CHCCCS038 - Facilitate the Empowerment of People Receiving Support

Assessment Task 1: Written questions

You must correctly answer all questions to show that you understand the knowledge required of this unit.

Assessment Overview

This Student Assessment Booklet includes all your tasks for assessment of CHCCCS038 Facilitate the empowerment of people with disability

Question 1

How did society view and treat people with a disability in our history?

Question 2

Explain the difference between the social and medical model of service.

Question 3 

Describe the role of the United Nations in the movement of disability rights.

Question 4

In your own words, describe the purpose of Article 19 under the UNCRPD.

Question 5

Provide an explanation for each of the following terms.

• Self-directed
• Person-centred
• Strengths-based
• Human rights approach
• Active support

Question 6

Describe what an individual with a disability might have experienced historically, having lived in an institutionalised environment. 

Question 7

List two Acts of legislation – both on a national level (ie Commonwealth legislation) and within your state or territory that are related to protecting human rights in disability services.

Question 8

Identify the 6 National Standards that apply to disability service providers.

Question 9

a) Explain what type of abuse occurred here and the signs and indicators of such abuse.Explain how the staff did not exercise their duty of care.

b) Explain what type of abuse is occurring here and the signs and indicators of such abuse. As a carer, what would be your duty of care and would mandatory reporting be required (consider your own state or territory).

Question 10

Has Janessa’s employer breached her rights to privacy? Explain your answer.

Question 11

What should Trish have provided Peta with prior to signing her up to participate in the trial?

Question 12

What are your thoughts about Andy’s approach with his dad? In your response, refer to dignity of risk.

Question 13

a) Explain in your own words the purpose of the Disability Discrimination Act 1992.

b) Does Nigel have a case for unfair dismissal? Explain your answer, referring to the Disability Discrimination Act as part of your answer

Question 14

Review the Code of Practice for the Prevention and Management of Occupational Violence in Disability Services. What type of disability services does this code address?

Question 15

Provide three examples of occupations that are most commonly referred to as mandated reporters for suspected cases of child abuse and neglect.

Question 16

Explain the type of misconduct in this scenario. In your answer, refer to work health and safety

Question 17

Provide an example of when you may be required to seek additional help from more experienced staff.

Question 18

a) Provide a definition of acquired brain injury and explain at least three different ways in which it can occur, and disease that are included under the category of ABI.

b) Jemma has Asperger syndrome. What are five symptoms that Jemma may display?

c) Explain at least two types of non-typical skills and focus people on the autism spectrum may show.

d) Identify at least three secondary conditions that people on the autism spectrum may have.

e) Identify three symptoms of dyslexia

f) Do you think there is any indication of developmental delay? Explain your answer using examples from the scenario.

Question 19

Explain the principles and aims of empowerment.

Question 20

Provide a definition of active listening, including ways in which you would demonstrate this communication skill. Explain why it is such an important skill for someone working in disability services.

Assessment Task 2: Case studies

You are to read two case studies and complete the questions for each.

Case Study 1: Emma

Emma is of strict Catholic background. She resides alone in a group home village where she is looked after for her intellectual disability needs.

The units in the village are located close to each other and have single occupancy or multiple occupancy. All residents in the village have a type of intellectual disability.

Support workers attend to each unit regularly, providing in-home visits across all units. One of the male support workers, Chris (who provides Emma with in-home care and assistance) forced himself upon her to engage in sexual intercourse on a number of occasions. He saw this as an opportunity to challenge Emma’s Catholic beliefs and practices.

After the incident happened, Emma became withdrawn from others in the residential community and stopped interacting with them like she used to.

Emma tentatively raises the occurrence with another support worker, Phil, who is visiting the village one day. Phil assures her that Chris would not have behaved that way intentionally and laughed it off, insisting he was probably just joking around because he is not a religious person, and he was known to the others for his jovial nature and sense of humour. She was also advised to do as she is told by Chris to keep out of his way and off his bad side.

Emma never mentioned this again to any of the other workers and was made to accept the situation. She was led to believe that this type of occurrence was part of Chris’s role. Chris continued to rape her upon his visits and, as a result, she became completely withdrawn from the community.

Question 1

What are Emma’s rights? How would you, if you were one of her carers, ensure she understood her rights. In your answer, explain how you could use technology to help her in this regard.

Question 2

What is Phil’s responsibility in this situation? How should he have responded to ensure that services were delivered in a manner that upheld Emma’s rights and needs?

Question 3

What type of support does Emma need? What might need to happen in this case so she can feel safe and protected?

Question 4

Are Emma’s cultural needs being respected? Explain your answer.

Question 5

What legal and ethical breaches have occurred in this scenario?

Question 6

If you were Emma’s support worker, what signs or symptoms would you be able to observe or identify that show something wrong/bad has occurred? What would you have done when you had realised there was a problem?

Question 7

What would you do to help empower and advocate disability rights for Emma and other residents in the village?

Question 8

Imagine you are helping Emma exercise her rights. Who could a complaint be made to? Provide website links or contact details of places that could be contacted.

Summary of Assessment Requirements

The assessment for CHCCCS038 – Facilitate the empowerment of people with disability was divided into two main tasks:

Task 1: Written Questions

Students were required to demonstrate knowledge across multiple areas relevant to disability rights and empowerment. Key areas included:

• Historical perspectives on disability and treatment in society.
• Distinction between social and medical models of service.
• The role of the United Nations and disability rights (including Article 19 under UNCRPD).
• Explanation of key terms such as self-directed, person-centred, strengths-based, human rights approach, and active support.
• Legislative frameworks (Commonwealth and State/Territory).
• National Standards for disability service providers.
• Identification of abuse, duty of care, privacy, dignity of risk, and misconduct.
• Application of the Disability Discrimination Act 1992.
• Understanding conditions such as ABI, autism spectrum disorder, dyslexia, and developmental delay.
• Principles of empowerment, active listening, and professional boundaries.

Task 2: Case Studies

Students were required to analyse complex real-world disability service situations. For example, Case Study 1 (Emma) focused on:

• Understanding rights violations.
• Ethical and legal responsibilities of carers.
• Providing appropriate support and protection.
• Recognising cultural needs.
• Reporting abuse and advocating disability rights.
• Practical ways to empower people with disability and uphold service standards.

The purpose of these assessments was to evaluate both theoretical knowledge and practical application in realistic scenarios.

Stepwise Guidance and Support from the Mentor

Step 1: Breaking Down Requirements

The mentor began by clearly outlining the two tasks (written knowledge questions and case study analysis). Each question was mapped against the unit learning outcomes so the student could understand why each area was important.

Step 2: Guiding Task 1 – Written Questions

1. Understanding history and models of disability

   • Mentor explained how society’s treatment of people with disability has shifted from institutionalisation to rights-based empowerment.
   • Social vs medical model was simplified with real examples (e.g., medical = “fixing the disability”, social = “fixing the barriers”).

2. UN and Disability Rights

   • Mentor discussed the role of the UN in shaping disability policies worldwide and explained Article 19 of the UNCRPD in plain language (right to live independently and be included in the community).

3. Key Concepts and Terms

   • Mentor helped the student define self-directed, person-centred, strengths-based, human rights approach, and active support by linking each to practical service situations.

4. Legislation and Standards

   • Mentor provided examples of both Commonwealth and State legislation.
   • National Standards were reviewed and connected with quality service delivery expectations.

5. Scenarios of Abuse and Misconduct

   • Mentor guided the student to identify signs of abuse, duty of care obligations, privacy breaches, and dignity of risk.
   • Real-life disability service situations were used to make the concepts relatable.

6. Conditions and Disabilities

   • Mentor clarified definitions and symptoms for ABI, autism spectrum, dyslexia, and developmental delays.
   • Discussed secondary conditions and their impact on daily life.

7. Empowerment and Active Listening

   • Mentor encouraged the student to reflect on how communication builds trust, and why empowerment is central to disability services.

Step 3: Guiding Task 2 – Case Studies

Using Emma’s case study, the mentor supported the student step by step:

1. Identifying Emma’s Rights

   • Mentor reinforced her right to safety, dignity, and informed choice. Technology tools (easy-read documents, visual aids) were suggested for awareness.

2. Carer Responsibilities

   • Mentor emphasised Phil’s ethical and legal duties to report and act appropriately.

3. Support Needs

   • Mentor guided the student to identify both immediate protection needs (safety from Chris) and long-term emotional support (counselling, advocacy).

4. Cultural Sensitivity

   • Mentor reminded the student that Emma’s Catholic background should be respected while planning support.

5. Legal and Ethical Breaches

   • Mentor ensured the student linked the case to specific breaches of human rights, codes of conduct, and mandatory reporting obligations.

6. Signs of Abuse and Action Steps

   • Mentor helped the student list behavioural and emotional indicators of abuse.
   • Action steps were outlined, including reporting, safeguarding, and referral.

7. Advocacy and Complaint Pathways

   • Mentor introduced organisations such as the NDIS Quality and Safeguards Commission and Disability Advocacy Network Australia.

Step 4: Consolidating the Learning

The mentor reviewed the student’s draft answers, ensuring they were comprehensive, referenced correctly, and aligned with the unit outcomes.

Final Outcome and Learning Objectives Achieved

• Outcome of the Process:
  The student successfully completed both tasks, demonstrating clear knowledge of disability rights, empowerment, communication skills, abuse prevention, and ethical responsibilities.

• Learning Objectives Covered:

  • Historical and social awareness – understanding the evolution of disability rights.
  • Knowledge of frameworks – applying legislation, UNCRPD, and National Standards.
  • Critical thinking – evaluating real-world case studies like Emma’s situation.
  • Practical application – identifying abuse, breaches, and empowerment strategies.
  • Communication skills – applying active listening and person-centred approaches.
  • Advocacy and empowerment – recognising the role of carers in safeguarding rights.

Through the mentor’s structured step-by-step guidance, the student not only completed the assessment but also gained confidence in applying theory to practice in disability services.

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