CHCCCS038 - Facilitate the empowerment of people receiving support

Students will also be expected to demonstrate the following knowledge:

• history and recent developments in disability and ageing:

• enablement versus reablement
• institutionalised versus person-centred, self-directed model of support

• human rights framework for service delivery
• structural and systemic power and obstacles to empowerment:

• social
• physical
• emotional
• stigma
• ageism
• cultural
• economic

• social constructs of disability and ageing and the impact of own attitudes on working with people with disabilities
• how and when to seek support from more experienced and qualified staff
• individual, emotional and environmental barriers to empowerment and ways to address these and support people providing choices:

• physical
• social
• cognitive

• support practices for people, including but not limited to, the following conditions:

• genetic factors
• physical trauma
• psychological trauma
• chronic lifestyle conditions
• acquired brain injury

• legal and ethical considerations for working with people receiving support:

• codes of conduct
• discrimination
• dignity of risk
• duty of care
• human rights
• informed consent
• mandatory reporting
• privacy, confidentiality and disclosure
• work role boundaries, responsibilities and limitations
• work health and safety
• legislated, statutory, professional and ethical standards

• principles of:

• empowerment
• rights-based approaches
• person-centred practices
• self-advocacy
• active support
• active listening
• social justice, and the importance of knowing and respecting each person as an individual
• strengths-based approaches

• restrictive practices:

• considerations within the human rights framework
• impacts of restrictive practices on a person’s empowerment
• instances where restrictive practices may be used as reflected in behaviour support plan
• use of authorised restrictive practices as a last resort and proportionate to the risk of potential harm to the person or others
• positive proactive approaches to support that eliminate the need to use restrictive practices
• physical, psychological and emotional risks related to the use of restrictive practices
• use of unauthorised restrictive practices
• documentation of use of restrictive practices

• strategies that assist people to exercise their rights and support independent action and thinking:

• use of technology to facilitate choice
• right to privacy
• right to be involved in planning and decision making regarding their own care and support and those providing it

• scope and breadth of assistive technologies used across the life domains, including but not limited to:

• self-care
• continence and hygiene
• communication
• mobility and transferring
• cognition and memory loss
• vision and hearing
• daily living activities
• recreation and leisure
• education and employment
• home and other environments
• eating and drinking
• pressure area management
• carer support

• role of assistive technologies in supporting a person’s life activities:

• maintaining and promoting independence
• enabling inclusion and participation

• how to access and use advocacy services and complaint mechanisms
• indicators of abuse exploitation and neglect.