Hairdressers visit most facilities regularly, and newspapers are delivered daily.
Massage, aromatherapy and other natural therapies are also used and encouraged.
The local libraries visit most homes and some organisations. They have their
extensive library of large print books, audio cassettes, CDs, DVDs, videos and talking
books.
Residents of aged care facilities are encouraged to achieve a maximum degree of
independence as a valuable member of society. The organisations encourage
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 130
community groups to come to the facility and provide community contact for all
the residents, and they take residents on outings to community events as much as
possible.
Social interaction promotes emotional health and maintenance of cognitive
function. So, if a resident has a weak or non-existent social network, they should
be encouraged to attend social and recreational activities. Even in a comfortable
caring environment, residents can still be at risk of social isolation, so an effort
might have to be made by staff to introduce residents to one another.
When residents are attending social and recreational activities outside the
organisation or within the organisation such as a cultural event, wherever possible,
members of their existing social network should be included. This can help to
maintain current relationships. Ensure this is what the person wishes and if it is
within the policy guidelines of the organisation.
Residents and people with a disability can also be supported to maintain social
networks by sending cards, letters and making phone calls, email, virtual cards,
mobile phone text messages (SMS) and instant messaging (IM).

Community participation for people with a disability

When working with a person with a disability staff need to assist the person to
identify their strengths, interests, abilities and support requirements so they can
assist them in engaging with a social network.
Using a strengths-based practice focuses on the person's strengths. That is
focusing on what a person can do instead of on what they cannot do. It also
encourages a person to learn new strengths that help the person to realise their
personal goals and/or to become more independent. The purpose of strengths-

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 131
based support is the active involvement of the person in resolving their problems
and recognition of the person's skills and competence.
Staff should engage the person in identifying an appropriate social network and
clarifying what support the person needs to participate in the social network
actively.
• Identify the interests of the person.
• Build on the strengths and skills of the person.
• Identify associations and networks of individuals that share the person's
interests;
• Learn about the neighbourhood.
• Provide equipment/ resources required to participate.

Staff should support the person to identify and acknowledge their interests. This
can be achieved through providing information, questioning and exploration
through discussion. The information must be provided by way of the person's
preferred communication method. For example, DVDs, videos, pictures, Braille,
signing when speaking, interpreters, picture cards or other technical aids might
assist with the communication process.
Information about and support to community access may include:
• Information about venues, support services, locations and transport.
• Information about and support with required resources that will best suit
their interest and needs.
• Information about and support to access appropriate support networks that
can assist with successful inclusion/ integration in community activities.
• Information and support with equipment such as mobility supports and
technology that will contribute to the ability to interact as desired to
maximise successful interaction.
• Information about and support with emotional, psychological and medical
requirements that will contribute to the ability to interact as desired to
maximise successful interaction.
• Information about and support with risk and safety procedures that will be
developed to account for specific needs.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 132
People who receive adequate information and explanation will find themselves in
a position where they can make decisions about their own lives. This will increase/
enhance:
• their self-esteem and feelings of self-worth;
• independence and empowerment due to opportunities to make their own
choices;
• skills development, e.g. learning and practising the emotional, cognitive,
social, and behavioural skills to participate successfully in these
opportunities
• personal independence and enjoyment of active participation;
• possible sense of adventure and accomplishment;
• feelings of control

For inclusion in a community to work most effectively the person must be seen as
an individual. To facilitate this:
• involve the person in any discussion
• show your respect through your actions and speech
• gently encourage community members to engage with the person you
support rather than you
• , the same time on the
same day of the week
• encourage the person to talk about themselves and their experiences
•

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 133
 Case study
Tom was recently involved in a serious car accident, and after months of
medical treatement he is out of hospital and trying to rebuild his life.
However, as a result of his extensive injuries, he is unable to return to his
job and he is feeling lonely and bored. Tom was a self-employed builder
and he is interested in model cars and tennis.

1. As a support worker, how would you go about confirming the

2. social
network.
3. How might you encourage and facilitate Tom to attend social and
recreational activities that promote the development of social
networks?
4. What type of networks might Tom be supported to identify as
meaningful, and how might he be assisted to identify and engage
in them?
5.
used to assist him in engaging in social networks?

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 134
6. Emotional Needs
When we talk about emotions, we are thinking about feelings. As people, we
experience a range of emotions including happiness, excitement, sadness and
anxiety.
Emotional needs are concerned with the way we feel about ourselves. We all need
to feel good about ourselves (although we do not always experience this). Also, we
need to be able to deal with our emotions (such as sadness, joy, anger, frustration
etc.) in a positive way
Emotional needs include the need for love, security and confidence. If we have
love, security and confidence, then we can develop the ability to express our
feelings and to have our feelings recognised.
Prolonged negative emotions along with ineffective coping mechanisms have an
impact on general health and wellbeing. Emotional concerns must be reported to
the supervisor and may include such things as prolonged sadness, distress, anxiety
or depression; lack of engagement; or heightened level of emotional expression.

The following are indicators of emotional concerns and issues in older people:
• Sadness
• Fatigue
• Abandoning or losing interest in hobbies or other pleasurable pastimes
• Social withdrawal and isolation (reluctance to be with friends, engage in
activities, or leave home)
• Weight loss or loss of appetite
• Sleep disturbances (difficulty falling asleep or staying asleep, oversleeping,
or daytime sleepiness)
• Loss of self-worth (worries about being a burden, feelings of worthlessness,
self-loathing)
• Increased use of alcohol or other drugs

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 135
 • Fixation on death; suicidal thoughts
or attempts
• Unexplained or aggravated aches
and pains
• Feelings of hopelessness or
helplessness
• Anxiety and worries
• Memory problems
• Lack of motivation and energy
• Unexplained or aggravated aches and pains
• Feelings of hopelessness or helplessness
• Anxiety and worries
• Memory problems
• Lack of motivation and energy

Stress
Several factors can cause stress. Lifestyle experiences can have a dramatic impact
on the stress experienced in everyday life. Emotional distress is something we all
feel at some time, and it affects us all differently. The most commonly talked about
emotional distress is probably external pressures rather than internal ones.
Most types of emotional stress result in some form of physical symptoms such as
sweaty palms, shortness of breath, tensing of muscles. As the episode passes a
person usually trembles as they relax. Other forms of emotional distress come from
within like fear, guilt, anxiety and loneliness.
These affect the person's personality in different ways that vary from being
withdrawn to outbursts of anger. If allowed to perpetuate the person is invariably
powerless to initiate change and may ultimately give up or become embittered,
resulting in a poor quality of life.
Regular exercise, proper nutrition combined with a low-fat diet, adequate rest,
effective time management, interactions with positive support systems and
humour are examples of habits that can positively affect physical and mental
health. The following methods may help in stress reduction:

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 136
Regular Exercise
A regular exercise program improves the muscle tone and posture, controls
weight, reduces tension and promotes relaxation. Also, exercise reduces the risk of
cardiovascular disease and improves cardiopulmonary functioning. Exercise
programs are effective in decreasing the severity of stress-related conditions such
as hypertension, obesity, tension headaches, fatigue, mental exhaustion, irritability
and depression. Exercise also promotes the release of endogenous opioids that
create a feeling of wellbeing.

Nutrition and Diet

Nutrition and exercise are closely related. Food provides the fuel for activity and
training which improves circulation and the delivery of nutrients to the body tissue.
People need to be aware of the nutritional quality of food. Too much fat, caffeine,
salt or sugar can upset the body's metabolic functioning. Deficiencies in vitamins,
minerals and nutrients can also cause metabolic problems. Poor dietary habits can
worsen a stress response and make a person irritable, hyperactive and anxious.

Rest
Sleep not only refreshes the body but also helps a person become mentally
relaxed.
Support Systems
A support system of family, friends and colleagues who will listen and offer advice
and emotional support is beneficial to a person who is experiencing stress.
Enhancing Self-Esteem
Improvement in a person's self-esteem can help in stress-reduction strategies.
When a person identifies their positive characteristics, it helps them see resources
that can be drawn upon to cope with the stressor.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 137
Self-esteem
Self-esteem is your opinion of yourself. High self-esteem is a reasonable opinion
of yourself, and low self-esteem is a wrong opinion of yourself.
High self-esteem is the opposite of the above! If you have a high level of self-
confidence, you will be confident, happy, highly motivated and have the right
attitude to succeed.
Self-esteem is crucial and is a cornerstone of a positive attitude towards living. It is
imperative because it affects how you think, acts and even how you relate to other
people. It affects your potential to be successful. Low self-esteem means weak
confidence, and that also causes negative thoughts which mean that you are likely
to give up quickly rather than face challenges. Also, it has a direct bearing on your
happiness and wellbeing.

People mirror others. If positive expectations and attitudes surround them, they will
respond in the same way. The positive outlook boosts a person's self-esteem and
confidence strengthening their sense of identity and feels valued. Personal identity
is what makes the person unique and different from others, even in the same
family. It is the way you see or define such things as your characteristic, looks and
behaviour. This, in turn, helps maintain or even improve skill levels and abilities. If a
person is receiving only neutral or negative messages, the reverse is possible and
can lead to disastrous consequences.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 138
Some examples of times when we feel good about ourselves are:
• when someone recognises us
• when someone uses our name
• when someone talks to us as an equal
• when someone tells us that we look nice
• when someone respects and accommodates our culture and beliefs
• when your accomplishments are recognised
• when someone seeks your opinion
• when we make positive comparisons to others

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 139
Meeting Emotional Needs
As a support worker, there are several actions that you can take to support
someone emotionally.
Some of the things you can do are to:

Find out their name and what they like to be called

Greet them when you see them

Listen effectively

Respond with empathy

Show an interest

Find out about their preferences (likes and dislikes)

Support choices

Be reliable so that the person is able to trust you

All people should expect to receive their care in a non-discriminatory, equally

accessible and culturally sensitive way. All people should be respected and
responded to by support workers in a manner that is courteous and sensitive.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 140
To treat someone with dignity means to interact in a way which is respectful, and
which promotes the person's feelings of self-worth. This can occur in many
different ways.
• Respect shown to you as a human being and as an individual by others
and demonstrated as a courtesy, good communication and taking time
• Privacy in terms of personal space; modesty and privacy in personal care;
and confidentiality of treatment and personal information. Protecting a
person's dignity and privacy during personal care activities include closing
doors or drawing curtains to prevent the person from being directly seen by

personal belongings
• Self- esteem, self-worth, identity and a sense of oneself - promoted by all
- a clean and
respectable appearance, pleasant environments, choice, and being listened
to
• Autonomy Including freedom to act and freedom to decide, based on
opportunities to participate and clear, comprehensive information
(Wandsworth Medical Centre, 2015)

and condition you must report it to the supervisor.

Routine
Maintaining a daily routine can support a person's feeling of comfort because they
know what is going to happen next. It is important to help a person with
maintaining their formatted routine. Some people's condition such as Autism
would benefit significantly from routine. When the routine is changed, it can cause
a disturbance to the person's wellbeing. Therefore, it is crucial to follow the
person's Care Plan which outlines their daily routine. Some people require time to
prepare and process information about an activity; therefore, let them know well
in advance and provide reminders.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 141
 Activity
Write down your daily routine. Even when you do shift work,
maintaining some degree of routine will help maintain your health
and wellbeing e.g. having meals at regular times

7. Cultural and Spiritual Needs

Spiritual needs
An individual's spiritual needs are not as easy to identify as their physical needs. This
is often because they are abstract, complex and more challenging to measure.
These needs have in many instances been given less priority because they are not
as obvious and not as easy to recognise and as such are likely to go unnoticed.
Spiritual goes beyond physical and psychosocial dimensions and can relate to a
higher being. Some people may feel spirituality is an inner awareness which
enables a person to explore their essence and most profound values of the
meaning of life.
If we are to identify spiritual needs and provide people with spiritual support, it is
first necessary to have some understanding of the nature of spirituality and how
different individuals may express it.
Within Australian society, you will come into contact with a diversity of cultures,
philosophies and religious traditions. Add to this those individuals who have no
clearly defined views or beliefs.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 142
Complete support is given if support workers are sensitive to the cultural influences
on a person's behaviour. People from the same culture usually share similar values,
customs, clothing, and food preferences. Spirituality is the part of a person that
gives a sense of wholeness by fulfilling the human need to feel connected with the
world and to a power greater than self. Spirituality and religion are products of the
individual's cultural background and experience. Spiritual values form the guiding
principles that people may use to determine right or wrong. A person's religious
feelings play an essential part in helping him or her through crises and stress
periods. Religious beliefs are personal and are expressed in different ways.
A person can express themselves spiritually and culturally through such things as
dance, art, music, names, symbols, stories, clothing, attending ceremonies and
being part of a religious group. People must be supported to express their culture
and spirituality freely.
Aged care clients must be able to express their unique spirituality in an open and
non-judgemental environment by helping them to maintain important practices,
beliefs and networks.

Cultural needs
We are all a product of our cultural environment. Our culture is about the day-to-
day aspects of the society in which we live, i.e. the language (or dialect) which we
speak, the type of clothes we wear, the roles we undertake, the sort of music we
listen to, the religious practices we carry out, the kind of entertainment we engage
with etc. Our culture is a huge part of who we are and therefore represents an
essential aspect of needs.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 143
Aged care clients need access to culturally appropriate care that acknowledges
and respects the integrity of each person. Culturally appropriate health and
personal care is person-centred care that supports individual cultural, linguistic and
spiritual needs.
Working knowledge of significant cultural and religious beliefs in respect to health
and illness, suffering and death, customs, ceremonies, cleanliness/hygiene rules
and food laws would be of benefit to the support workers. However, it is always
important to identify individual needs and preferences and not assume that all
people who speak the same language practice the same religion, or that all people
following the same religion practice the same rituals or share the same beliefs.

Suitable areas within the service are required to meet the person's ceremonial
needs at appropriate times. Provisions for assistance from appropriate cultural
groups are also needed on the best strategies to meet their needs. Opportunity
must be available for the interested person to participate in activities and
ceremonies.
Addressing cultural diversity across all integrated support services will assist you in
maintaining the comfort and dignity of care recipients in a culturally appropriate
manner that respects and values the uniqueness of each person.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 144
 Knowledge Check
1. Describe an example of ceremonial needs for at least one culture
from yours.
2. Describe the ceremonial need in your own culture.

Communication
Effective communication is difficult at the best of times. When we interact with
people from different cultures, effective communication becomes even more
difficult. People from different cultures see, interpret and act upon messages
differently. Our verbal communication may be misinterpreted if we do not attempt
to relate it directly to individuals and their cultural background. Equally important is
the need for people to realise that non-verbal communication such as gestures,
dress and body language may be viewed differently by people from other cultures.
The following examples demonstrate how cultural differences affect
communication.
Members of some cultures laugh or smile when someone is angry with them. They
are not only saving face for themselves but also for the angry person. Others smile
a lot more than Australians even when sad or worried. On the other hand, some
Europeans smile less than Australians.
Holding hands with members of the same sex but not with members of the
opposite sex is common in some countries. In some places, it is very offensive to
touch another person on the head because it is the most sacred part of the body.
It is equally offensive to touch another person with one's foot since the feet are the
lowest part of the body.
Eye contact is viewed differently across cultures. For Australians with an Anglo-
Saxon heritage, it is considered respectful to maintain direct eye contact. Aboriginal
and Japanese people find it disrespectful to look directly at another person's eyes.
In many Middle Eastern cultures, it is common for both men and women to
exaggerate their emotional responses. In Australia and the United States, people
are more likely to suppress their emotions. In Japan, people may even try to hide
or mask certain feelings.
Differences between cultures can easily cause communication misunderstandings.
Developing a greater understanding and sensitivity to cultural differences can
increase the effectiveness of communication with people from different cultures.
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 145
Multicultural services and resources
There are Multicultural services that help migrants and refugee communities to
connect, provide support for one another and provide information. These services
include community non-profit organisations in the local community to state
multicultural government services. They offer a range of support from providing
information for seniors to advocacy for people with a disability. Each state has a
website where people can access information about services and organisations.

Government of South Australia Department of Human Services

NSW Community Organisations Multicultural NSW

Tasmania Government Multicultural Access Point

Northern Territory Government Community Support and Care

Queensland Government Department of Local Government. Racing and

Multicultural Affairs

Victoria State Government Victorian Multicultural Commission

Government of Western Australia Department of Local Government, Sport

and Cultural Industries Office of Multicultural Interests

Activity
Follow one of the links from the previous page and find a Multicultural
service and in your own words. Describe what services the organisation
provides.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 146
8. Sexuality
Sexuality is a complex need that relates to how a person feels. It covers their
feelings, thoughts and beliefs about their gender, physical and emotional needs
and relationships with other people. Sexuality is a lifelong characteristic that defines
the maleness or femaleness of each person. This definition may be different for
each person. All individuals are sexual beings and can give an embellished meaning
to life.
Sexuality is often defined simply in terms of sex, but sexuality encompasses many
different aspects of our lives beyond just sex alone. Sexuality is determined in part
by our genetics and in part by the social expression of our underlining ancestry and
interaction with others. Three common ways in which sexuality has been described
are in terms of sexual behaviour, sexual orientation, and sexual identity. Sexual
identity is a descriptor used to refer to a collection of traits associated with an
individual in terms of how they perceive themselves sexually. A person's health
condition can affect their sexual identity, particularly if they have had body changes
such as removal of a breast because of breast cancer and have a stoma bag,
catheter, incontinence, etc.
Of course, the two most significant influencing factors on sexuality throughout
history have been culture and religion. Culture is one of the central ways human
beings define and express themselves including in terms of how we develop
sexually. Cross-culturally sexuality means different things and the expression of
sexuality has various restrictions (or none at all) depending on where you go and
who you talk to. Generally speaking, culture carries the most weight in sanctioning
the expression, suppression, misuse and even loving gesture of sexuality.
Despite what some people might think, religion's influence over sexuality is not
about restrictions. Instead, religion acts as a means by which sexuality can be
channelled for expression and even celebration although different religious
doctrines propose a diversity of mandates when it comes to how sexuality should
be channelled most religions produce specifications based on marital status, sex
and one's personal spiritual growth. (TakingITGlobal, 2015)
Need for sexual intimacy does not end in ageing. Despite physical, emotional and
psychological challenges, most aged clients share the need to perform and enjoy
sexual activities and share healthy sexual relationships.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 147
Myths and stereotyping
A stereotype is a conception, negative or positive about a group of people. The
belief may not reflect what is right. Myth is a belief that has not been proven to be
true.
Our society and the community can define sexuality as youth beauty and physical
agility. In applying this definition older adults and people with a disability may not
be considered sexual beings. Attitudes toward sexuality have generated devaluing
reactions from society regarding older adults and people with a disability. These
attitudes can affect the older adult's self-esteem and wellbeing.
Stereotyping encourages individual attitudes or perceptions of a select group. The
-fulfilling prophecies', where if they are told it often
enough, they start to believe it is true and will act the way they are depicted. This
can affect a person's health and wellbeing. Older people are often not included in
decision-making situations because it is assumed that they cannot make
logical/rational decisions on their own. As a result, their right to make choices are
not realised.
Some do not bother to teach older people new skills/knowledge because it is
assumed that they are incapable of learning new things. As a result, older people
feel discriminated, isolated, and/or left behind.
The truth is human beings are fortunately never too old to enjoy a happy and
healthy sex life. Despite this good news many people, young and old alike, are
astounded at the idea of people remaining sexually active in their sixties, seventies,
eighties and beyond. It is frequently assumed that older adults lose their sexual
desires or that they are physically unable to perform. For the older adult, the ability
to remain sexually active is a significant concern in their lives. Fear about the loss
of sexual prowess in older males is common. Older women also express sexual
desire but may fear their interest is undignified and disgraceful. Some older adults
may even freely accept their interests in sex, but their children or grandchildren
may disapprove, making them feel guilty. Some are other examples of myths and
stereotypes of ageing and older people:
• Sickness and disability come with old age
• Older people cannot learn and are weak and helpless
• Old people have no interest in or capacity for sexual activity.
• Old people are boring forgetful, grouchy and cantankerous
• The majority of older people are set in their ways, unable to change

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 148
Supporting sexuality and choice
Support workers can help a person's sexual needs by encouraging them to express
their sexuality through choice and independence. This may include choosing how
they would like to dress to express their sexual identity, who they would like to
develop a healthy relationship with and supporting them to maintain privacy when
required. All people have the right to meet their sexual needs in privacy and with
dignity.
There are support and professional services available for people to help them meet
their sexual needs and they include:
• Private organisations that provide counselling and education for people with
a disability.
• Family Planning Centres hold educational resources and books about
sexuality. Family planning also conducts sexual health promotion activities
and offer clinical services.
Some of the other issues surrounding sexuality and sexual expression in older
people include the following:
• Time-related factors:
▪ Delay in arousal, with a greater need for genital stimulation
▪ Reduced penile rigidity and vaginal lubrication
▪ Loss of the sensation of ejaculatory inevitability
▪ Increasing anorgasmia
• Medical Factors
▪ Drugs which can cause impotence or lack of libido
▪ Diseases (such as diabetes mellitus) which lead to impotence
▪ Surgery of the prostate or uterus
▪ Physical barriers (such as catheters or pessaries)
▪ Poor mobility due to arthritis or stroke
▪ Change of body image (e.g. after mastectomy or limb amputation)
▪ Depression, leading to loss of interest in sex
• Psychosocial factors
▪ Having no partner
▪ Lack of privacy (e.g. in nursing and residential homes)

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 149
 ▪ Social conditioning

New South Whales - Family Planning NSW

Queensland True

Western Australia Sexual Health Quarters

Victoria Family Planning Victoria

Tasmania Family Planning Tasmania

Northern Territory - Family Planning, Welfare Association of Northern

Territory

South Australia SHINE SA

Activity
Access the blue link below. Discuss the different resources
available for people with disability.
Family Planning NSW

People with dementia and people with a disability may express their sexuality in a
way that can harm others. Support workers have a duty of care to ensure others
are safe and follow the clients Care Plan which outlines behaviour support
strategies. Other strategies to consider are:
• Consider what may be causing the behaviour, e.g. wanting to go to the toilet
• Redirect the client to another activity
• Gently discourage the behaviour and focus on the person, not the behaviour

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 150
Values
• Every individual has their own beliefs, values and attitudes which they bring
with them to their working environment. Values are the standards or
principles which we think are important in our lives. Our values also include
what we believe in and what we consider to be right and wrong. Attitudes
are feelings or emotions that we have toward a particular fact or statement.
For most people, the attitude that they have towards something is a
reflection of the values that they hold.
• Values and attitudes are specific to each just as no two people are the same.
What is important to one person is not necessarily the same to someone
else. Our values and attitudes are not stagnant but are ever evolving. What
we may believe to be important as a teenager is not always going to be the

• With knowledge, there may also be a change in your attitude to something.

With knowledge, there comes understanding and in most cases clarity. This
understanding enables us to accept why certain things have happened, and
with acceptance, we are then able to change our attitudes.
• Take the time before you have to deal with people with a disability to think
about your own feelings, beliefs, values and attitudes. If you feel that there
is something that you will not be able to accept you will need to question
whether this is the right career path for you. Talk to others around you and
listen to their point of view, they may be able to enlighten you on why
something is so and possibly change your attitude.
• Our behaviour is in most cases a reflection of our attitudes and feelings. The
adage is very true. Be aware of your body
language; this will speak volumes to the people that you are supporting.
Support workers have a responsibility to ensure that their behaviour and the
attitude that they display is positive.

9. Comfort and Safety

calm. This can be supported by:

• Alleviating pain
• Being around familiar things such as objects, food and faces (e.g. family).
• Freedom from abuse

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 151
 • Feeling safe
• Physical comfort such as comfortable bed, body temperature, shoes and
clothing.

Comfort and safety Items

• Communication book

Communication Aids and Appliances: to • Chat books

assist a person to express themselves, • Pictures and symbols
make choices and interact with others.
• Electronic communication
device

• Pads
• Disposable continence pads
Hygiene Continence Aids: to assist the
person by the management of continence • Uridomes
to maintain dignity and personal hygiene.
• Kylie Sheets
• Waterproof Sheets

• Pressure care cushion

Pressure injury* prevention: to reduce
• Sheepskins: for skin
pressure injuries and ensure physical
protection and comfort
comfort.
• Pressure relief mattresses

• Eggshell and underlays

Personal Sleeping Equipment: to assist • Electrically operated hi/low

bed
comfort and safety. • Bed cradle or bed rails
• Posturepedic mattresses

• Prescribed seating system

Personal Care Seating and Positioning • Specialised car seats

Aids: • Reclining, raised or ejector
posture support while awake. chairs
• Tilt tables

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 152
 Personal Care Nutrition, Feeding & • Specialised cutlery, eating
Eating: to assist the person to maintain devices
adequate nutrition by the provision of
drinking and eating • Food & thickeners

• Specially made shoes for

Mobility/Personal Care Orthotic people who are unable to
Appliances:
independence in using their limbs with • Other Orthotic Aids, e.g.
appropriate support. braces, ankle foot orthotic
(AFO), splints, cervical collars

• Railings for bedroom,

bathroom, showers and
access areas.
• Ramps for access from
Railings and Ramps: to ensure the outside and inside the
immediate safety and protection of people house.
in the external and internal environment.
• Railings for recreation or
outdoor areas.
• Program or Reactive
Maintenance for repairs.

• Bath seat
Bathing Aids: to assist people in • Shower chairs
maintaining dignity, safety, hygiene and
independence when bathing or drying. • Hand showers
• Grab rails

• Air-conditioner
Temperature: to reduce discomfort due to • Bathroom heater
feeling hot or cold
• Warm or cool clothing of
choice

A pressure injury (also known as pressure ulcers, pressure sore, bed sore, and
decubitus ulcer) is defined as an area of damage to the skin and/or underlying
tissue, usually over a bony prominence (e.g. heel or sacrum) caused by friction,
shear, or prolonged pressure. Pressure injuries are preventable.
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 153
Some risk factors include unrelieved pressure, friction and shear, moisture, poor
nutrition and hydration, and pain. With respect to avoiding unrelieved pressure staff
should turn and reposition the person as per the Care Plan. This could be every
two hours and more often as necessary. Other interventions include using pressure
injury prevention aids and equipment.
Personal hygiene is also vital in maintaining cleanliness. It is essential to follow the
person's Care Plan in relation to providing individualised hygiene needs. Personal
hygiene includes oral health. To maintain oral health, it is important to support the
person to maintain oral care routines, visit the dentist, proper nutrition and
hydration. Some people may have dentures and do require regular dental review
to ensure their dentures fit comfortably and they maintain good oral health.

Emotional and physical pain

Pain can take on many forms and for many reasons. It can be actual physical pain
from illness or injury, or it could be emotional pain from memories, fear, the loss
of possessions or loved one, loneliness and of being alone, isolation and declining
health.
Physical pain can be managed and to some extent controlled with therapy and
medications. Emotional pain can be managed and controlled by counselling and
therapy.
If this pain is emotional in origin and the person is showing signs of stress, then a
change in therapy may well be required. Pain here may be expressed by way of
lack of appetite, lack of sleep, anger, irrational thoughts and actions and
expressions of grief and frustration.
If you have any concerns, you must notify your supervisors.

Abuse
To be safe is to be free from danger. These dangers can include war, famine,
disease, natural disasters, violence and abuse. Fortunately, in Australia, we do not
experience war and famine. However, we do know something about disease,
violence and abuse.
Some types of abuse are:
• Financial - when money and/or possessions are taken away from a person
either by force, manipulation or emotional blackmail. By being forced to
change their will.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 154
 • Emotional -
threatened by emotional blackmail.
• Physical - when a person is hit, restrained or punched. Leaving a person in
pain, in wet clothes or bed linen and not giving the person enough food or
drink.
It is the requirement by law to report suspected cases of abuse and neglect.
Organisations have a legal obligation to report allegations or incidents of assault. If
you observe any aggression towards a person by any person, staff or family
member, you have a duty of care to report the incident to your superior or another
appropriate staff member.
All facilities and services must have a policy and procedure in place to report assault
and abuse. They must also protect the identity of the informant and defend them
against victimisation.
If we provide a safe environment, the person can feel secure, and their confidence
and self-esteem will rise.

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 155
Signs or indicators that abuse may be occurring (CourseHero, 2019):

Physical Indicators Behavioural Indicators

Physical Abuse
Facial, head and neck bruising or Explanation inconsistent with the
injuries. injury; explanation varies.
Drowsiness, vomiting, fits Avoidance or fearfulness of a particular
(associated with head injuries). person
Unexplained or poorly explained Sleep disturbance (e.g. nightmares; bed
accidents or injuries such as broken wetting)
bones, sprains, punctures Changes in behaviour, e.g. out of
Other bruising & marks may suggest character aggression; withdrawal;
the shape of the object that caused excessive compliance.
it. Over or under-use of sedation
Unexplained fractures, dislocations, Fear or anxiety
sprains.
Pain or restricted movement
Unexplained bruises, bite marks,
cuts, burns, scratches
Physical Neglect
Hunger, thirst or lot of weight loss Requesting, begging, scavenging or
Poor hygiene stealing food
Poor hair texture Constant fatigue, listlessness or falling
Inappropriate or inadequate asleep
clothing for the weather conditions Direct or indirect disclosure.
Inappropriate or inadequate shelter Extreme longing for company
or accommodation. Social isolation
Health problems have worsened Anxiety about being alone or
due to their medications being abandoned.
mismanaged Displaying inappropriate or excessive
Health or dietary practices that self-comforting behaviours.
endanger health or development.
Unexplained conditions such as
hypothermia, dehydration or
pressure sores

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 156
 Physical Indicators Behavioural Indicators
Sexual Abuse
Direct or indirect disclosure. Repeat use of words, e.g. "bad", "dirty";
Sexual act described by the person. Self-destructive behaviour, self-
Trauma including bleeding around mutilation
genitals, chest, rectum or mouth Sudden changes in behaviour or
Difficulty in walking or sitting temperament, e.g., depression, anxiety
attacks (crying, sweating, trembling),
Internal injuries (tears or bruising),
withdrawal, agitation, anger, violence,
pain or itching to genitalia, anus or
absconding, seeking comfort &
perineal region.
security
Torn, stained or bloodstained
Inappropriate advances to others
underwear or bedclothes
Sleep disturbances, refusing to go to
Unexplained sexually transmitted
bed, going to bed fully clothed
infections (STIs)
Unexplained accumulation of Eating disorders
money or gifts Refusing to shower or constant
showering.
Recent incontinence
Changes in social patterns, refusing to
attend usual places (work, respite)
Anxiety when near, or contact
suggested with the abuser
Psychological or Emotional Abuse
Speech disorders Feelings of worthlessness about life
Weight loss or gain and self; extreme low self-esteem self-
abuse or self-destructive behaviour.
Extreme attention seeking behaviour
and other behavioural disorders (e.g.
disruptiveness, aggressiveness,
bullying)
Excessive compliance
Depression, withdrawal, crying
Low mood
Confusion
Loneliness
Feeling of helplessness

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 157
 Fear

Physical Indicators Behavioural Indicators

Financial Abuse
Restricted access to or no control Stealing from others.
over personal funds or bank Borrowing money.
accounts. Begging
No records or incomplete records
Fear, stress and anxiety
kept of expenditure and purchases.
Missing money, valuables or
property
Forced changes to wills or other
legal documents
Inability to find the money for basics
such as food, clothing, transport
costs and bills
Large withdrawals or big changes in
banking habits or activities
Property transfers when the person
is no longer able to manage their
financial affairs

Activity

Better Health Channel - Wellbeing

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 158
10. Requirement for Good Health
The following are the basic requirements for good health of older individuals:
1. Mental health
Many older adults lose their ability to live independently because of limited
mobility, chronic pain, frailty or other psychological or physical problems, and
require some form of long-term care. Also, older people are more likely to
experience events such as bereavement, a drop in socioeconomic status with
retirement, or a disability. All of these factors can result in isolation, loss of
independence, loneliness and psychological distress in older people.
Depression and dementia are common mental health issues experienced by
older individuals.
Depression has the following risk and protective factors:

Risk factors Protective factors

• Health problems The more active the

• Loneliness and elderly clients are
isolation physically, mentally, and
• Reduced sense of socially
purpose feel:
• Fears • Exercise
• Recent • Connect with
bereavements others
• Get enough sleep
• Maintain a healthy
diet
• Participate in
activities

Dementia has the following risk and protective factors:

Risk factors Protective factors

Main risk factors: • Diet

• Age • Physical activities
• Family history and • Intellectual activities
heredity

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 159
 Other risk factors:
Alcohol use,
atherosclerosis, diabetes,
hypertension, smoking,
etc.

2. Nutrition and hydration

Older individuals and people with disability go through many physical changes
that also come with changing nutrition and hydration requirements. Certain
conditions associated with ageing or some disabilities require specific dietary
restrictions which may affect the older individual's nutrition and hydration.
3. Exercise
Being physically active helps the elderly stay healthy and fit enough to keep
doing the things they like to do as they get older. Exercise is also known to be
good for mental health.
Starting or maintaining a regular exercise routine can be a challenge in the
elderly. They may feel discouraged by illness, on-going health problems, or
concerns about injuries or falls.
4. Hygiene
Keeping the elderly client clean is essential for good health. Poor hygiene can
cause skin complaints and infections, and be a source of discomfort and low
self-esteem.
Elderly hygiene is an issue that many caregivers have to deal with. Some elderly
clients refuse to take a shower or bathe, change their clothes, brush their teeth
or clean their house -- all of which result in bad elderly hygiene.
5. Lifestyle
Maintaining a healthy lifestyle is essential to elderly clients. It helps protect them
from diseases, helps them fight infections, and helps prevent chronic conditions
from getting worse. Maintaining a healthy lifestyle improves the client's holistic
(mental and emotional) health and wellbeing.
6. Oral health
Maintaining good oral health habits is especially important for elderly clients
because unhealthy bacteria in the mouth not only can harm the teeth and gums
but may be associated with severe medical conditions. Poor oral health may
also affect the elderly client's eating habits and nutrition.
Learner Guide Version No. 2.1 Produced 28 February 2020
© Compliant Learning Resources Page 160
11. Support for Older People

Aside from the service provider providing care and support for the elderly, there
are resources available on Aged Support and Services for the elderly in Australia.

Do you want to read more about the topic?

• Ageing and Aged Care Support Services
This webpage contains the different services to support older people,
their families, and carers.

The following are examples of support services funded by the Commonwealth that
directly or indirectly help and support the aged population:
• home and community care services
• financial counselling
• health promotion programs
• rehabilitation services
• retirement assistance for farmers
• advocacy services
• support for consumer organisations
• a range of information related to government programs

The following are examples of Non-Government Sector Associations and

Organisations that provide a large range of services and support to the elderly:
• Advocare
• Aged and Community Services Australia
• Aged Care Network
• ARPA Over 50s Association
• Carers Australia
• Centre for Education and Research on Ageing

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 161
 • Council on the Ageing Australia (COTA)
• National Ageing Research Institute
• National Seniors Association

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 162
Chapter Review

Knowledge Check
1. What are the different aspects of an individuals wellbeing must be

support them? Explain.

2. What are the requirements for for good health of older individuals?
3. How can you promote independence in an aged care facility?

Summary
By now, you should be familiar with these ideas:
• Focus on improving and not just maintaining quality of
service
• Remember to motivate and empower to realise one's
own maximum potential and possibilities.
• Keep in mind that there are different aspects for a

identify their needs and support them better.

• Psychological comfort and safety is as important as
physical comfort and safety

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 163
REFERENCES
Blood Pressure Association. (2008). Your arteries and high blood pressure.
Retrieved from
http://www.bloodpressureuk.org/BloodPressureandyou/Yourbody/Art
eries
You and Your Hormones. (2018). Pituitary Gland. Retrieved from
http://www.yourhormones.info/glands/pituitary-gland/
Live Science. (2013). Diagram of the Human Nervous System (Infographic).
Retrieved from
https://www.livescience.com/27975-human-body-system-the-
nervous-system-infographic.html
WebMD, LLC. (2014). Picture of the Brain. Retrieved from
https://www.webmd.com/brain/picture-of-the-brain#1
McGovern Medical School at UTHealth Department of Neurology and
Anatomy. (1997). Chapter 3: Anatomy of the Spinal Cord. Retrieved from
https://nba.uth.tmc.edu/neuroscience/m/s2/chapter03.html
World Health Organization. (2019). Physical Activity and Older Adults. Retrieved
from https://www.who.int/dietphysicalactivity/factsheet_olderadults/en/
Solution-Focused Approach. (2013). Strengths-based approach: Definition,
History, Philosophy, Principles and Practice. Retrieved from
https://sites.google.com/site/solutionfocusedapproach/5-study-
materials/2-strengths--based-approach-definition-history-philisophy-
principles-and-practice
ASHM. Guide to Australian HIV Laws and Policies for Healthcare Professionals:
Privacy and Confidentiality. Retrieved from
http://hivlegal.ashm.org.au/index.php/guide-to-australian-hiv-laws-and-
policies-for-healthcare-professionals/privacy-and-confidentiality
wiseGEEK. 2019. What is the Connection between the Digestive System and
Urinary System. Retrieved from
https://www.wisegeek.com/what-is-the-connection-between-the-
digestive-system-and-urinary-system.htm
OPAL Institute. About Compulsory Reporting. Retrieved from
https://www.opalinstitute.org/compulsory-reporting.html

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 164
Disability Services, Government of Western Australia. Planning for Access and
Inclusion for People with Disability Access and Inclusion Resource Kit.
Retrieved from
http://www.disability.wa.gov.au/Global/Publications/For%20business%
20and%20government/DAIPs/Archived%20DAIP%20docs/Part-1-
Planning-for-access-and-inclusion-for-people-with-disability.pdf
University of Houston. Interpersonal Communication Involves. Retrieved from
http://www.uh.edu/campus/crc/intcomm.html
Department of Health Australian Government. Aged Care Funding Instrument
(ACFI) User Guide. 2016. Retrieved from
https://agedcare.health.gov.au/sites/default/files/documents/02_2018/
final_acfi_user_guide_2017.pdf
Department of Health Australian Government. Ageing and Aged Care:
Residential Care Subsidy. 2019. Retrieved from
https://agedcare.health.gov.au/aged-care-funding/residential-care-
subsidy
The Practical Impact of Dementia. 2019. Retrieved from
https://www.alzheimers.org.uk/get-support/help-dementia-
care/understanding-supporting-person-dementia-practical-impact
Queensland Council for Adult Literacy. Tutor Tips: Documentation Skills in
Aged Care Progress Notes. 2018. Retrieved from
https://www.qcal.org.au/archive/images/tip2011_06.pdf
Victoria State Government. Incident Reporting Instruction. 2013. Retrieved
from
https://fac.dhhs.vic.gov.au/sites/dhhsfac/files/2017-09/incident-
reporting-instruction-updated-may-2013.pdf
Aged & Community Services Austria. Person Centred Practice: Guide to
Implementing Person-Centred Practice in Your Health Service. 2008.
Retrieved from
https://www.acs.asn.au/wcm/documents/ACS%20Website/Resources/
Wellness%20Reablement/Tools/Guide%20to%20Implementing%20Per
son%20Centred%20Practice%20in%20Aged%20Care.pdf
Association for Real Change. Active Support: A Handbook for Supporting
People with Learning Disabilities to Lead Full Lives. Retrieved from
https://arcuk.org.uk/publications/files/2011/03/Active-Support-
Handbook.pdf

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 165
Course Hero, Inc. We Like to Have Privacy and So Do Our Residents. 2019.
Retrieved from https://www.coursehero.com/file/p1bt7g3/We-like-to-have-
our-privacy-and-so-do-our-residents-and-clients-Each-person-is/
Aged Care 101. Right and Responsibilities in an Aged Care Home. Retrieved
from https://www.agedcare101.com.au/aged-care/agreements/rights-and-
responsibilities-aged-care
Notebook. 1993-. Retrieved from
http://www.noteaccess.com/APPROACHES/ArtEd/ChildDev/EriksonPs
ychoSoStages.htm
Columbia Aged Care. Recreational Activities. Retrieved from
https://columbiaagedcare.com.au/our-centres/
The Wandsworth Medical Centre. Dignity, Respect and Privacy for Patients
Policy. 2015. Retrieved from
https://www.wandsworthmedicalcentre.co.uk/wp-
content/uploads/2016/01/DIGNITY-AND-RESPECT-POLICY.pdf
TakingITGlobal. Sexuality. 2015. https://issues.tigweb.org/sexuality
CourseHero, Inc. Nursing CHCCCS023. 2019. Retrieved from
https://www.coursehero.com/file/p5rbr70c/Avoidance-or-fearfulness-
of-a-particular-person-or-staff-member-Sleep/

Learner Guide Version No. 2.1 Produced 28 February 2020

© Compliant Learning Resources Page 166