BookOne

COMMUNITY CONNECTIONS LEARNING PROGRAMME
LEARNING MATERIAL
BOOK ONE

TABLE OF CONTENTS
THE CODE OF RIGHTS
7
1. Putting the Code of Rights in to Practice. 8
Unit Standard and Elements: n/a
8
YOUR EMPLOYMENT AGREEMENT
9
2. Your Employment Agreement. 10
Unit Standard and Elements: US28542v1: 1.1
10
YOUR JOB DESCRIPTION
WHAT ARE BOUNDARIES?
11
12
3. Your Job Description and Boundaries 13
Unit Standard and Elements: US28542v1: 1.1
13
MOVING ON / CLOSURE.
14
4. Support Partnerships That End. 15
Unit Standard and Elements: n/a
15
THE SUPPORT PLAN
16
5. Person-centred Support Plans. 18
Unit Standard and Elements: US28528v1: 1.1, 1.2, 1.3, 2.2
19
INTENTIONAL SAFEGUARD PLANS
20
6. Intentional Safeguard Plan (also known as Risk Management Plans or Risk and Vulnerability
Plans)
22
Unit Standard and Elements: US23389v3: 1.1, 2.1(5b), 2.2 (5c), 2.3 (5d), 2.3 (5e). US28528v1: 2.4 24
OBSERVING CHANGES
24
7. Observing Change 25
Unit Standard and Elements: US27459v2: 1.1, 1.2.
25
8. Reporting Change 26
Unit Standard and Elements: US27459v2: 1.2, 1.3.
26
Observing and Responding to Changes - COORDINATOR VERIFICATION
Unit Standard and Elements: US274592v2: 2.1.
26
27
WHAT IS DISABILITY?
27
9. Values and Attitudes of Society. 36
Unit Standard and Elements: US28523v1: 1.1, 1.2
37
2

VALUES AND ATTITUDES IN THE WORKPLACE
37
10. Acting Professionally and Ethically in the Workplace. 38
Unit Standard and Elements: US28542v1: 3.3
39
CONFIDENTIALITY (PRIVACY)
40
11. Confidentiality (Privacy) 40
Unit Standard and Elements: n/a
41
TIME MANAGEMENT
Time Management Coordinator Verification Form
41
43
ETHICS
44
12. Values 45
Unit Standard and Elements: US28542v1: 2.1, 2.2, 2.3
47
13. Community Connections’ Ethics 48
Unit Standard and Elements: US28542v1: 1.2, US28528v1: 2.4.
49
14. United Nations Convention on the Rights of Persons with Disabilities. 49
Unit Standard and Elements: US28542v1: 3.1, 3.2
50
Ethical and Professional Behaviour Coordinator Verification Form:
Unit Standard and Elements: US28542v1: 4.1, 4.2, 4.3, 4.4.
50
51
15. Ethical Responsibilities to Others 51
Unit Standard and Elements: US28542v1: 1.3.
52
OCCUPATIONAL SAFETY AND HEALTH
53
16. Personal Protective Equipment. 58
Unit Standard and Elements: US28536v1: 2.2
59
17. Health and Safety Practices 60
Unit Standard and Elements: US28536v1: 1.1
60
18. Health and Safety Roles and Responsibilities 60
Unit Standard and Elements: US28536v1: 1.2
61
19. Hazards 61
Unit Standard and Elements: US28536v1: 2.1, 2.3.
62
20. Responding to Emergencies. 62
Unit Standard and Elements: US28536v1: 1.4.
63
Health and Safety Coordinator Verification Form
Unit Standard and Elements: US28536v1: 2.2, 2.3, 3.1, 3.2
63
64
MANAGING STRESS
64
21. Stress. 66
Unit Standard and Elements: n/a
66
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SUSPECTED ABUSE
68
22. Types of Vulnerability, and Power Relationships. 70
Unit Standard and Elements: US28521v1: 1.1, 1.2, 2.2
71
23. Indictors of Abuse 74
Unit Standard and Elements: US28521v1: 2.1, 2.3
75
24. Community Connections Alleged Abuse Reporting Procedures. 75
Unit Standard and Elements: US28521v1: 3.1
75
25. Community Connections Incident Reporting Process. 75
Unit Standard and Elements: US28521v1: 3.2, US28536v1: 1.3, 2.4
77
4

Practical Requirements
To complete this part of CCLP you need to be prepared for or with the following:
• Proof that you have put the Code of Rights in to practice.
• Proof around your time management.
• Proof that you are ethical in your work.
• Proof that you have observed changes in at least two people you work with
• Proof that you use personal protective equipment in your work.
• Proof that you have participated in OSH procedures.
PLEASE ALERT YOUR COORDINATOR WHEN…
! You believe you have an example of when you have shown
professional and ethical behaviour by working within the boundaries
of your role. Note it on your timesheet and alert your Coordinator.
E.g. A person you support asks you to join them and a friend for
takeaways. You explain that you are not a friend, but are a paid
support person and it wouldn’t be professional or ethical of you to
join them in those circumstances.
! You believe you have an example of when you have behaved professionally and
ethically in your work activities. Note it on your timesheet and alert your
Coordinator.
E.g. You keep good written records, you attend meetings on time, you arrive to
support on time, you follow policy and procedure etc.
! You believe you have an example of when you have behaved professionally and
ethically in your interaction with others. Note it on your timesheet and alert your
Coordinator.
E.g. You chose not to participate in a conversation because it was about a person
who wasn’t present and you felt it was inappropriate to have that conversation at
that time.
! You believe you have an example of when you addressed an ethical issue, grievance
and/or dispute according to Community Connections policy and procedures. Note it on your
timesheet and alert your Coordinator.
E.g. You didn’t agree with something that was happening at work, so you talked
about it with your Coordinator in coaching and then addressed the issue in a
respectful manner according to a specific CC policy.
! You believe you have an example of when you have maintained a professional, cultural and
age-appropriate physical, emotional, sexual and spiritual boundary. Note it on your
timesheet and alert your Coordinator.
E.g. You arrived to provide support and the person was still in their sleepwear. You
explained that you would wait in your car until they had got dressed.
! You believe you have an example of when you have worked within Community
Connections policies and procedures. Note it on your timesheet and alert your
Coordinator.
E.g. A person wasn’t home when you arrived to support them, so you text your Coordinator
and asked if there was other work that they would like you to do for that support time.
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! You have participated in updating either a Health and Safety Checklist , and OSH Hazard
Checklist or a Pandemic Plan for a person you support.
Please give your Coordinator the name of the supported person and the date that you did
this.
! You believe you have followed Community Connections procedures for ensuring the security
of the support environment. Note it on your timesheet and alert your Coordinator.
E.g. A person you support often forgets to close her curtains at night. This means that it is
obvious she is alone in the house, or is sometimes visible when getting changed. You talked
with her about the important of security and closing her curtains to keep herself safe.
! You believe you have reported a change experienced by a person you support according to
Community Connections Philosophy and Policy.
! You believe that you offered a non-judgmental opinion about whether the change was
positive or not for the person, and what impact that might have on the support that is
presently being provided.
Note it on your timesheet and alert your Coordinator.
E.g. A person you support was losing weight quite quickly. Even though it was a good thing,
you wondered if the speed that the weight was dropping was safe. You noted this on your
time/tasksheet and also brought it up at the Catch Up meeting for that person letting the
team know that you are not an expert, but that you are concerned, and are we providing
enough support around the goal of weight loss?
6

THE CODE OF RIGHTS
The Health and Disability Commissioner Act (1994)
(often referred to as The Code of Rights – there are 10 of them)
The Health and Disability Commissioner Act (1994) is one of the most important documents
that underpin our work at Community Connections.
The purpose of the act is to promote and protect the rights of the people we support and
to make sure there is a fair, simple, speedy, and efficient resolution of complaints relating
to infringements of those rights.
The rights within the Act are often referred to simply as The Code of Rights.
The people we support have Rights and Community Connections has Duties.
Every person we support has rights under this Code, and Community Connections is obliged
to take reasonable action to carry out in practice the duties in this Code.
The duties are that Community Connections has to inform the people we support of their
rights, and enable them to exercise their rights.
This means making sure that the people we support know and understand their rights. It
also means that Community Connections Policy and Procedure should reflect the Code of
Rights and that Community Connections should seek feedback to ensure that the people
we support feel their rights are being respected.
To do this we make the Code of Rights known to each person we support by:
• Putting posters explaining the Code of Rights on the walls of each office.
• On first entering our service, a person we support is fully informed of their Rights by
their Coordinator.
• A pamphlet about the Code of Rights is included in the Supported Person’s Handbook
given to each person when they enter our service.
• Community Connections makes sure that all Support Staff understand the Code of
Rights so that they can assist the people they support to exercise their rights –
especially the right to complain.
To enable people we support to exercise their rights, Community Connections:
• Has a clear complaints procedure so that people we support are able to speak up if they
are not happy with any aspect of their support.
• Has regular questionnaires that people we support are asked to complete (with support
if needed) about how happy they are with the support they receive from Community
Connections.
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• Has SAMS audits where an outside agency comes in and talks with the people we
support and their families to check that they are happy with their support.
• We have policies and procedures (e.g. privacy and confidentiality policies) that support
the Code of Rights.
Learning Partnerships
IF THE PERSON YOU SUPPORT AGREES, THIS NEXT QUESTION CAN BE COMPLETED IN
YOUR SUPPORT TIME.
Talk with the person you support explain to them about the question and then discuss with them how
you could answer the question.
Don’t forget to put your conversation and learning on your time/tasksheet – note the book number
and question number. See the Learners’ Website for the amount of time you can claim.
Please look at the Code of Rights now. To do this you can go to the Health
and Disability Commission website (http://www.hdc.org.nz/ or look on the
Learners Website under RESOURCES) or you can get a pamphlet from your
Community Connections office.
1. Putting the Code of Rights in to Practice.
a) Please give an example of something you would say to a person you support that shows you
understand their right to dignity.
I would say to the person I support,
“Please let me know if I do or say anything that makes you feel unhappy,
uncomfortable or worried”.
b) Please give an example of something you would do in your support that shows you understand
that person’s right to services of an appropriate standard.
When supporting a person I would make sure that I followed Community Connections’
policy and procedure in the correct way and that the person I support was satisfied
with my support.
c) Please give an example from your support work where you have shown you have understood the right for
the person you support to be fully informed.
When I support ‘B’, I ask her if she has any questions about how her support is
provided. ‘B’ is receiving medical treatment so I often remind her that she can ask
questions about her treatment.
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: n/a
Evidence: n/a
Judgement: The learner has shown an understanding of how the Code of Rights looks when it is put in to
practice.
Glossary
8

Resolution - solving a problem or argument.
Infringements - breaking the terms of a law or agreement.
Obliged – bound, often by law, to do something.
Exercise - The use or application of a right or process.
Assist - Help by providing money or information.
Enable - Make possible.
Procedure - A series of actions carried out in a certain order.
Aspect - A particular part of something.
YOUR EMPLOYMENT AGREEMENT
When you were employed by Community Connections, along with your Job Description you
also received an Employment Agreement. Both your Job Description and your Employment
Agreement are documents that give you a clear guideline on how to work in a professional
manner.
Go to the Internal Website and read your Employment Agreement. (Look
under STAFF category for the Collective Employment Agreement.)
Your agreement is quite a long document, but you should have read through it at least
once, as you agreed to it and signed it before beginning your work at Community
Connections.
Your Employment Agreement talks about your hours of work, what and how you get paid,
any allowances you may get, training, leave entitlements, performance assessments, health
and safety, sexual harassment, personal grievances, disciplinary and dismissal procedures,
confidentiality etc.
Now, thinking about your Employment Agreement, please answer the following questions.
CCLPv2 010116 :: Page 9

2. Your Employment Agreement.
According to your Employment Agreement, what are your professional responsibilities in the
following areas?.
E.g.
Stress: I need to be responsible for my own stress levels. If I find that I am feeling stressed, then I need to talk
with my Coordinator and discuss ways that my stress levels can be reduced.
a) Training
According to my Employment Agreement I may be required to attend training that is
relevant to the work I have been employed to do.
Verification -­‐ Employment Agreement page number that supports your answer:
C.C. Collective Employment Agreement page 8.
b) Annual Leave
My responsibilities are to take annual leave in the year that it falls due unless
otherwise agreed in writing. I must apply for annual leave at least 4 weeks before the
proposed leave.
Verification -­‐ Employment Agreement page number that supports your answer:
C.C. Collective Employment Agreement page 9.
c) Coaching
I am required to attend coaching with my manager and if I should need to cancel
coaching for any reason, I need to give 24 hours notice and arrange another time
within one month.
Verification -­‐ Employment Agreement page number that supports your answer:
C.C. Collective Employment Agreement page 15
d) Confidentiality
I must not share any information about any person supported by Community
Connections, their family, or confidential information about Community Connections’
business.
Verification -­‐ Employment Agreement page number that supports your answer:
C.C. Collective Employment Agreement page 18
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28542v1: 1.1
Evidence: Quotes from the Collective Employment Agreement to verify that it has been read.
Judgement: Professsional behaviour is described in terms of CC policy (Collective Employment Agreement).
Glossary:
Professional - Having the skill appropriate to a professional person; being skillful.
Entitlements - The amount to which a person has a right.
Assessment - Judging the quality, or ability of someone or something.
Performance - Carrying out an action, task, or function.
Harassment - Aggressive pressure or intimidation.
10

Grievances - An official statement of a complaint over something believed to be
wrong or unfair.
Disciplinary - A system of rules of conduct.
Dismissal - Removing someone from employment or office.
Confidentiality - Keeping something secret or private.
YOUR JOB DESCRIPTION
When you began your job with Community Connections you would have been given both a
Job Description and an Employment Agreement.
Go to the Internal Website and have a look at your Job Description.
Your job description tells you who you report to and what your specific duties are. It also
tells you how you know you have carried out those duties correctly by giving you
Performance Indicators (sometimes referred to as KPI’s – key performance indicators).
As you read through your job description, you should get a good idea about what your job
involves. You should be getting an understanding of how you will be working with the
people you support, with your colleagues and with Community Connections as a whole.
Hopefully you will have a clear understanding of what is expected of you – and what is not
expected of you! In this way, your job description also tells you about your boundaries as a
Support Person.
Glossary:
Specific – About a particular subject.
Indictors - A thing that shows the state or level of something:
Colleagues – People you work with, workmates.
Boundaries - A limit of a subject or range of activity.
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WHAT ARE BOUNDARIES?
Boundaries are how you make sure that you are working professionally. They are the lines
that decide what you will do or won’t do while supporting a person.
Perhaps the best way of explaining boundaries for a Support Worker is the term “friendly –
not friends”. Always remember that you are in the lives of the people you support because
you are paid to be there.
It is very easy to find ourselves becoming close to the people we support. This is a good
thing as our work is all about relationships, but we need to remember that our relationship
– close though it may be – is still a paid one, just like you and your hairdresser, or plumber
etc.
Being a support person can mean that you have a lot of involvement in the personal lives of
the people you support and the lives of their family and friends. You will probably have
knowledge of personal or confidential information. Sometimes as a result of this, you might
be asked to do things that are not actually part of your role as a support worker.
Throughout all of Community Connections’ Policies and Procedures you will find pieces that
relate to boundaries (see two examples below), but the Policies and Procedures as a whole
are the best way for you to know your boundaries. They cover most situations you might
encounter and give you guidance as to what is expected of you.
Here are some tips that will help you with keeping boundaries:
• Talk about your role as a support person with the person you support and their
network. Make sure that you all have the same understanding of what it is that you
are doing in that person’s life.
• Check it’s right – every now and then, ask the person you support how they think
your relationship is going.
• Be careful about providing too much information about yourself and your own private
life. Some disclosure is ok, because not sharing to some extent can create a sense
of imbalance in the support relationship. But make sure that the person you support
is not getting too involved in your happiness or wellness.
• You have an obligation to discuss things with your Coordinator if you have concerns
regarding collegues who may not be respecting boundaries. This is not ‘dobbing’ –
it’s being mindful the wellbeing of the people that we support.
12

• Most importantly, talk with your Coordinator. Make sure that you attend your
coaching sessions and team meetings. Keep in touch with your fellow support
workers. All these things will help if you find yourself ‘blurring the boundaries’.
Signs of Boundary Problems:
• Disclosing your own personal information to people you support and/or their families.
This includes talking about marital, financial, family problems etc that you may be
having.
• Visiting people you support outside of your scheduled working hours.
• Inviting people you support to your own home.
• Continually staying longer than your scheduled hours.
• Worrying about the people you support when you go home.
• Feeling that you are the only one who really understands the person you support (or
really understands their support needs).
• Accepting money or gifts from the people you support.
Learning Partnerships
IF THE PERSON YOU SUPPORT AGREES, THIS NEXT QUESTION CAN BE COMPLETED IN
YOUR SUPPORT TIME.
Talk with the person you support explain to them about the question and then discuss with them
how you could answer the question.
Don’t forget to put your conversation and learning on your time/tasksheet – note the book
number and question number. See the Learners’ Website for the amount of time you can claim.
3. Your Job Description and Boundaries
Working to your Job Description and practicing good boundaries are examples of acting
PROFESSIONALLY.
Please give an example of a time when you have used your Job Description to guide you in setting
boundaries, or helping the person you support to understand that you are not able to work outside
your boundaries.
A person I support asked me to drive him to his girlfriend’s house. I explained that this
was not part of his support plan and that one of his goals was to become more
confident using public transport.
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known): n/a
Question signed off (date):
Unit Standard and Elements: US28542v1: 1.1
Evidence: n/a
Judgement: Professsional behaviour is described in terms of CC policy (Job Description).
CCLPv2 010116 :: Page 13

Glossary:
Relationships – The way in which two or more people behave toward each other.
Involvement – Emotional or personal association with someone.
Personal – Of or concerning one’s private life, relationships, and emotions rather
than matters connected with one’s public or professional career.
Encounter – Unexpectedly experience or be faced with (something difficult
or hostile).
Guidance – Advice or information aimed at fixing a problem or difficulty.
Disclosure – Letting new or private information be known.
Imbalance – Lack of proportion or balance between two things.
Obligation – An action to which a person is morally or legally bound; a duty or
commitment.
Respecting – With reference or regard to, paying attention to.
Dobbing – tattling, snitching, telling on someone.
Scheduled – A plan for intended events and times.
Continually - Repeating frequently in the same way; regularly.
MOVING ON / CLOSURE.
Another thing we need to think about when we are working with people in a paid capacity
is that Support Partnerships can change and/or end.
It may be that the person being supported decides to move to another area, they may
decide to use another support agency, or they may become unwell. Also, it may be that
they ask for a change in Support Worker as they feel that their relationship with you is no
longer working out. Another reason support partnerships end is because the person has
achieved their goals and no longer feels that they need support.
All these things are a perfectly natural part of people making choices about their lives.
Sometimes it is easy to see these things as a negative reflection on you, but you need to
remember that it’s not about you! It’s about the person you’re supporting. In a lot of cases,
it might be that it’s because of something that you’ve done well, that the person now feels
able to move on.
So be prepared, and remember to keep your boundaries – it will make it much easier to
understand and deal with changes to, and endings of, support partnerships of which you
are a part.
If you find that you’re not dealing with things as well as you wish, talk it through with your
Coordinator in coaching.
Learning Partnerships
IF THE PERSON YOU SUPPORT AGREES, THIS NEXT QUESTION CAN BE COMPLETED IN
14

YOUR SUPPORT TIME.
Talk with the person you support explain to them about the question and then discuss with them how
you could answer the question.
Don’t forget to put your conversation and learning on your time/tasksheet – note the book number
and question number. See the Learners’ Website for the amount of time you can claim.
4. Support Partnerships That End.
a: Describe two circumstances in which your support partnership with a person you support might
end.
AND
b: How would these situations make you feel?
AND
c: Where would you go for support?
Circumstance 1
a)Description:
If the person achieved their goals and no longer needed my support
b) Feelings:
I would feel pleased for them and for myself as it would mean I had fulfilled my role as
a support worker. I may also feel a bit sad as I would no longer have a support
relationship with them.
c) Support:
If I were to need support with this positive outcome, I would talk to my coordinator at
our next coaching session.
Circumstance 2
a)Description:
If the person I support asked to change to another support worker
b) Feelings:
I could feel upset with their decision if I was unsure about their reason. If it was
because of dissatisfaction with my support, I would feel disappointed that I had let
them down.
c) Support:
Talk to a trusted friend or colleague.
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known): n/a
Question signed off (date):
Unit Standard and Elements: n/a
Evidence: n/a
Judgement: n/a
Glossary:
Capacity – A particular role or position.
Achieved – Reach a desired result by effort or skill.
Negative – indicating that something is not present or does not exist. (The opposite
of positive.)
Reflection - A thing that arises from something else.
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THE SUPPORT PLAN
Each person you support will have a Support Plan.
Person-­‐Centred Planning
The Support Plan is written up after a series of meetings with the person being supported,
their family and any other person in the support network. This is called a person-­‐centred
approach to planning. Person-­‐centred means that the support given to a person is based on
their rights, their wishes, their goals, their choices etc. At Community Connections, a
support plan should reflect the individuality, values and culture of the person, and should
reflect respect and partnership between the person being supported, their unpaid support
and their paid support team.
A person-­‐centred approach to planning also values the independence of the person being
supported. Independence encourages the freedom of expression, promotes equality in
partnership and strengthens the feeling of give and take (reciprocity).
A person-­‐centred appropach to support means that the person being supported is
empowered to become an active participant in the planning their own life. The supported
person is the expert of their own life – so it makes sense they’re the person making the
decisions and choices for their life. Another benefit of the person-­‐centred approach is that
the conversation between an organisation and the person changes from service led (“this is
what we can offer you, so this is how we can support you”) to person led (“this is what I
want, can you support me in this?”). This is of benefit because a conversation that is person
led is going to better reflect where that person is in their life at the moment, and what
support they need.
A person is more motivated to achieve goals on a person-­‐centred plan and their whole life
is more likely to be represented on the plan – rather than just the bits that Community
Connections is being ‘paid for’.
In summary, person-­‐centred planning is about these values:
• Individuality – We need to respect each person as an original and unique human
being. When we do this, we understand that the only person who can really direct a
support plan is the person being supported. If we do not respect individuality then
16

we can end up with support plans that could be used by anyone, and don’t properly
say what it is that the supported person really wants for their life.
• Rights – We need to respect that each person being supported has the right to
dignity, appropriate support, communication in a way they understand, informed
consent etc. By respecting these rights, we promote a plan that is centred around
that person’s needs and life choices.
• Choice – Individual choice is a very big part of person centred planning. When we
value choice we value the ability and skills that each person has within them to
understand their own wishes and needs regarding their support and life choices.
• Privacy – When we value privacy, we value the right for people to decide what they
will share with their support team. A person-centered approach to planning
acknowledges that the person will share with their team what is necessary for that
team to understand and support them. But also acknowledges that support is just
part of a person’s life.
• Independence – When we uphold the value of independence we promote that
person’s right to meet others as equals, and to form equal partnerships where give
and take is respected. Person-centred planning makes sure that the meaning of
independence, and how independence looks for the person supported, is
established and supported.
• Dignity – We must value the dignity of the person being supported in personcentered
planning. Dignity acknowledges the right of the person to be seen as an
individual with opinions, beliefs and the competency to make their own decisions.
• Respect – Like dignity, we must value the individual as a citizen in their own right.
We should, first and foremost, acknowledge them as experts in their own lives. In
doing this we are empowering them to speak up, to be heard, and to lead
conversations around their support.
• Partnership – When we value partnership, we value a relationship that is based on
good faith and trust. Partnership is important to person-centred planning because
trust allows people being supported to speak honestly about their wishes and to
have the confidence to ask for things that they need – rather than just pick from what
is offered.
• Informed Consent – Person-centered planning must have informed consent. When
we value informed consent we make sure that we are communicating in a way that
is right for the person, we make sure that any questions the person might have are
answered. We also make sure that the person being supported understands
possible consequences of choices and decisions they make as part of the planning
process.
YOU SHOULD HAVE READ AND UNDERSTOOD THE SUPPORT PLAN FOR EACH PERSON
THAT YOU ARE SUPPORTING.
As mentioned above, the Support Plan tells you about the unique life of the person you are
working alongside. It tells you of their vision for their life, and how you are required to
support them towards moving closer towards that vision.
The Support Plan is like a mini-­‐job description.
Your Job Description tells you in general terms what you will do with all the people you
support, but the Support Plan tells you what you will do in detail with each individual
person that you support.
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So while your job description tells you that you will be supporting people to live
independent lives, each person’s Support Plan tells you how you will be achieving that with
each particular person.
You have a responsibility to keep the Support Plan relevant and up to date for the people
that you support. This is a living document, and it relies upon your observations, your
recording of successes and challenges, and your on-­‐going conversations with that person
for it to remain the important document that it is.
5. Person-centred Support Plans.
a: Describe why the following five values are important to a person-­‐centred approach to support.
Example:
Individuality – All people are different with different values and beliefs. It is important in a person-centred
approach to understand that they are individuals with their own beliefs and value systems.
Choice:
If a person is not given choice, then the plan is not truly about them.
Independence:
Promotes equality in partnership and reciprocity.
Informed Consent:
Means that the person is making choices and decisions based on full information.
Respect:
Personal values are accepted without judgement, therefore the person has freedom of
expression and choice.
Partnership:
The supported person must feel that they have power in a process that is impacting on
their life.
b: Please dscribe THREE benefits of using a person-­‐centred approach to personal planning.
Benefit One is:
empowerment
The benefit of using this is…
The person feels more able to make decisions that affect his/her life.
Benefit Two is:
motivation
The benefit of using this is…
The person is more likely to want to achieve the goals and will participate more
actively
Benefit Three is:
Person led conversation
The benefit of using this is…
It better reflects where that person is at the moment and what support they need.
c: How does active participation in their planning benefit the people you support?
18

The person is more motivated to achieve the goals on the plan, and they are more
likely to see themselves in partnership with their support person, rather than being
‘directed’ by their support person.
d: Describe TWO strategies you could use to encourage a person to more actively participate in
their own personal planning.
First Strategy:
Second Strategy:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known): n/a
Question signed off (date):
Unit Standard and Elements: US28528v1: 1.1, 1.2, 1.3, 2.2
Evidence: The Learner has described five person-centred values in terms of how they supported a personcentred
approach to planning. The have described the benefits of the person-centred approach and also how
active participation benefits the person being supported.
Judgement: The Learner has described the above in such a manner that their understanding of the theory of
person-centred planning is established.
Glossary:
Individuality - A particular thing that makes a person different from others.
Values – A person’s principles or standards of behavior; one’s judgment of what is
important in life.
Culture – The customs, arts, social institutions, and achievements of a particular
nation, people, or other social group.
Encourages – Give support, confidence, or hope to (someone).
Promotes – To support or actively encourage and idea or person.
Equality – Being equal, especially in status, rights, and opportunities.
Strengthens – Make or become stronger.
Empowered – Make (someone) stronger and more confident, especially in
controlling their life and claiming their rights.
Participant – A person who takes part in something.
Expert – A person who has a very good knowledge of or skill in a particular area.
Motivated – Increase (someone’s) interest in or enthusiasm for doing something.
Represented – stand up for, or show for.
Unique – Being the only one of its kind; unlike anything else
Vision – A mental image of what the future will or could be like.
Particular – Used to single out an individual member.
Relevant – Closely connected or appropriate to what is being done or considered.
Observations – A remark, statement, or comment based on something one has
seen, heard, or noticed.
CCLPv2 010116 :: Page 19

Successes – The accomplishment of an aim or purpose.
Challenges - A task or situation that tests someone’s abilities.
INTENTIONAL SAFEGUARD
PLANS
(Also referred to as Risk Management Plans, or Risk and Vulnerability Plans)
Each person you support will have an Intentional Safeguards Plan.
The Intentional Safeguards Plan is written up after a series of meetings with the person
being supported, their family and any other person in the support network.
YOU SHOULD HAVE READ AND UNDERSTOOD THE INTENTIONAL SAFEGUARDS PLAN FOR
EACH PERSON THAT YOU ARE SUPPORTING.
The Intentional Safeguards Plan tells you areas where the person you are supporting may
be vulnerable or at risk, or may put others at risk. It tells you what the likelihood is of that
risk or vulnerability occurring and the management strategies (how to respond) in the
event that a situation of risk or vulnerability occurs.
Management strategies can also be referred to as Management of Vulnerabilities or Risks –
they are a detailed plan for support around vulnerabilities.
Have a look at a blank Intentional Safeguards Plan (you can find one on
the Internal Website).
You will notice that there are two sections to the plan.
Section 1. This section provides a checklist to identify potential areas of vulnerability of the
individual and areas where the individual may put others at risk. This section is used to
guide the consultation and conversations that happen as this Plan is being put together.
Section 2. The second section selects areas identified in section one and develops a plan of
implementation to eliminate, reduce or isolate the perceived risk.
20

It is VERY important that you know these plans and that you follow the management
strategies when necessary. It is important for you to know the management strategies so
that you can keep the person you support and yourself safe. It is important for your
colleagues or fellow support staff to know the management strategies so that they too can
be safe – but also so that the entire support team is responding to situations in the same
way and are providing support that is consistent.
The level of vulnerability or risk is not arrived at by chance. When assessing the level, the
person or people putting the plan together consider the following things. First they ask
“How likely is it that this situation will occur?”, then they ask “What are the consequences
of this situation occurring?”. By answering both of those questions, the level of risk is
established.
LIKELIHOOD
The likelihood
of this
occurring is
pretty certain.
The likelihood
of this
occurring is
likely.
The likelihood
of this
occurring is
possible
The likelihood
of this
occurring is not
likely.
The likelihood
of this
occurring is
rare.
C
O
N
S
E
Q
U
E
N
C
E
The consequences of
this situation would
result in high risk of
harm or actual harm
occurring.
The consequences of
this situation would
result in significant risk
of harm.
The consequences of
this situation would
result in moderate risk
of harm.
The consequences of
this situation would
result in minimal risk of
harm.
The consequences of
this situation would
result in insignificant
risk of harm.
Crucial Crucial Immediate Likely Unlikely
Crucial Immediate Likely Unlikely Unlikely
Immediate Likely Likely Unlikely Remote
Likely Unlikely Unlikely Unlikely Remote
Unlikely Unlikely Remote Remote Remote
- Chart taken from Careerforce workbook for US23389v1, page 64.
Look in section 2 of the Intentional Safeguards Plan you have in front of you.
You will see that the left hand column identifies the risk or vulnerability.
The middle column identifies what the level of risk is and the right hand column tells you
how you and your colleagues should be providing support (the management strategies).
In Community Connections, Intentional Safeguard Plans are put together much like
Personal Plans.
We have an information gathering or consultation process where we talk with the person,
their family and their support network. Together we look at that person’s life and their
CCLPv2 010116 :: Page 21

environment. Then we ask “What are the areas here that might be a vulnerability or risk for
this person?”.
When we’ve done that, we might ask what has worked in a positive way in the past, what
we may need to do to avoid certain situations. We make sure to try and get as much
information as we can.
Having got this information, the person’s Coordinator will write up the Intentional
Safeguards Plan, including management strategies. When this is done, the plan needs to be
understood and agreed to by the person and their family. When that is done, the Plan is put
on the person’s file, and should be shown to all Support Workers working with that person.
The Intentional Safeguards Plan, along with the Personal Plan, should be present at each
team meeting for that person.
Intentional Safeguard Plans are formally reviewed every 12 months. However, if an incident
form is filled in for this person, it may trigger a review of the Intentional Safeguards Plan. To
this end, the Intentional Safeguards Plan is a living document, subject to evaluation and
review at any time.
Learning Partnerships
If the person you support agrees, it would be great to do this next question with them in their support
time. Together, look at the Intentional Safeguards Plan for that person and talk about how it was put
together, what is on it, why it exists and how you, as a support person, use that plan to keep both of
you safe. Don’t forget to put the Book number and question number on your time/tasksheet. See the
Learners’ Website for the amount of time you can claim.
6. Intentional Safeguard Plan (also known as Risk Management Plans or Risk and Vulnerability Plans)
a: Please describe, in one or two sentences what an intentional safeguards plan is.
An Intentional Safeguard Plan is a plan designed and implemented based on the unique
circumstances of risk or vulnerability of each person. It is intended to reduce the
chance of harm to the person or to others that could result from any risks or
vulnerabilities identified when the plan was set up.
b: Please describe each of the steps in the process used to put together a Community Connections
Intentional Safeguards Plan.
i) Consultation – who is involved?
The person for whom the plan is intended, their family and support network.
iii) Risk Identification - Areas of Vulnerability or Risk are listed in the first section of the Intentional
Safeguards Plan. Pick two areas and for each write a question that you could ask during the
consultation process to find out about how a person might be vulnerable.
E.g. Loss of Dignity - Are there any situations that your family member might find themselves in
where they might look ‘stupid’ or ‘inappropriate’, and that result in them not being treated with
dignity?
Questions are asked about the person’s life and environment with a view to finding any
areas that where there may be risk or vulnerability for the person. Questions are also
asked about what has worked in a positive way in the past and how identified
22

situations can be avoided.
iii) Risk Analysis – how is the level of risk decided on or evaluated?
The level of risk is evaluated using by asking “How likely is it that this situation will
occur?” and “What are the consequences of this situation occurring”? The answer to
these questions determines the level of risk which may be rated ‘crucial’, ‘immediate’,
‘likely’, ‘unlikely’, or ‘remote’.
Verification -­‐ Risk Management Strategies: please give the page number and column number of where you
find the risk management strategies on the Intentional Safeguards Plan.
c: Please describe YOUR responsibilities around the Intentional Safeguards Plan. In each of the areas
below. (Complete the sentences.)
i) It is important for me that I know the management strategies around risks for the person I
support because…
It’s important that I know the management strategies around risk for the person I
support because I need to be able to deal with any identified risk or vulnerability
situations that may happen.
ii) It is important for my colleagues that I know the management strategies around risks for the
person I support because…
It’s important for my colleagues that I know the strategies around risk for the person I
support because if the strategy is to be effective we all need to deal with identified risk
or vulnerability situations in the same way.
iii) If I don’t follow the management strategies on the Intentional Safeguards plan, THREE
consequences for the person I support could be:
If I don’t follow the follow the strategies on the Intentional Safeguards Plan there could
be the following consequences;
Lack of continuity of an identified strategy
Confusion for my colleagues and the person supported
Failure of the strategy through lack of consistency
The supported person may be suffer the consequences of if the plan is not followed
The family, friends of the supported person may be at risk if the plan is not followed
Myself or my colleagues may be at risk if the plan is not followed
d: The Intentional Safeguards Plan is a ‘living document’ because it is updated or changed at any time.
What TWO circumstances would result in the Intentional Safeguard Plan being updated.?
Circumstance 1:
The Intentional Safeguards Plan could be updated or changed at the time of a formal
12 monthly plan review.
Circumstance 2:
The Intentional Safeguards Plan could be updated or changed if an incident form was
filled in for the person.
e: How (or when) is the Intentional Safeguards Plan talked about with support staff so that all staff on the
team are aware of the plan?
The Intentional Safeguards Plan is talked about at the monthly catch ups. This means
that even staff who aren’t at the catch ups will still see what was talked about by
reading the catch up notes.
f: Describe how Intentional Safeguard Plans reflect a person-­‐centred approach to planning?
You must consider the following in your response: privacy, independence, dignity.
Intentional Safeguard Plans are made up with the person and their network. They are
discussed with the person so that everyone is aware of what is happening (dignity),
CCLPv2 010116 :: Page 23

they are signed off by the person (independence) and are only shared with the support
team (privacy).
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US23389v3: 1.1, 2.1(5b), 2.2 (5c), 2.3 (5d), 2.3 (5e). US28528v1: 2.4
Evidence: The learner must be able to provide the exact location of the Risk Management Strategies on an
Intentional Safeguards plan, thus evidencing they have looked at a plan. The Learner has considered how this
service model of risk management and Community Connections policy applies a person-centred approach in the
context of this support.
Judgement: The process used to develop an Intentional Safeguards Plan within CC is described, as are each of
these components: consultation, risk identification, risk evaluation, risk management strategies, how the plan is
communicated and made known to relevant staff, and two circumstances in which an Intentional Safeguards
Plan would be updated. Further, the Learner has explained the relevance of the Plan for them as a support
person and, through possible consequences, the context in which they are using the Plan. The Learner has
described how ISP supports a person-centred approach to support.
Glossary:
Intentional – Done on purpose; deliberate.
Vulnerable – Open to physical or emotional attack or harm.
Likelihood – The chance of something being likely to happen.
Potential – The capacity to become or develop into something in the future.
Consultation – Have discussions or confer with (someone), typically
before undertaking a course of action.
Implementation – Put (a decision, plan, agreement, etc.) into action.
Eliminate – Completely remove or get rid of (something).
Reduce – Make smaller or less in amount, degree, or size.
Isolate – Cause (a person or place) to be or remain alone or apart from others.
Perceived – Become aware or conscious of (something); come to realize or
understand.
Environment – The surroundings or conditions in which a person, animal, or plant
lives or operates.
Evaluation - The making of a judgment about the amount, number, or value of
something; assessment.
OBSERVING CHANGES
As support staff it is important that we observe any changes being experienced by the
people we support and that we alert our Coordinator to those changes.
Changes may be an indication of a person’s decreasing or increasing physical, mental or
emotional ability to continue with their planned life.
To be able to describe a change, you first need to know what is ‘normal’ for that person.
You can build a ‘normal’ picture by considering the following:
24

• What is their usual state of health? Are they usually fighting fit? Or do they often
come down with flu, colds, aches and pains? Do they have a bad back or other
injury that they have been living with for most or all of their lives?
• What are their personal preferences? Do they have routines they carry out every
day or week? What support do they usually receive? And what is that support for?
• What can they usually do for themselves?
• What is their personal presentation usually like?
It is important that you give feedback to your Coordinator when you observe changes
because changes may mean that support needs to change – either to increase support due
to increased need, or decrease support due to skills gained. Remember, over-­‐supporting a
person can have a negative effect on their self-­‐esteem and their progress towards
independence.
Note: If you only work with one person, please see the Learners’ Website FAQ page for
suggestions on how to answer the question below.
7. Observing Change
a) Describe how giving feedback to your team around changes for a person you support is
important to making sure that they experience good health and wellbeing.
It is important that I give good feedback because…
…then everyone is one the same page and we all know what is happening. That means
that all the team can provide the support needed at any given time. Especially in times
of change.
Think about TWO people you support where you have observed and provided feedback around
changes in that person’s health or abilities…
b) How did your feedback about the changes contribute towards the support being altered or
adjusted for that person?
Person One:
What Feedback did you give about a change for the person?
I told my Coordinator that the person I support had seen a cat get run over on the
street. The person I support was really upset about it and kept thinking about it and
wondering how the cat was – she was getting quite anxious and stressed.
After my feedback, the support was adjusted in the following way:
The team organised for the person I support to go and talk with the neighbour and ask
how the cat was. It turned out that it was quite hurt, but we talked through it all and
she felt better after that knowing it was being looked after.
Person Two:
What Feedback did you give about a change for the person?
After my feedback, the support was adjusted in the following way:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US27459v2: 1.1, 1.2.
Evidence: The Learner has identified TWO supported people where changes in functional or health status have
been reported.
Judgement: The Learner has described how the reporting caused support needs to be better met.
CCLPv2 010116 :: Page 25

8. Reporting Change
Look back to your answers to Section B in Question 7. Your answers in that question showed how
your feedback to the support team resulted in some changes.
a) Describe in more detail those changes you talked about in Question 7b. Was the person’s health
and wellbeing improved as a result of the changes? If so, how? If not, why not?
Person One:
The person’s wellbeing improved as we did something about the anxiety in that we
supported her to talk to the neighbour about the cat.
Person Two:
b) How might these changes affect that person’s personal plan or the support provided around that
plan?
Impact on Person One’s hours of support or when support is delivered:
It didn’t change the hours of support or when it was delivered. But we did have to
change what we did in that support time for a wee bit until it all went back to normal.
Impact on Person Two’s hours of support or when support is delivered:
Impact on Person One’s support team (both paid and unpaid):
H’s family kept getting phone calls asking if their cat was ok and that it wasn’t on a
street, this was beginning to annoy them. H’s support team needed to get together and
talk about how we were going to deal with the issue, how we were going to calm H
down and get her over the incident.
Impact on Person Two’s support team (both paid and unpaid):
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US27459v2: 1.2, 1.3.
Evidence: The Learner has described a situation of change for TWO supported people. They have described
whether ability was increased or decreased. They have also considered potential impacts that these changes
might have on the persons support and support team (support and support team are considered representative
of the support plan in these circumstances as they provide the basis for actioning the support plan).
Judgement: The Learner has described how the reporting caused support needs to be better met. The impact
of the change has been described, as has the impact on the person’s support plan – via their support hours and
support team.
Observing and Responding to Changes - COORDINATOR VERIFICATION
CCLP Book One
Learner’s Name:
Coordinator Name:
Date:
1. I confirm that this Learner reports changes experienced by people supported according
Community Connections Philosophy and Policy. Yes / No
Example (required):
26

2. I confirm that when reporting changes, observations are non-­‐judgemental but provide opinion
as to whether the change is for the better or at the cost of the supported person’s independence.
Yes / No
Example (required):
3. I confirm that in the examples above, the Learner has also offered suggestions around the
impact on the person’s support being provided as per their support plan. Yes / No
Example (required):
4. I confirmed that the Learner observed and reported these changes in a manner that
respected the privacy, mana and relationships of the person supported. Yes / No
Example of respect of privacy (required):
Example of respect of mana (required):
Example of respect of relationships (required):
Additional Comments (optional):
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US274592v2: 2.1.
Evidence: The form is filled in completely!
Judgement: The Coordinator has confirmed and commented sufficiently to establish the Learner
followed Community Connections Policy and Processes in observing and reporting changes, and
that the privacy, mana and relationships of the person supported were protected throughout.
Glossary:
Preferences – Liking one thing more than another.
Routine – Actions regularly followed.
WHAT IS DISABILITY?
There are three ways to think about disability.
MODELS OF DISABIITY
1. The Medical Model.
The medical model of
disability sees disability as an
individual problem. Disability
is some chance, terrible
occurrence that has befallen
CCLPv2 010116 :: Page 27

the individual so they are to be pitied and helped.
Support services who work from this model attempt to bring the person with an
impairment to as closely resemble the nondisabled majority as possible, or reduce the
importance of disability on the person’s life. (Hahn, 1989).
This model is also strongly represented in social policy and legislation in New Zealand at
present. We continue to base our support services funding on ‘needs’ assessments – that is,
compared with a ‘normal’ person, what is it the disabled person cannot do because of their
disability.
Eg. The person is not able to move their legs, as such they are in a wheelchair and
that’s why they can’t get in to the shop.
2. The Interactive Model.
The interactive model of disability says that disability is experienced as a result of other
people’s perceptions about the person due to their impairment.
This model suggests that the way to fix the problem of disability is to change the attitudes
of the non-­‐disabled.
Another way the problem can be fixed is by changing disabled people so they act, look and
function more like non-­‐disabled people – so they’ll be subject to less discrimination.
E.g. the person is in a wheelchair because of impairment around mobility, people
treat this person differently because they see the wheelchair, not the person in it –
and that treatment is the disabling factor.
3. The Social Model
The social model of disability says that disability is imposed by communities who do not
acknowledge those members of society who do not fit in to the ‘norm’. Therefore, people
with impairments are disabled to participate fully in our communities.
E.g . The wheelchair isn’t an issue at all when it comes to getting in to the shop – it’s
the steps leading up to the door that are the problem! That is, the community
building code says it’s acceptable to exclude wheelchair access – and as such, it’s
acceptable to exclude people in our community who are in wheelchairs.
28

The social model asks us to look at disability a bit like sexism, racism, homophobia
etc. Let’s take sexism as an example and apply it to the three models above.
The medical model (designed by men, of course☺) says that women are less simply
because they are women. They are made differently, and are inferior as a result. In
order for women to do better, they must be more like men.
The interactive model means that women are treated differently because they are
perceived as being less able or competent as men. They are perceived that way
because they exist in a world largely planned and designed by men. Therefore, our
first assumption when we see a woman endeavouring to do something that is
understood to be in a ‘man’s domain’ is that she will need help or assistance from
someone else.
The social model says that women will never be treated equally until the environment
and laws, designed by men, are changed to include the variation of women in the
community.
It’s important for us to know about these models of disability as they give us an
understanding of how many of members of our communities see disabiity and people who
they label as ‘disabled’. It gives us an understanding of how to work with members of the
community to help them learn more about the people we support and their rights as
citizens.
Glossary:
Occurance – An incident or event.
Befallen – Something bad that has happened to someone.
Legislation – A collection of laws.
Perception – A way of understanding something.
CCLPv2 010116 :: Page 29

Discrimination – The unjust or prejudicial treatment of different categories of people
or things, especially on the grounds of race, age, or sex.
Imposed – Force something to be put in place.
HISTORICAL VIEW OF DISABILITY
Once upon a time, many, many years ago, everybody
that survived birth contributed to the wellbeing of their
family and, by extension, their community. This
generally meant that a person worked in some capacity
to provide food etc for their family, with a bit left over
for exchange or commerce.
1750
Then, around 1750, the Industrial Revolution began. This was a
good time for entrepreneurs. What was previously a manual labour
and draft animal based economy, became machine based
manufacturing (source: www.wikipedia.com).
What this meant in reality, was that instead of a person’s work
needing to cover support for themselves and contribution to
family, they now also needed to cover some profit for the owner of
the factory.
Over the next century, people were judged according to their ability to work and produce
profit for someone else. Employers would dictate what work needed to be done, and would
select the people most likely to generate the most profit for them. Their first choice was
people strong of body and mind.
People regarded as being weak were not considered able to work in this new environment.
They were considered dis-­‐abled.
To make things even more difficult, families began to live in bigger towns or cities rather
than hamlets, people went ‘out’ to work, and the care of the young, old and infirm became
an issue.
To this end, disability as a negative condition is considered to be a Social Construct.
A social construct is something that has been created or developed by society. It’s a
perception of a group of people, or an idea, that has been ‘constructed’ through cultural or
social influences.
1850
By around 1850, society had convinced itself that disabled people
were generally a risk and that it probably wasn’t a good idea for
30

these undesirable genetic strains to be carried through in to later generations.
The answer to this fear was to build institutions to remove the less desirable people from
society. While these were originally planned for people who were ‘dangerously insane’
many people with a variety of impairments ended up in these institutions.
1911
In 1911, New Zealand passed the Mental Defectives Act (1911) that
differentiated between people of unsound mind, people who were
mentally infirm, imbeciles, the feeble minded and epileptics.
1925
In 1925, a committee in to the enquiry of Mental Defectives and Sexual
Offenders made a case for the State having overall control over feeble-­minded
persons.
This is from the opening paragraph of their report:
“For a considerable time there has been a growing feeling of anxiety among the public
owing to the number of mental defectives becoming a charge upon the State, and also the
alarming increase in their numbers through the uncontrolled fecundity of this class.”
(REPORT OF THE COMMITTEE OF INQUIRY APPOINTED BY THE HON. SIR MAUI POMARE, K.B.E., C.M.G.,
MINISTER OF HEALTH.1925. Section One, Origin and Scope of Enquiry.)
The feeble minded were also considered a “menace to modern civilisation “:
“The Committee are of opinion that the unrestricted multiplication of feeble-­‐minded
members of the community is a most serious menace to the future welfare and happiness of
the Dominion, and it is of the utmost importance that some means of meeting the peril
should be adopted without delay. The position is the more serious because, while the feeble-­minded
are extraordinarily prolific, there is a growing tendency among the more intellectual
classes for the birth-­‐rate to become restricted.”
(Pomare, 1925.)
Interestingly, movies were a contributing factor to feeble-­‐mindedness and sexual proclivity:
“…Other prominent and avoidable handicaps, seriously affecting many children throughout
the Dominion, which ought to receive more serious attention are …(lots of things are listed here
like fresh air and fresh fruit) and last, but not least, the highly injurious practice of frequenting
"picture-­‐shows."
CCLPv2 010116 :: Page 31

More seriously though, the Committee proposed such things as over-­‐riding powers of
supervision:
“In the case of all feeble-­‐minded persons living outside institutions, whether with relatives
or otherwise, the State should, in the interest of both such feeble-­‐minded individuals and of
society, have the ultimate right of supervision.”
(Section 4)
The Committee proposed people be legally compelled to submit the names of feeble-­minded
children for a register:
"Every parent, teacher of a school (either public or private), constable, or officer of a
charitable or kindred institution who is aware of the place of residence (either temporary or
permanent) of a blind, deaf, feeble-­‐minded, or epileptic child, and the householder in whose
house any such child resides, shall send notification of the
fact to the Minister, giving name, age, and address of the child.”
(Section 7)
The Committee suggests control over the reproductive rights of feeble minded persons and
the kindness of segregation:
“It is very important that marriages with registered persons should be made illegal, and, as
a corollary to this, that it should be made an indictable offence for any person knowingly to
have carnal knowledge of a registered person.”
(Section 9)
“In the opinion of the Committee it is of the utmost importance that mental defectives
should be prevented from reproducing.
It is altogether wrong to suppose that there is any unkindness in taking the feeble-­‐minded,
who are unable to battle for themselves, under the care of the State and preventing them
from bringing forth another generation of defectives. The real unkindness consists in
allowing such unfortunates to be brought into the world.”
(Section 11.)
1929
Templeton Farm School opened in 1929. It was located outside of
Christchurch and was the first to open following the Mental
Defectives Amendment Bill (1928) that allowed certain institutions to
be dedicated for the care and training of ‘mentally deficient’ children.
1930
In the 1930’s the Invalid’s and Sickness Benefits were introduced in
New Zealand.
1940
In the 1940s society became more aware of
Mental Illness and Physical Disability when
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our returning soldiers came home from World War II. Rehabilitation was emphasised.
Around this time, institutions were built, usually on the rural outskirts of towns (Eg. Lake
Alice, Kimberley, SunnySide, Cherry Farm, Tokanui etc.) These institutions were the
response of a society that genuinely believed they were doing the best for the disabled
members of the community.
In 1949, IHC was started by a small group of parents led by Harold and Margaret Anyon
from Wellington. The Anyons were dissatisfied with the way children with intellectual
disability were treated by health and education professionals and formed the Intellectually
Handicapped Children’s Parents’ Association (IHCPA). (www.ihc.org.nz)
1950 & 1960
In the 1950s and 1960s more people began to question the
usefulness of the larger institutions.
In the 1960s Sheltered Workshops had been established and
the Disabled Persons Employment Act (1960) was in effect.
This act meant that Sheltered Workshops were exempt from
employment conditions that had to be applied elsewhere.
1970
In the 1970s, the Government acknowledged the right and
importance for people with disabilities to be part of their
communities. Funding began to be provided for smaller
residential homes (group homes) rather than institutions.
The Industrial Relations Act (1973) allowed a person with an
impairment to work in the open labour market and
Minimum Wage Exemptions are still able to be applied for
and used today.
INCLUSION
1980’s
In the 1980s, de-­‐institutionalisation continued, and changes to the Education Act meant
that disabled children could attend ‘normal’ schools. This was often referred to as ‘main
streaming’.
Supported Employment emerged as a recognised support service.
1990’s
CCLPv2 010116 :: Page 33

In the early 1990s, Supported Living emerged as a recognised support service. It was unique
in that the funding for the support was individualised and promoted greater choice in the
living situation for the person concerned.
2000’s
In 2001, the New Zealand Disability Strategy was released. The aim of the NZDS is to guide
Government action to promote a more inclusive society.
The NZDS defines disability as follows:
“Disability is not something individuals have. What individuals have are impairments. They
may be physical, sensory, neurological, psychiatric, intellectual or other impairments.
Disability is the process which happens when one group of people create barriers by
designing a world only for their way of living, taking no account of the impairments other
people have.”
The Strategy continues to say:
“Along with other New Zealanders, disabled people aspire to a good
life. However, they also face huge barriers to achieving the life that
so many take for granted. These barriers are created when we build
a society that takes no account of the impairments other people
have. Our society is built in a way that assumes we can all see signs,
read directions, hear announcements, reach buttons, have the
strength to open heavy doors and have stable moods and
perceptions.
Underpinning the NZ Disability Strategy is a vision of a fully inclusive
society. New Zealand will be inclusive when people with
impairments can say they live in:
'A society that highly values our lives and continually enhances our full participation.'
Achieving this vision will involve ensuring that disabled people have a meaningful
partnership with Government, communities and support agencies, based on respect and
equality. Disabled people will be integrated into community life on their own terms, their
abilities will be valued, their diversity and interdependence will be recognised, and their
human rights will be protected. Achieving this vision will also involve recognising the
principles of the Treaty of Waitangi.”
2008
In 2008, NZ ratified the United Nations Convention on the Rights of Persons with
Disabilities.
Taken from Office for Disability Issues Website (http://www.odi.govt.nz/what-­‐we-­‐do/un-­convention/):
34

All new legislation and policy should be consistent with the Convention, or New Zealand will
be in breach of its obligations and subject to criticism by the United Nations Committee on
the Rights of Persons with Disabilities.
Government agencies will find the specific measures of the Convention useful to analyse and
improve, where necessary, the current mechanisms for implementing policy that impacts on
disabled people. It will also help to ensure that mainstream services are inclusive of disabled
people and delivered in non-­‐discriminatory ways.
Like the New Zealand Disability Strategy, the Convention covers all areas of life, all ages and
life stages. In doing so, it has obligations on government and the private sector. However, it
is the government that is accountable to the United Nations, and government agencies
need to take leadership in encouraging action by the private sector.
As an international legal framework, the Convention is able to be referred to by Courts in
their decision making, where appropriate.
Article 19 of the United Nation Convention of the Rights of Persons with Disabilities is most
important to us at Community Connections. This section talks about living independently
and being included in the community.
Article 19 - Living independently and being included in the community
States Parties to the present Convention recognize the equal right of all persons
with disabilities to live in the community, with choices equal to others, and shall take
effective and appropriate measures to facilitate full enjoyment by persons with
disabilities of this right and their full inclusion and participation in the community,
including by ensuring that:
a) Persons with disabilities have the opportunity to choose their place of residence
and where and with whom they live on an equal basis with others
and are not obliged to live in a particular living arrangement;
b) Persons with disabilities have access to a range of in-home, residential and other
community support services, including personal assistance necessary to support
living and inclusion in the community, and to prevent isolation or segregation from
the community;
c) Community services and facilities for the general population are available on an
equal basis to persons with disabilities and are responsive to their needs.
2012
NETWORKS
One of the most natural and effective ways of
promoting active participation in communities is the
use of Networks.
CCLPv2 010116 :: Page 35

Very generally, Networks are a group of people (usually nine people) experiencing disability
who live in the same geographical area and who support each other using their combined
strengths and gifts.
Community Connections presently supports a Network in Palmerston North.
Here is a brief summary of Networks from Neighbourhood Networks in Scotland – the
organisation who have been Mentoring Community Connections in getting the PN Network
up and running.
“A Network is normally made up of around 9 people. We refer to those people as Network
members. Those members may have a learning disability, physical disability, mental health
issue, or other support need. All of those members will live within the same community and
within a reasonable distance of one and other.
Neighbourhood Networks will then recruit a member of staff, we call this person the
Community Living Worker. This person will also live in the same community as the Network.
we hope that this will mean that the Community Living Worker will come with a good sound
knowledge of that comunity and the resources that are available in and around it.
The purpose of the Network is to bring out the skills and strengths of the individual
members in each Network and encourage those people to use those skills to help others in
the Network, encouraging mutual support amongst all members.
The Network and its Community Living Worker should also be a way of members connecting
with their own community, which will in turn increase their circle of friends, increase their
own skills, ensure they are less isolated, and hopefully narrow the divide between people
who receive services and other people in the community.”
Source: Neighbourhood Networks website: http://www.neighbourhoodnetworks.org/
9. Values and Attitudes of Society.
1a) From the learning material (under the heading of Historical View of Disability), pick ONE era and
describe how society thought of disabled people at that time. That is, what were society’s values
and attitudes towards disabled people in that era?
Note: Your answer needs to have enough detail that your Assessor can tell that you have a good
understanding of disability in that era.
Era:
Values and Attitudes:
1b) Describe the impact that the values and attitudes you talked about in 1a had on people with
disabilities in that era.
Impact:
1c) Describe the values and attitudes of society towards disabled people today.
Values and Attitudes:
1d) What impact do those values and attitudes (that you described in 1c) have on people with disabilities
today.
Impact:
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Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28523v1: 1.1, 1.2
Evidence: The Learner has described the values and attitudes of society towards disable people from both an
historic and current perspective.
Judgement: The learner described the impact that these values and attitudes have on persons with a disability.
VALUES AND ATTITUDES IN THE
WORKPLACE
Community Connections also has a Code of Conduct.
This will have been sent to you, along with your Staff Handbook, when you were first
employed by Community Connections.
The Code of Conduct gives you very clear guidelines around how Community Connections
expects you to behave both in the homes of the people you support as well as out in the
Community. At all times, you are a representative of Community Connections and it is
important that your professionalism reflects good practice.
The Harrassement policy gives you a clear understanding of what is considered harassment
and how to deal with it if you encounter it.
From the Harassment Policy:
Community Connections is committed to promoting positive and respectful
interpersonal relationships. Harassment in any form is unacceptable behaviour that will
not be tolerated under any circumstances. Community Connections do not condone the
harassment of any employee by either another employee or client, or the harassment of
client by staff.
The workplace is to be free from harassment and intimidation. Where harassment is
found to have occurred Community Connections will take action that is deemed
CCLPv2 010116 :: Page 37

appropriate to the circumstances and will act to ensure that the behaviour is stopped
immediately.
Some forms of harassment are obvious and constitute serious crimes, others are
subtler, although serious and breach Community Connections values such as the
commitment to treat colleagues and clients with the respect and courtesy to which they
are entitled.
All complaints of harassment will be treated seriously, sympathetically and
confidentially.
Where harassment is occurring outside the workplace and not necessarily by another
staff member or Client, and this is impacting on the staff member’s ability to perform
their work satisfactorily and securely, Community Connections will support that
employee with information and procedures to take appropriate action.
If the unwelcome behaviour or harassment is physical, Community Connections has ‘Break
Away’ training that happens alongside the Behaviour Experienced as Challenging training
(also referred to as Proactive Responses). The Break Away training will give you some skills
to help you handle such situations. You will automatically receive this training within 12
months of starting with Community Connections, but it may be that you need to be
included on this training sooner due to your circumstances.
Harassment is unprofessional and unethical and impacts on each person in different ways,
so if you are experiencing unwelcome or offensive behaviour in the workplace (in any form)
either from a person you are supporting, or from a colleague PLEASE TALK TO SOMEONE
ABOUT IT.
Let someone know how it is bothering you, and seek assistance.
Go to the Internal Website and read the Code of Conduct and also the
Harrassement Policy.
10. Acting Professionally and Ethically in the Workplace.
a: Please describe TWO types of harassment that you might experience as a support worker (please make it
clear whether this is from a person you support, or a colleague).
Harassment 1:
I might experience ongoing ‘put down’ behaviour from a colleague.
Harassment 2:
I might experience physical abuse from a person I support
b: What impact would each of the forms of harassment above have on you?
The impact of harassment 1 on me would be…
I would feel angry, offended and demoralised.
38

The impact of harassment 2 on me would be…
I would be frightened, upset and worried about the situation.
c: Describe two responses to unwelcome or offensive behaviour the Harassment Policy says you can make
that will help you protect your own well-­‐being.
Note: Please make it clear whether the response is to harassment from a colleague or from a person you
support.
Response 1:
I would tell the colleague in private that his/her behavior is offensive and that I wanted
him/her to stop
Verification – Please quote from the Harassment Policy to support your answer above:
Some people may feel able to deal with the problem themselves. This allows the person
or staff member to remain in control of the process, keeps the problem at a local level
and may stop the offending behaviour. In this case you may choose the following
process or another that works for you.
If you are the person being harassed tell the other person, in private, that his/her
behaviour is offensive and request him/her to stop.
Write to the person, advising that a complaint may be made if the behaviour does not
stop. (Such a letter must be sealed and marked ‘Personal & Confidential’)
Speak to the person in the company of a support person/representative
Source: Community Connections Harassment Policy page (?)
Response 2:
Ask my coordinator or service manager for support and advice about the situation of
physical abuse from the person I support.
Verification – Please quote from the Harassment Policy to support your answer above:
If you require support:
The following people can provide advice, assistance and support where you feel that
you are or have been harassed or you are concerned about the language or attitude of
an individual:
A staff peer
Co-ordinator
Service Managers/General Manager
Executive Director
Source: Community Connections Harassment Policy page?
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28542v1: 3.3
Evidence: The learner has quoted accurately from the CC Harassment Policy to indicate they have read it.
Judgement: The learner has described the process used within Community Connections for ethical (and
professional) disputes and grievances.
Glossary:
Representative – someone who speaks, or stands up, for another person or group
of people.
CCLPv2 010116 :: Page 39

Automatically – happening as part of the normal process or system.
Offensive – having feelings hurt due to rudeness or lack of respect.
CONFIDENTIALITY (PRIVACY)
Confidentiality is VERY important in your role as a Support Worker. From what you’ve
learnt so far, you will see that it is part of the Code of Rights, it is in your Employment
Contract, it features in the Staff Handbook, is in the Code of Conduct and also has its own
policy (Privacy Act Guidelines).
Please have a look at each of the documents in the question below. If you
have already read them, then quickly read them again. As you go through
them, highlight the bits that relate to confidentiality.
11. Confidentiality (Privacy)
For each of the documents below, describe the role of confidentiality.
a) Code of Rights: What does the Code of Rights say people we support are entitled to around
privacy?
The Code of Rights says that people we support have the right to have their privacy
respected.
Verification -­‐ Please quote from Code of Rights to support your answer:
RIGHT 1
Right to be Treated with Respect
1) Every consumer has the right to be treated with respect.
2) Every consumer has the right to have his or her privacy respected.
The HDC Code of Health and Disability Services Consumers' Rights Regulation
1996
b) Employment Agreement: What have you agreed to around confidentiality when you signed your
Employment Agreement?
I agreed not to share any information about the people I support, their family or any
commercially sensitive information about Community Connections.
Verification -­‐ Please quote from Employment Agreement to support your answer:
c) Code of Conduct: What classification does the Code of Conduct put for breaking confidentiality:
misconduct, serious misconduct or conduct detrimental to the best interests of Community
Connections?
Serious Misconduct.
ci) Code of Conduct: What is likely to happen if you break confidentiality?
If I were to break confidentiality the Code of Conduct states that the disclosure to
40

unauthorized persons of any confidential information concerning clients, employees,
trustees, or Community Connections Trust Board, would be treated as serious
misconduct.
Verification -­‐ Please quote from Code of Conduct to support your answer:
d) Privacy Act Guidelines Policy: What does this policy say about the only time that Community
Connections (not you!) can share information without a person’s permission?
The Privacy Act Guideline policy states that the only time Community Connections can
share information without a supported person’s permission would be if there was
reason to believe that not to do so would cause harm to the person supported or to
others.
Verification -­‐ Please quote from Privacy Act Guidelines to support your answer:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: n/a
Evidence: The learner has quoted accurately from the CC Policies to indicate they have been read and
understood.
Judgement: n/a
CC Desired Outcome:
The Support Worker has a very good understanding of the importance of confidentiality, and the
consequences of not respecting confidentiality.
TIME MANAGEMENT
As a Support Worker, you are required to work independently. Community Connections
places trust in you that you will carry out your work honestly.
This means that you need to think about your time management.
Community Connections expects that you will:
1. Keep a diary so that you know when you are required to provide
support and when to attend meetings.
CCLPv2 010116 :: Page 41

2. Also note in your diary when timesheets and other paperwork is due.
3. Allow time at the end of each support session to fill in your timesheet and any other
paperwork required.
4. LOOK in your diary frequently to remind you where you have to be, and when you
need to be there.
5. Plan ahead, plan for the unexpected. If you have a hectic life where things often
change, make sure you plan for that when you’re sorting out your diary.
6. Do things when you say you will do them. If you can’t, then you need
to give adequate warning to the people who will be affected by you
not completing the task or being at the meeting etc.
7. Arrive to carry out your support on time (not a few minutes late), and
leave on time (not a few minutes early) ☺
8. Manage interruptions. If something comes up when you are providing support to a
person or in a meeting, ask yourself the question: “Can this wait until I’ve finished
what I’m doing?”
9. Set goals for what you have to achieve each day or week, and work to them.
10. PRIORITISE. Being able to prioritise is very important. If you don’t prioritise you may
feel that you’re working really hard, but achieving very little, which is a horrible
feeling. #
A person called Stephen Covey developed a model called the Urgent/Important Matrix.
Here is a picture of it.
42

Urgent and Important
Critical activities might be a result of things you’ve left to the last minute, or things that you
couldn’t have foreseen. Make sure you try and plan for unforeseen activities by allowing
time for them, also avoiding procrastinating will help you avoid the other critical activities.
Urgent and Not Important
Interruptions usually come from other people. They prevent you from achieving your goal.
Ask yourself if they can be rescheduled or if someone else can or should be doing them.
Not Urgent, but Important
Important goals are important! Make sure you allow the time you need to do them
properly so they don’t become urgent. Remember to allow time for unforeseen events.
Not Urgent and Not Important
Distractions should be avoided where possible. Practice being assertive and saying ‘no’!
Please print out the time management form from the ??? and get your
Coordinator to sign it off.
Time Management Coordinator Verification Form
TIME MANAGEMENT VERIFICATION – to be completed by Coordinator
I confirm that this learner is consistently:
1. On time for support sessions: Yes / No
Please provide date of catchup notes where you have checked with the person being supported that this
learner is consistently on time for their support.
2. On time for Coaching: Yes / No
CCLPv2 010116 :: Page 43

3. Comes prepared for Coaching: Yes / No
4. Is on time for learning events: Yes / No
5. Is on time for team meetings: Yes / No
6. Comes prepared to participate in team meetings: Yes / No
7. Is on time for other appointments in their work.
Any other comments:
Glossary:
Frequently – happening often.
Hectic – full of activity, or very busy and fast.
Adequate – enough for a particular purpose.
Interruptions – an occasion when something or someone stops something
happening for a short time.
Prioritise – to decide which of a group of things are the most important so you can
deal with them first.
ETHICS
Ethics are the rule of conduct or moral principles within which we practice.
It would be easy to say that behaving ethically is doing what is ‘right’, but it’s a little more
complicated than that – because what is considered right by one person, may not be
considered right by another.
There are several parts that contribute towards ethics.
The first is our own values and attitudes.
44

Our values are what we think of things, they are a reflection of how we think things ought
to be, or how people ought to behave. They reflect our beliefs and our personal morals.
Our attitudes are the ways that we respond to people or situations based on our values and
beliefs. Our behaviour can reflect our attitude.
Our inherent 1 values tend not to change, however our attitudes may change as we move
through life and are exposed to different situations.
A simple example:
As a young person, two of Joan’s values are that each person deserves to live a life
that fulfils them and makes them happy, and that marriage is a lifelong commitment.
Her attitude is that these two values are extremely compatible.
However, as she moves through her life, she begins to see that in some cases, the
two values are actually highly incompatible.
As an older person, Joan still believes that each person deserves to be happy and
that marriage is a commitment, but her attitude has changed:
She now accepts that, even with the best of intentions, some marriages are not
going to work out. Where before she didn’t agree with divorce, she now feels it is
appropriate in some circumstances in order for the people involved to be happy.
Or
She now accepts that, sad though it may be, not everyone can be fully happy. If
marriages are less than happy, then people need to make the best of what they
have, for divorce is not an acceptable option.
We are able to modify our behaviour so that it doesn’t reflect our beliefs and values, and
sometimes our work asks us to do this.
12. Values
Think about and describe THREE values that are important to you.
For each of those values:
i) Describe a situation where this value might cause conflict with someone else.
ii) Describe how your relationship with that person would change for the worse if you reacted badly
to the conflict.
iii) Describe TWO strategies you could use to make sure that you stay non-­‐judgemental about the
conflict.
The conflict could be with a person you support, their family/whanau/support network or a
colleague.
An example of a conflict could be: the person held a view that you did not agree with, took an
action you did not agree with, or made a choice you did not agree with.
1 Inherent – existing in someone or something as a permanent part.
CCLPv2 010116 :: Page 45

Examples of strategies could incude: body language, tone of voice, facial expressions, language used
etc.
Example:
Value: I do not drink Alcohol.
This value is important to me because: I like to look after my body and I don’t think alcohol is very good for my
health.
A situation where this value might cause conflict with someone else is: My workmates like to go out for a drink
after work and keep asking me to come with them even though I don’t drink.
If I react badly to this conflict, the situation could change for the worse in this way: They might get upset and
think that I was judging them for drinking. They might stop being friendly to me at work because they think I don’t
want to be friends with them because I keep refusing to go out with them.
One strategy I could use to stay non-judgemental is: to explain to them that I don’t drink, but that I would like to
come if they are ok with me just drinking fruit juice!
A second strategy I could use to stay non-judgemental is: to suggest another social activity that we could all do.
PLEASE USE THE LAYOUT OF THE EXAMPLE ABOVE WHEN YOU ARE ANSWERING THIS QUESTION.
a) Value One:
I am accepting of the fact that people in the community have a variety of sexual
orientations.
This value is important to me because:
This value is important to me because I have colleagues and friends in same-sex
relationships.
A situation where this value might cause conflict with someone else is:
A person I support has extreme anti-gay feelings and opinions.
If I react badly to this conflict, the situation could change for the worse in this way:
If I were to express my opinion the person might get upset or annoyed and ask for
another support worker.
One strategy I could use to stay non-­‐judgemental is:
One strategy I could use is to accept the situation as I can’t afford to jeopardise my job
should the person I support react badly to my viewpoint.
A second strategy I could use to stay non-­‐judgemental is:
Another strategy would be to talk to a trusted workmate or my coordinator so that I
could air my feelings about the situation.
b) Value Two:
This value is important to me because:
A situation where this value might cause conflict with someone else is:
If I react badly to this conflict, the situation could change for the worse in this way:
One strategy I could use to stay non-­‐judgemental is:
A second strategy I could use to stay non-­‐judgemental is:
c) Value Three:
This value is important to me because:
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A situation where this value might cause conflict with someone else is:
If I react badly to this conflict, the situation could change for the worse in this way:
One strategy I could use to stay non-­‐judgemental is:
A second strategy I could use to stay non-­‐judgemental is:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28542v1: 2.1, 2.2, 2.3
Evidence: Three personal values have been identified, three potential effects on work-related relationship due
to a values conflict have been identified, six strategies for modifying personal behaviour have been identified.
Judgement: The learner has met the above evidential requirements and explained the significance of the values
they have identified. The three scenarious have been described within the context of conflict, and the strategies
described promote positive experiences for the supported person and their family/whanau.
The second part that contributes towards Ethics is the values and
attitudes of our workplace
(as a representative of our professional sector).
Community Connections’ Code of Ethics is found in our Staff Handbook. You will have
already read it, but please have another look at it now.
Read Community Connections Ethics Policy.
Community Connections Ethics are:
1. Respect for individual story
2. Achievement of well being in the total sense
3. Maintenance of trust, confidence and integrity
4. Confidentiality
5. Justice, fairness and equity.
6. The commitment to communicate with people in a way that fits with their personal
communication style.
Learning Partnerships
IF THE PERSON YOU SUPPORT AGREES, THIS NEXT QUESTION CAN BE COMPLETED IN
YOUR SUPPORT TIME.
If the person you support agrees, you could do the next question in support time. Talk together about
Community Connections ethics policy and discuss examples of times when you have supported
ethical principles while you have been supporting that person.
Don’t forget to put your conversation and learning on your time/tasksheet – note the topic and
CCLPv2 010116 :: Page 47

question number. See the Learners’ Website for the amount of time you can claim.
13. Community Connections’ Ethics
a) Please pick two of the 6 principles of Community Connections Ethics.
Describe in your own words what the principle means for you in your role as a support person.
AND
Give an example of how you have behaved in a way that supports that ethical principal.
1) Ethical Principle:
Maintenance of trust, confidence and integrity
Example of supporting that principal:
In my role as a support worker this principle means that I must be aware that my
values affect my professional decisions and take responsibility for my decisions and
actions. It also means that am committed to learning, to ongoing communication with
people with disabilities and to creating partnerships with vulnerable people.
An example of how I support this principle is that I strive to critically examine the
decisions I make that will affect the people I support. I take advantage of opportunities
to learn about my job and so improve my practice. I listen to what the people I support
tell me about their needs and experience of disability and how they feel about the
quality of my support.
2) Ethical Principle:
Justice, fairness and equity
Example of supporting that principal:
In my role as a support worker this principle means that I support people to access
community resources they want or need to use and to express their civil or legal rights
and responsibilities. I should act as an advocate in some circumstances and support
people to self-advocate where possible.
b) Describe how applying a person-­‐centred approach to planning is supported by Community
Connections’ ethic?
(That is, when Community Connections is acting ethically, how are we also applying a person-­centred
approach to planning?)
When we consider choice, individuality, respect, confidentiality etc in our planning, we
are also following ethical principles of trust, justice, fairness etc.
A learner response:
By using a person centred approach to planning we can follow the aims and aspirations of the
supported person. The supported person is the expert on their own life and past history and is the
best person to decide which road to take on their journey into the future. The ethics of Community
Connections are:
ETHICS
The core principles are:
• Respect for person’s right to make decisions on their own behalf
• Promoting the interests of another (beneficence)
• Protecting them from harm (non-maleficence)
• Protecting and supporting the most vulnerable
Source:Code of Ethics for Community Connections. (Adapted from J. Taylor, 2000 & P. Boyles
2002)Staff Handbook Page 16
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T hese Core principles are geared toward the supported persons right to chose and decide on the
direction they should take and with support that understands their aspirations.✓
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28542v1: 1.2, US28528v1: 2.4.
Evidence: Three Community Connections ethical principles have been identified and examples of practical
application in the workplace have been given. The Learner has considered how Community Connections ethics
also support a person-centred approach to support.
Judgement: The learner has named ethical principles from Community Connections policy and described what
those prinicples ‘look like’ in the context of support work. The Learner has described how ethics support a
person-centred approach to support.
The third part is the dominant values and attitudes of our society.
Perhaps the best representation of these values and attitudes is the United Nations
Convention on the Rights of Persons with Disabilities. This is a document that NZ signed up
to in 2008 and underpins all policy and practicing standards in New Zealand.
Go to the learner’s website and, using the Documents menu item, click
on the link that takes you to the easy read version of the UN
Convention of the Rights of Persons with Disabilities. Read through that
document.
(You can also access the document through the website http://www.odi.govt.nz/)
14. United Nations Convention on the Rights of Persons with Disabilities.
a) Describe in your own words TWO principles of the UN Convention on the Rights of Persons with
Disabilities. (Choose from between points 5 to 30 on the easy read version)
Example:
Principle One: Being involved in politics. – People with disabilities should be able to vote and stand for
parliament if they want to. They should be able to be represent themselves on boards and in organisations
where they have an interest – either due to their disability or their own personal interest.
PLEASE USE THE LAYOUT OF THE EXAMPLE ABOVE WHEN YOU ARE ANSWERING THIS QUESTION.
Principle One:
Respect for inherent dignity, individual autonomy including the freedom to make one's
own choices and independence of persons.
Principle Two:
Respect for difference and acceptance of persons with disabilities as part of human
diversity and humanity.
b) Using the principles that you identified in part (a) of this question, give TWO social values based
on each principle. . That is, what values does our society hold that resulted in those principles
becoming part of the UN Convention of the Rights of People with Disabilities.
Note: you should end up with 4 values in total. See the example if you’re a bit confused!
Example:
Being involved in Politics / Value One – Democracy. NZ is a democratic country which means that all the
people of NZ should be able to elect politicians who represent them and understand their needs. Disabled
people have the right to have put forward and elect people who truly represent their living experience.
CCLPv2 010116 :: Page 49

PLEASE USE THE LAYOUT OF THE EXAMPLE ABOVE WHEN YOU ARE ANSWERING THIS QUESTION.
Principle One / Value One:
It is recognized and widely accepted in New Zealand Society that people should be have
the freedom to make their own life decisions.
Principle One / Value Two:
It is recognized and widely accepted in New Zealand Society that people have the right
to be respected and be treated ethically.
Principle Two / Value One:
That we are all unique and different in many ways and that this is a positive attribute
to be valued in New Zealand society.
Principle Two / Value Two:
That people who identify as having a disability have the same rights and entitlements
in New Zealand society as people without disability.
c) Describe a time when you worked in a way that supported each of the two principles you listed in
9a.
Example:
Being Involved in Politics: At the last elections I supported the people I work with to watch the DVD about voting
so that they would know how the process works and what to do when they got to the polling booth. I also helped
with organising transport for people to get to the voting stations.
Principle One – Example:
In my work I follow a supported person’s Support Plan because this sets out how I am
to support the person so that they maintain as much independence in their life as
possible.
Principle Two – Example:
In my work I try to remove barriers to participation in the community that people I
support may face. This is because it is my personal value and a core Community
Connections principle that difference should not be a barrier to being full and
functioning community members.
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28542v1: 3.1, 3.2
Evidence: Two principles from the UN Convention on the Rights of Persons with Disabilities and two values that
underpin each principle have been named. The Learner has provided examples of how they have practiced the
principles in their work.
Judgement: The learner has provided sufficient detail in describing the values and their application in the
workplace to establish good knowledge of the UNCRD and the connection between theory and practice.
Note to Moderator (Lisa!): The Coordinator will be able to access the form below from the Community
Connections Internal Website. They then fill it out and submit the form. When they do that, a document will
be created and made available to the assessors. This will then be saved to the Learner’s file as verification. For
a sample of the finished form, please see the end of this document. Thanks, Dee.
Ethical and Professional Behaviour Coordinator Verification Form:
ETHICAL BEHAVIOUR VERIFICATION FORM:
It is the Coordinator’s responsibility to fill in this form fully and send it to the CCLP
Assessors.
I confirm that this learner demonstrates professional and ethical behaviour according to
the standards below:
1. Works within the specifications and boundaries of their role YES / NO (circle one)
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Please provide a specific comment that supports your answer above:
2. Behaves professionally and ethically in all work activities. YES / NO (circle one)
Please provide a specific comment that supports your answer above:
3. Behaves professionally and ethically in their interactions with others. YES / NO (circle
one)
Please provide a specific comment that supports your answer above:
4. Addresses ethical issues, grievances and/or disputes according to Community
Connections policy and procedure. YES / NO (circle one)
Please provide a specific comment that supports your answer above:
5. Maintains professional, cultural and age-appropriate physical, emotional, sexual and
spiritual boundaries at all times. YES / NO (circle one)
Please provide a specific comment that supports your answer above:
6. Works within relevant legislation and/or Community Connections policies and procedures
at all times. YES / NO (circle one)
Please provide a specific comment that supports your answer above:
Coordinator Name:
Coordinator Signature:
Date:
When you have completed and signed this form, please scan it to: assessors@ccslt.org.nz
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28542v1: 4.1, 4.2, 4.3, 4.4.
Evidence: Coordinator (Verifier) has confirmed that the learner is observed as working professionally and
ethically – and according to Community Connections Policies and Procedures. The Coordinator has also
confirmed that the learner is observed as using appropriate processes around ethical issues that arise and also
that the learner is observed to be maintaining professional and ethical boundaries.
Judgement: The verifier has provided sufficient detail in their comments as to establish confidence in the eficacy
of the observations.
15. Ethical Responsibilities to Others
Think about all the documents you’ve read so far (e.g. Code of Rights, UN Convention on the Rights
of Persons with Disabilities, Code of Conduct, Your Employment Agreement, Privacy Act etc).
CCLPv2 010116 :: Page 51

Give an example of an ethical responsibility you have to each of the people or groups listed below.
(So that’s 4 examples in total!)
Example:
The People I Support: When I am supporting people to be able to vote at the elections, I need to be very clear
about not influencing them with my own views on politics. I need to be able to talk with them and answer
questions they may have, but I have to make sure that I am supporting them to sort out their own opinions and
vote according to them – not vote how they think I might want them to vote.
6. Conflict of Interest
Conflict of interest is when your own interests compromise or appear to compromise your work or
responsibilities for Community Connections. It is essential you have integrity and remain impartial in any
situation where conflict of interest may arise.
Source: Community Connections Code of Conduct. Point 6, page 5.
The Community:
An ethical responsibility I have to the community is that as part of my support worker
role I should work to raise awareness of people with disabilities and their right to
respect and dignity.
Verification – Quote from Policy or Legislation to support your answer above:
The Person or People you Support:
An ethical responsibility I have to the community is that as part of my support worker
role I should work to ensure that the people I support are treated as individuals and
have the rights that people without disability consider to be their entitlement.
An ethical responsibility I have to the community is that as part of my support worker
role I should support people to access their physical environment, transportation,
information, services and facilities provided to the general public.
Verification – Quote from Policy or Legislation to support your answer above:
Your Colleagues:
An ethical responsibility I have to my colleagues is to make sure that something I do or
fail to do, does not cause harm to my workmates. An example of this would be a failure
to report a potential workplace hazard and a co-worker being injured as a result.
Verification – Quote from Policy or Legislation to support your answer above:
Yourself:
An ethical responsibility I have is to not compromise myself and damage Community
Connections reputation, by taking gifts from a person I support or from their family
members.
Verification – Quote from Policy or Legislation to support your answer above:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28542v1: 1.3.
Evidence: The Learner has identified ethical responsibilities that have to: the community, the person they
support, their colleagues and themselves. Each response is supported by quotes from Legislative documents or
Community Connections policy.
Judgement: The Learner has described the ethical responsibilities and provided sufficient verification as to in
establish responsibilties in accordance with legislation, policies or procedures.
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Glossary:
Complicated – difficult to understand.
Contribute – to give something, in order to achieve something together with other
people.
Inherent – A natural or basic part of something.
Modify – To change something, usually to improve it.
Underpins – To give support, strength or basic structure to something.
Dominant – more important or noticeable than anything else of the same type.
OCCUPATIONAL SAFETY AND
HEALTH
Occupational safety and health (OSH) is about keeping yourself safe in your workplace.
Much of our OSH considerations are based on The Health and Safety in Employment Act
1992 (HSE Act) as this is the law that covers your safety at work.
The HSE Act, like the Health and Disability Commissioner Act (Code of Rights), has duties
and rights.
The HSE Act is quite long and involved, but a good place to find it explained is at this
website address:
http://www.osh.govt.nz/order/catalogue/hseact-­‐text/index.shtml
Meanwhile, here is an excerpt from a summary of the Health and Safety in Employment Act
1992 that can be found on the NZ Government Occupational Safety and Health website.
The object of the Health and Safety in Employment Act 1992 (the Act) is to prevent harm to
all people at work and people in the vicinity of a place of work. To do this, the Act:
promotes excellence in health and safety management
defines harm and hazards in a comprehensive way
imposes duties on those who are responsible for work, or do work
sets requirements that relate to taking all practicable steps to ensure health and safety,
and that are flexible to cover different circumstances
CCLPv2 010116 :: Page 53

equires employee participation in health and safety management and that the process is
conducted in good faith by all those involved.
The Act creates duties for most people connected with places of work including:
employers
employees (including trainees, people gaining work experience and volunteers)
the self-­‐employed
principals to contractors
persons who control a place of work
hirers, sellers and suppliers of plant.
Regulations (Section 21)
Regulations are promulgated from time to time under the Act. Regulations may, among
other things, impose duties on employers, employees, designers, manufacturers and others
relating to health and safety. These regulations may apply with respect to places of work,
plant, processes or substances, and may deal with particular problems that have arisen.
The Health and Safety in Employment Regulations 1995 require the provision of facilities
such as toilets, first aid, for employees to wash, a place to have meals and the provision of
wholesome and sufficient drinking water. The regulations also set a range of general health
and safety and welfare requirements in addition to the Act, including:
restricting young people from certain hazardous work and times of work
requiring certification of workers using some hazardous equipment
requiring notification of particular types of hazardous work, including forestry and
construction
creating duties for the designers, manufacturers and suppliers of plant and protective
clothing and equipment.
The Health and Safety in Employment (Pressure Equipment, Cranes, and Passenger
Ropeways) Regulations 1999 describe a system of design verification and inspection to
maintain the integrity of hazardous equipment (refer to Part 2).
Approved Codes of Practice (Section 20)
Approved codes of practice are provided for in the Act. They are statements of preferred
work practice or arrangements, and may include procedures which could be taken into
account when deciding on the practicable steps to be taken. Compliance with codes of
practice is not mandatory; however, compliance with an approved code of practice may be
used in Court as evidence of good practice of an employer or other duty holder having taken
"all practicable steps" to meet the duty.
Employers' Duties (Section 6)
Employers have duties to ensure the health and safety of employees at work.
Employers have a general duty to take "all practicable steps" to ensure the safety of
employees while at work. In particular, they are required to take all practicable steps to:
provide and maintain a safe working environment
provide and maintain facilities for the safety and health of employees at work
ensure that machinery and equipment are safe for employees
ensure that working arrangements are not hazardous to employees
provide procedures to deal with emergencies that may arise while employees are at work.
Taking "all practicable steps" means doing what is reasonably able to be done in the
circumstances, taking into account:
54

the severity of any injury or harm to health that may occur
the degree of risk or probability of that injury or harm occurring
how much is known about the hazard and the ways of eliminating, reducing or controlling it
the availability, effectiveness and cost of the possible safeguards.
A person is required to take all practicable steps in respect of circumstances that they know
or ought reasonably to know about.
Hazard Management (Sections 7 to 10)
Employers must identify and regularly review hazards in the place of work (existing, new
and potential) to determine whether they are "significant hazards" and require further
action. If an accident or harm occurs that requires particulars to be recorded, employers are
required to have the matter investigated to determine if it was caused by or arose from a
significant hazard (refer to part 2.2(2)).
"Significant hazard" means a hazard that is an actual or potential cause or source of:
serious harm (defined in Schedule 1 of the Act), or
harm (being more than trivial) where the severity of effects on any person depend (entirely
or among other things) on the extent or frequency of the person's exposure to the hazard,
or
harm that does not usually occur, or usually is not easily detectable, until a significant time
after exposure to the hazard.
Where the hazard is significant, the Act sets out the steps employers must take:
Where practicable, the hazard must be eliminated
If elimination is not practicable, the hazard must be isolated
If it is impracticable to eliminate or isolate the hazard completely, then employers must
minimise the likelihood that employees will be harmed by the hazard.
Where the hazard has not been eliminated or isolated, employers must, where appropriate:
provide protective clothing and equipment and ensure that it is accessible and used
monitor employees' exposure to the hazard
seek the consent of employees to monitor their health
with informed consent, monitor employees' health.
Information for Employees and Health and Safety Representatives (Section 12)
Before employees begin work, they must be informed by their employer of:
hazards they may be exposed to while at work
hazards they may create which could harm other people
how to minimise the likelihood of these hazards becoming a source of harm to themselves
and others
the location and correct use of safety equipment
emergency procedures.
Employers are also required to inform employees of the results of any health and safety
monitoring. In doing so, the privacy of individual employees must be protected.
Where there are employee health and safety representatives, the employer must ensure
that the representatives have ready access to sufficient information about health and safety
systems and issues in the place of work to enable them to be able to carry out their
functions effectively.
Training and Supervision of Employees (Section 13)
An employer must ensure that every employee who:
CCLPv2 010116 :: Page 55

does work of any kind, or
uses plant of any kind, or
deals with a substance of any kind
in a place of work has the knowledge and experience -­‐ or is supervised by someone who has
-­‐ so that they are not likely to suffer harm, or lead to the harm of others.
Every employee must be adequately trained in the safe use of all plant, objects, substances,
protective clothing and equipment that they are, or may be, required to use or handle.
Responsibility for Employees' Work Activities (Section 15)
An employer is also responsible for the health and safety of others arising from the work
activities of their employees. They must take all practicable steps to ensure that no action or
inaction of an employee while at work causes harm to any other person.
Persons in Control of a Place of Work (Section 16)
The Act places duties on persons who control a place of work in relation to people in the
vicinity, and to visitors.
A "person who controls a place of work" includes a person who owns, leases, subleases or
occupies a place of work, or who owns, leases or subleases plant or equipment used in a
place of work.
Duties of Employees (Section 19)
Every employee shall take all practicable steps to ensure:
their own safety while at work (including using protective clothing and equipment); and
that no action or inaction of theirs while at work causes harm to any other person.
An employee has a right to refuse to undertake work that they consider likely to cause them
serious harm. However, employees have an obligation to attempt to resolve the matter with
their employer.
Deemed Employees
People receiving on-­‐the-­‐job training or work experience, loaned employees and volunteer
workers are all deemed to be "employees" of an employer or self-­‐employed person for
whom they are working. Most employer duties apply, but not the duty to provide
opportunities for employee participation.
Employers to Provide Opportunities for Employee Participation (Part 2A)
Employers must provide reasonable opportunities for employees to participate effectively in
on-­‐going processes for the improvement of health and safety in the place of work. Where
there are more than 30 employees, or where an employee or union representing employees
requests it, the employer must seek agreement on, develop, implement and maintain a
system of employee participation. Where agreement cannot be reached on the system of
employee participation, there are default provisions set out in the Act.
Where employee health and safety representatives are elected, they are entitled to paid
leave to attend approved training courses.
A trained employee health and safety representative may issue a hazard notice to an
employer where they believe there is a hazard in the place of work, they have brought it to
the employer's attention and the issue has not been resolved.
Employers and employees must deal with each other in good faith while seeking agreement
on, developing and maintaining a system of employee participation.
Accidents and Serious Harm Recording and Notification (Sections 25 and 26)
The Act requires employers, the self-­‐employed and principals to contractors to keep a
register of work-­‐related accidents and serious harm.
For employers, this includes every accident that harmed (or might have harmed):
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any employee at work, or
any person in a place of work controlled by the employer.
Employers are also required to investigate all accidents, harm and "near misses" to
determine whether they were caused by a significant hazard.
"Serious harm" is defined in Schedule 1 of the Act.
Any occurrences of serious harm of a kind that must be recorded shall also be notified to the
Secretary of Labour (in practice, the nearest Department of Labour office) as soon as
possible after the occurrence becomes known to the employer. In addition, the accident
must also be reported in the prescribed form within seven days. (Forms are available from
the Department of Labour website.)
If a person suffers serious harm, the scene of the accident must not be interfered with unless
to:
save the life of, prevent harm to or prevent suffering to, any person
maintain public access for essential services, e.g. electricity, gas
prevent serious damage or loss of property.
A health and safety inspector will advise whether or not the Department of Labour will
investigate the accident and what action may be taken in the meantime.
2.2 The general duty
Every employer shall take all practicable steps to ensure the safety of employees while at
work.
This pivotal requirement of the Act is set out in section 6. It restates the object of the Act
(from section 5) in terms of a general duty for employers.
The section then expands on this general duty by prescribing the following particular
duties to:
Provide and maintain a safe working environment;
Provide and maintain facilities for the safety and health of employees at work;
Ensure that plant machinery and equipment in the place of work is designed, made, set up,
and maintained to be safe for employees;
Ensure that systems of work do not lead to employees being exposed to hazards in or
around their place of work; and
Develop procedures for dealing with emergencies that may arise while employees are at
work.
It is important to remember here that the standard of care that is required of all employers
is that they take "all practicable steps". This is an important concept for employers, and
others following the Act. It is discussed more fully at 1.5, All practicable steps.
Briefly here, "all practicable steps" means doing what is reasonably able to be done in the
circumstances, taking into account:
The severity of any injury or harm to health that may occur;
The degree of risk or probability of that injury or harm occurring;
How much is known about the hazard and the ways of eliminating, reducing or controlling
it; and
The availability, effectiveness and cost of the possible safeguards.
The standard applies in respect of circumstances that the person knows or ought reasonably
to know about.
OSH things you need to know:
CCLPv2 010116 :: Page 57

Hazard – Hazard means an activity, arrangement, circumstance, event, occurrence,
phenomenon, process, situation, or substance (whether arising or caused within or outside
a place of work) that is an actual or potential cause or source of harm. This
Includes a situation where a person's behaviour may be an actual or potential cause or
source of harm to the person or another person.
What do you do about a hazard?
You can ELIMINATE the hazard – get rid of it all together!
Or
You can ISOLATE the hazard – set it apart from where it causes harm.
Or
You can MINIMISE the hazard – lessen the potential danger of the hazard.
Equipment and Materials
When you first think about it, you may not think that your role at Community Connections
requires you to use personal protective equipment. However, when you think further,
there are often instances in your support role when the requirement for you to carry out
your work safely means that you are using personal protective equipment.
Personal protective equipment is something that you have ON YOUR PERSON that
protects you from harm or injury.
Think about changing a light bulb – if the light bulb is hot, you will find something to wrap
around your hand so it doesn’t burn when you remove it!
When you are supporting a person with their cleaning, you will wear rubber gloves etc.
Other examples might be: rubber gloves when washing dishes, oven mits when removing
something from the oven or microwave, wearing an apron to protect you from splashes
from the stove top, wearing sensible shoes when working in the kitchen with sharp knives,
using hair ties to keep long hair tied back if working with a person who is known to pull hair
etc.
It is important that you use equipment and materials according to manufacturer’s
guidelines and common sense. By doing this, you are likely to be managing potential
hazards well.
Learning Partnerships
You need to do this next question in support time. Please talk with the person you support and
explain explain that you need to be seen using personal protective equipment, that’s why someone is
observing. Alternatively, you could ask the person you support to take photos of you in their home!
Remember to note the Book number and Question number on your time/tasksheet. See the
Learners’ Website for the amount of time you can claim.
16. Personal Protective Equipment.
It is important that we SEE that you are using protective equipment safely and according to
58

manufacturer’s guidelines.
Please organise for your Coordinator to observe in TWO situations using personal protective
equipment. Your Coordinator will then submit verification.
If you cannot organise for your Coordinator to observe you, you will need to send photographs to
your Assessor.
You also need to fill in the details below.
Situation One:
The personal protective equipment I am using is:
The personal protective equipment I am using is disposable gloves when sorting
laundry.
The reason for using this equipment is:
The reason for this equipment is to prevent contamination by soiled clothing and
bedding.
Situation Two:
The personal protective equipment I am using is:
The reason for this equipment is to prevent contamination by soiled clothing
The reason for using this equipment is:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28536v1: 2.2
Evidence: The learner has identified two pieces of personal protective equipment and worn it in accordance with
Community Connections Policy.
Judgement: The learner has demonstrated that they are using personal protective equipment where
appropriate in their work.
Looking at Community Connections’ OSH policies.
You must read the following Community Connections Policies.
1. ‘Working Safely’ in your Staff Handbook.
2. ‘Health and Safety’ in your Staff Handbook.
3. The OSH Hazard Checklist which you will find in your Staff Handbook.
4. The Medication Policy in your Staff Handbook.
5. ‘Emergency Procedures’ in your Staff Handbook.
6. ‘Emergency Management’ in your Staff Handbook.
7. The Pandemic Plan policy in your Staff Handbook.
8. The Natural Disaster Plan in the Document Store.
9. The Sudden Death policy in your Staff Handbook.
10. The Challenging Behaviour policy in your Staff Handbook.
11. The Client Bank Accounts policy in your Staff Handbook.
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12. The Use of Vehicles policy in your Staff Handbook.
17. Health and Safety Practices
Describe TWO health and safety practices that Community Connections has to keep the people we
support safe.
Practice One:
When administering medication it is Community Connections’ Medication Policy to
follow the ‘5 Rights’ - Principle of Right Person, Right Drug, Right Time, Right Dose,
Right Route. This is to ensure that the right dose is administered to the right person in
the right form at the right time.
Verification -­‐ Please quote from Community Connections policy to support your answer:
Practice Two:
Community Connections’ Sudden Death Policy outlines procedure to be followed in a
sudden death event. This procedure outlines who must be contacted, what must not be
done (a person’s body must not be moved or disturbed), who makes funeral
arrangements and what staff need to do.
Verification -­‐ Please quote from Community Connections policy to support your answer:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28536v1: 1.1
Evidence: The learner has identified two Community Connections health and safety practices for keeping
people we support safe, and has provided source from Community Connections policy.
Judgement: The learner has described the practices used within Community Connections in sufficient detail to
establish understanding.
18. Health and Safety Roles and Responsibilities
Explain TWO health and safety roles and responsibilities that you have when you are working for
Community Connections.
Note: you must include the words ‘role’ and ‘responsibility’ in your answer.
Example:
As part of my role I have to deal with Hazardous waste, it is my responsibility to wear protective clothing.
First Role and Responsibility:
As part of my role as a support worker I may be required to work in a situation where
people supported may exhibit behaviour that is challenging. Should a supported
person behave in a way considered to be challenging, It is my responsibility to follow
the Community Connections Challenging Behaviour procedure and report the situation
to my coordinator or manager.
Verification -­‐ Please quote from Community Connections policy to support your answer:
Second Role and Responsibility:
As part of my support worker role the homes of people I support is my workplace. It is
my responsibility to be alert to possible hazards in this workplace do what is
practicable to they occur, eliminate, isolate or minimise hazards should they occur.
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Verification -­‐ Please quote from Community Connections policy to support your answer:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28536v1: 1.2
Evidence: The learner has identified two health and safety roles and responsibilities, and provided supporting
documentation from Community Connections policy.
Judgement: The learner has described the roles and responsibilities in sufficient detail as to establish good
understanding.
Learning Partnerships
If the person you support agrees, you can complete the next question in support time. Talk with the
person you support about how their home is your workplace and explain to them about hazards. You
could then identify some hazards that may be in their home (although we hope not!).
Remember to note the Book number and Question number on your time/tasksheet. See the
Learners’ Website for the amount of time you can claim.
19. Hazards
a) Identify TWO hazards that you have encountered in your work with Community Connections
AND
b) Explain how you would minimised, isolated or eliminated the hazard
AND
c) Explain how you alerted Community Connections to this hazard.
Example:
Hazard One:
a) A person I support has a dog that occasionally bites when it is taken by surprise.
b) I isolated the hazard by asking the person I support to put their dog in the kennel BEFORE I come to do my
support and only let it out when I have gone.
c) I talked the situation over with my Coordinator and together we decided that this was a good strategy. The
dog has been noted on the person’s file so that relief staff will know about it.
PLEASE USE THE LAYOUT OF THE EXAMPLE ABOVE WHEN YOU ARE ANSWERING THIS QUESTION
Hazard One a)
A person I support had a dangerously crowded kitchen bench area due to several
electrical appliances that were often used at the same time.
Hazard One b)
I minimised the hazard by supporting the person to obtain a small table to hold her
electric frying pan. This meant that this appliance could be used on the table freeing
space on the bench.
Hazard One c)
I completed an incident report and reported the situation to my coordinator.
Hazard Two a)
Hazard Two b)
Hazard Two c)
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Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28536v1: 2.1, 2.3.
Evidence: The learner has correctly identified two hazards in their workplaces within Community Connections.
Actions taken to minimise, isolate or eliminate are described. The Coordinator (verifyer) has confirmed that this
hazardous situation was or is real, and that the hazard was reported to them via their tasksheet, in person, or by
submitting an accident/incident/issue of concern form.
Judgement: Appropriate action has been taken around two hazards, and sufficient evidence has been provided
as to establish accordance with Community Connections policy and procedure.
Learning Partnerships
If the person you support agrees, you could complete the next question in support time. Talk together
about the appropriate responses in emergencies. Remember to note the Book number and Question
number on your time/tasksheet. See the Learners’ Website for the amount of time you can claim.
20. Responding to Emergencies.
a. Describe what you would do if a person you were supporting had what you thought was a heart
attack while you were supporting them in their home.
I would dial 111 and alert emergency services of the suspected heart attack, give them
appropriate details and follow their advice regarding treatment.
Once the incident is finished I would contact my coordinator to discuss the incident,
actions taken and decisions made. I would complete an Incident Report and follow the
Debrief Serious Incident Policy if necessary.
Verification -­‐ Please quote from Community Connections policy to support your answer:
b. Describe what you would do an oven fire looked as if it was getting out of control while you were
supporting a person in their home.
If an oven fire appeared to be getting out of control I would remove myself and the
supported person from the area. I would dial 111 emergency services and supply the
necessary details.
Once the incident is finished I would contact my coordinator to discuss the incident,
actions taken and decisions made. I would complete an Incident Report and follow the
Debrief Serious Incident Policy if necessary.
Verification -­‐ Please quote from Community Connections policy to support your answer:
c. Describe what you would do if there was a flash flood while you were supporting a person in their
home.
If there were a flash flood in a supported person’s home I would remove myself and the
supported person from the area if it were possible and safe to do so. I would phone for
help or call emergency services if necessary using a neighbour’s phone if I needed to.
Verification -­‐ Please quote from Community Connections policy to support your answer:
Assessor Use Only:
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Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28536v1: 1.4.
Evidence: The learner has correctly described the Community Connections procedures for responding three
emergencies.
Judgement: The learner has described responses to a medical emergency, a physical emergency and an
environmental emergency.
Be Proactive:
While working at Community Connections you are not generally required to wear
protective clothing or use protective equipment.
However, because you work in people’s homes, you are continually using equipment that
you need to make sure is safe,
However, there are instances when Community Connections requires you to be proactive
regarding your dress and personal presentation. Two examples of this are the Dress Code
(found in the Community Connections Code of Conduct) and when you are supporting a
person in a challenging situation.
Health and Safety Coordinator Verification Form
HEALTH AND SAFETY VERIFICATION FORM FORM:
It is the Coordinator’s responsibility to fill in this form fully and send it to the CCLP
Assessors.
I confirm that this learner demonstrates health and safety practices according to the
standards below:
1. I have observed this learner in their working environment using two pieces of personal
protection equipment safely. YES / NO (circle one)
Please provide a specific comment that describes the use of the personal protection
equipment:
2. I confirm that the situations described by this learner in Question 14 are real, and that
the learner followed Community Connections Policy and Procedure in reporting them.
YES / NO (circle one)
Please provide a specific comment about the reporting that supports your answer above:
3. I confirm that this learner has participated in updating either a Health and Safety
Checklist, an OSH Hazard Checklist or a Pandemic Plan for a person they support.
And in doing so, they are ensuring the person supported’s security. YES / NO (circle one)
Please state which checklist or plan, and provide a source (with date) where this can be
verified:
4. I confirm that this learner follows Community Connections procedures for ensuring the
security of the support environment. YES / NO (circle one)
CCLPv2 010116 :: Page 63

Please provide a specific example that supports your answer above:
Coordinator Name:
Coordinator Signature:
Date:
When you have completed and signed this form, please scan it to: assessors@ccslt.org.nz
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28536v1: 2.2, 2.3, 3.1, 3.2
Evidence: Coordinator (Verifier) has confirmed that the learner is observed using two pieces of personal
protection equipment according to Community Connections Policies and Procedures. The Coordinator has also
confirmed that the learner is observed as using appropriate processes around reporting hazards. Finally, the
Coordinator has observed the Learner participating in Community Connections processes that ensure the
security of the people we support and their environments.
Judgement: The verifier has provided sufficient detail in their comments as to establish confidence in the eficacy
of the observations.
All Community Connections employees are required to dress in a professional manner and
in a way that will not cause offense to others. This is especially important in establishing
boundaries and not inadvertently giving the people we support ‘mixed messages’.
When supporting people in potentially challenging situations it is important to think about
how your clothing and accessories may cause injury or distress. It is advised that you wear
flat shoes, do not wear necklaces, refrain from wearing dangling earings, tie long hair back
etc. Do not wear jewelry or clothing that is going to cause you grief if it is damaged. There
are also procedural things you are required to do (see the Challenging Behaviour Policy).
MANAGING STRESS
Another aspect of keeping yourself well at work is managing stress. Community
Connections recognises that the role of the Support Worker can sometimes be stressful and
we work together with you to address this.
Because we are all individuals, we become stressed by different things. The most important
thing that you can do is identify what sorts of things stress you, and how you react to that
stress.
Example:
A Support Worker who is always on time might become stressed when the person
being supported is often up to half an hour late for their support. The Support
Worker might find that she/he reacts to that stress by being resentful of the person
being supported for the rest of their support time.
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This then becomes a bad situation as the good relationship between the Support
Worker and the person being supported is at risk.
It also has an impact on the Support Worker – it might be that the resentment is still
there in the evenings when it’s meant to be family time, or that sleep is interrupted,
or that the Support Worker gets a headache during the support time.
The important thing is that the Support Worker identifies what is causes stress, and
knows how she/he reacts to that stress.
WHAT DO WE DO ABOUT STRESS?
Community Connections is committed to working with you to make your role as free from
stress as possible. However, we can’t help you if we don’t know that you are experiencing
stress.
IF YOU ARE FEELING STRESSED, YOU MUST TELL YOUR COORDINATOR.
You can do this in a variety of ways:
• You can phone or text them straight away and let them know, and ask to meet with
them.
• You can talk with them at your monthly coaching sessions.
• You can ask a trusted colleague or friend to speak with your Coordinator on your behalf,
or be with you when you talk with your Coordinator.
However you do it, it’s important that you let your Coordinator know what you are feeling.
Now that you have alerted your Coordinator to your stress, you also need to take some
responsibility for reducing your unwanted stress.
Here are some things that might help you to reduce stress and the effects of stress:
1. Increase your physical activity. If you’re a gym person, make sure that you diary in time
to go regularly. If you’re not into gyms, what about scheduling a regular walk (down to
the dairy to get the milk each morning, taking the dog out, walking to visit your friend
instead of driving etc.)?
2. Make sure that you are using your annual leave, and that you are taking regular breaks
from work.
3. Pay more attention to the quality of your diet. Are you eating regularly? Are your meals
balanced etc.?
4. Make sure you get enough sleep. Here’s a few tips: set a regular bedtime and have a bit
of a ‘bedtime routine’, try and wake up at about the same time each day, if you wake up
in the night worrying about things write it down on a piece of paper and tell yourself
you’ll ‘think about that tomorrow’! Try and relax in the evening, but resist falling asleep in
front of the TV etc., save sleeping for bedtime!
CCLPv2 010116 :: Page 65

5. Relaxation techniques. This might be soaking in the bath, spending time chatting with a
friend about anything EXCEPT what causes you stress, sitting at the beach staring at
the water, listening to your favourite music, reading a book etc.
6. Talk your stress through. Talk with a person who will help you work through what is
causing you stress. Make sure that you’re not just going over and over the stressful
issue though, the talk needs to be productive and helpful.
7. Time Management. Is your stress due to time management issues? It may be that you
need to think about priorities for time etc.
8. Breaking bad habits. Sometimes the cause of our stress is habits that we have
developed. We might be perfectionists who need to understand that others are not. We
might be in the habit of thinking negatively, and we need to somehow ‘flip’ that around,
or we may find it difficult to accept that sometimes things are simply out of our control.
Whatever the habit may be, we need to look at ourselves closely and come to
understand ourselves, so that we can make some changes to enable our lives to be a
bit less stressful.
9. Just say NO. Sometimes stress is because we don’t know how to say no. Learn some
ways to say ‘no’ nicely. Try to remember to have some space between being asked to
do something and you automatically agreeing to it. The phrase “before I commit to that,
I’ll need to check my diary” can be quite helpful!
21. Stress.
a) Describe at FOUR causes of stress that you have experienced in your role as a Support Worker, or you think
might cause you stress in the future.
AND
b) Explain what impact that stress might have on your health and well-­‐being.
Stress One:
The impact on my health and wellbeing of this stress would be:
Stress Two:
The impact on my health and wellbeing of this stress would be:
Stress Three:
The impact on my health and wellbeing of this stress would be:
Stress Four:
The impact on my health and wellbeing of this stress would be:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: n/a
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Evidence: The learner has identified four types of stresses and explained how they would impact on their own
well-being.
Judgement: The stresses identified are work-related.
CC Desired Outcome:
The Support Worker has an understanding of their own stress triggers, knows the process for getting
help, and understands that it is also his/her responsibility to manage their stress.
CCLPv2 010116 :: Page 67

SUSPECTED ABUSE
While we wish it wasn’t so, it is an uncomfortable fact that neglect and abuse is a reality.
This is a very complex issue and each situation is very unique, so this piece of learning is not
training you on how to work with a person who has been abused. This section of your
Learning Programme is simply to alert you to different kinds of abuse, some signs that may
indicate abuse, and the processes to follow within Community Connections if you suspect
abuse has occurred, or that abuse has been disclosed to you.
Let’s start with a definition. Community Connections’ definition of abuse is:
“Abuse is any action that causes some kind of harm to the person who is being
supported.”
Different kinds of abuse.
As you will see from the policy above, abuse can come in a number of forms:
• Sexual Abuse -­‐ Any sexual contact between an adult and child 16 years of age and
younger; or any sexual activity with an adult who is unable to understand, has not given
consent, is threatened, coerced or forced to engage in sexual behaviour. Sexual Abuse
can also be non-­‐contact, it can be verbal abuse of a sexual nature, inappropriate
photographs, indecent exposure or watching a person at inappropriate times.
• Physical Abuse -­‐ Any non-­‐accidental physical injury or injuries to a child or adult. E.g.
inflicting pain of any sort or causing bruises, fractures, burns, electric shock, or any
unpleasant sensation, hitting, punching, pushing, biting, choking etc.
• Emotional / Psychological Abuse -­‐ Verbal assaults, threats of maltreatment,
harassment, humiliation or intimidation, or failure to interact with a person or to
acknowledge that person’s existence. Attacks on self esteem, blaming, criticizing
thought or feelings etc. This may also include denying cultural or religious needs and
preferences.
• Financial Abuse -­‐ using another person’s assets without their knowledge or permission,
denying a person the use of their own assets, misrepresenting a person’s financial
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situation to them etc. E.g. putting additional groceries in with a person’s shopping so
they pay for them, but don’t receive them, misrepresenting rents or living costs etc.
• Neglect :
- Physical neglect -­‐ failure to provide adequate food, shelter, clothing and protection.
- Passive neglect -­‐ withholding or failure to provide the necessities of life.
- Willful deprivation -­‐ willfully denying a person assistance and thereby exposing that
person to the risk of physical, mental or emotional harm.
- Emotional neglect -­‐ restricting the social, intellectual and emotional growth or well
being of a person.
Who Abuses?
A more complex definition of abuse could be:
The systematic pattern of behaviours in a relationship that are used to gain and/or
maintain power and control over another.
The key words in this definition are “power” and “control”. An abuser is usually a person
who has power or control over another person, or wants to have power and control over
another person.
Having said this, abuse can be either:
! Personal – where one person abuses another.
Or
! Systemic – where the wider system (e.g. legal, welfare, social systems etc.) don’t
recognise, provide or attempt to provide services that are appropriate to that person’s
age, gender, culture, needs or preferences. E.g. putting a vulnerable girl in the same
physical environment as teenaged boys without adequate risk management strategies
in place.
Power and Control
As a Support Worker at Community Connections, you have power and control over
the people you support. You may not think that you do, but the fact that you are
supporting vulnerable people in a role where you are perceived to have ‘greater
knowledge’ means that you do hold a measure of power and control.
All Community Connections’ policies and procedures (without exception), are designed to
minimise this level of power and control. The policies and procedures reflect Community
Connections’ philosophy that each person is the expert in their own lives and that they
should be supported to have control over their own lives.
Community Connections’ policies and procedures also promote transparency. Involvement
of family and natural support networks in support situations are actively sought, accurate
CCLPv2 010116 :: Page 69

note-­‐taking is requested, team meetings and coaching are vital. This transparency means a
safer environment for both the people we support and you as a Support Worker.
But even with these policies and procedures in place, it is important that you understand
the implications of you being in a position of power. It means that you are in a situation
where you have the potential to abuse – perhaps even without knowing it. You need to
always be conscious of, and vigilant about, this.
Go through Community Connections policies and procedures and identify 4
policies where Community Connections has acknowledged and addressed
the importance of balancing the power relationship between Community
Connections and the people we support and/or promoting transparency.
Say HOW this transparency ensures safety for the people we support.
22. Types of Vulnerability, and Power Relationships.
a) For each of the circumstances below explain how they might make a person you support vulnerable to
harm or abuse.
AND
b) Give an example of how an unethical support person could take advantage of this vulnerability
because of the power relationship.
Example:
Not understanding the different values of coins and notes.
This could make the person more vulnerable to harm or abuse because: When he is grocery shopping he
relies on people being honest, taking the correct money from his wallet and giving him the correct change.
An unethical support person could take advantage of this vulnerability by: when going grocery shopping a
support worker could put items in the trolley for themselves and tell the person they will pay him back, but not
give him the correct amount of money.
Power Relationship: If the person being supported accused the support worker, it would be their word against
the support worker’s word, and because the person doesn’t understand money most people might believe the
support worker as they are more ‘expert’ than the person being supported.
a) Having a physical impairment that limits the person’s ability to take care of their own needs.
This could make the person more vulnerable to harm or abuse because:
An unethical support person could take advantage of this vulnerability by:
Power Relationship:
b) Being emotionally vulnerable due to past trauma or present experience of mental ill health:
This could make the person more vulnerable to harm or abuse because:
An unethical support person could take advantage of this vulnerability by:
Power Relationship:
c) Not having unpaid family or friends in the person’s everyday life:
This could make the person more vulnerable to harm or abuse because:
An unethical support person could take advantage of this vulnerability by:
Power Relationship:
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d) Not getting out and about in the community on a daily or weekly basis:
This could make the person more vulnerable to harm or abuse because:
An unethical support person could take advantage of this vulnerability by:
Power Relationship:
e) Not having the skills to manage personal budgets and other financial matters:
This could make the person more vulnerable to harm or abuse because:
An unethical support person could take advantage of this vulnerability by:
Power Relationship:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28521v1: 1.1, 1.2, 2.2
Evidence: The learner has described how a person with a physical, emotional and financial vulnerability has the
potential to be abused or harmed. The learner has also described how lack of natural supports and isolation can
increase the likelihood of abuse or harm. (5 situations in total)
Judgement: The descriptions for each show a clear understanding of how a person accessing a supported living
service has increased potential for harm – as opposed to people in the community who are not receiving
specialist services due to the power relationships that exist.
Indicators of Abuse.
Abuse can have an effect people in both the short and long term. Even though a person
may no longer be in an abusive situation, they may continue to have effects from the abuse
for many years.
Possible Indicators of Abuse
(taken from Careerforce Workbook for US01836v5)
Sexual Abuse:
Behavioural Signs:
• Poor peer relationships.
• Unusual interest in sex for age.
• Drastic change in school
achievement.
• Runaway or delinquent behaviour.
• Nightmares / Dreams.
• Excessive preoccupation with
genitals.
• Repetitive exploration of others.
• Simulated sexual activity with others,
animals, dolls or objects.
Physical Signs:
• Difficulty walking or sitting, or
frequent urination. Pain, swelling or
itching in genital area.
• Bruises, bleeding, or discharge in
genital area.
• Stained or bloody underclothing.
• Sexually transmitted infections.
• Tearing around anus or vagina.
• Gagging.
• Difficulty swallowing food.
• Internal organ damage which may be
CCLPv2 010116 :: Page 71

• Sexual aggression.
• Excessive masturbation.
• Verbally descriptive sexual language
inappropriate for age.
• Avoidance and/or fear of certain
people.
• Changed behaviour when the abuser
is near.
• Depression.
• Inappropriate seductive behaviour.
• Fearful or normal exposure to nudity.
• Prostitution/inhibition.
Physical Abuse:
Behavioural Signs:
• Delay in seeking medical help.
• Extremes in behaviour – very
aggressive, or withdrawn and shy.
• Afraid to go home.
• Frightened of parents.
• Fearful of other adults.
• Anxiety.
• Loss of self esteem.
• Regression, bed-­‐wetting.
• Sadness.
• Defiance.
• Suicidal actions.
• Fear of care workers.
• Obsession-­‐washing.
Emotional Abuse:
Behavioural Signs:
• Low self-­‐esteem – may not maintain
eye contact.
• Self-­‐criticism
• Severe Depression.
• Nervous behaviour, repeated actions.
• Severe anxiety – signs of agitation
and/or anger.
• Extreme withdrawal – flinching,
passivity and watchfulness.
• Failure to learn.
• Regression – bed wetting, rocking,
biting, sucking.
• Inability to sleep and sleepwalking.
• Obsessions – washing, cleanliness.
• Fear.
• Emotionally upset, disturbed.
indicated by abdominal pain,
• Soreness around anus or vagina.
Physical Signs:
• Bruises, welts on face, neck, chest,
back or elsewhere.
• Injuries in the shape of an object
(belt, cord).
• Unexplained burns/scalds on palms,
soles of feet, back.
• Fractures that do not heal.
• Loss of weight/malnutrition.
• Depression.
• Head Injuries.
• Failure to thrive.
• Frequent visits to the emergency
department with injuries.
Physical Signs:
• Restlessness / nervousness.
• Failure to thrive (in young people).
• Tiredness.
• Embarrassment.
• Sleep disturbances.
• Withdrawal
• Depression.
• Lack of eye contact.
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• Suicidal actions.
• Being very dependent.
• Defiance.
Financial Abuse:
Behavioural Signs:
• Gives away their property /
belongings.
• Withdraws lots of money at the same
time or within the same week.
• Unable to pay their bills.
• Unable to buy the things they need –
clothes, food and other necessities.
• Confused about where all their
money, property and belongings
have gone.
• Unable or unwilling to explain losses
or disappearance of valuables.
Self Neglect:
Behavioural Signs:
• The person is quiet and doesn’t want
to talk or ask questions.
• The person:
• Avoids people.
o Is not eating/losing weight.
o Their house is full of rubbish.
o They are not paying bills.
o They own too many pets.
o There is dirt and animal waste
Physical Signs:
• Malnutrition.
• Belongings that were in their
possession are missing.
• Sudden agitation and wanting to
discuss changes in a will.
• Unusual bank activity.
in the house.
Long term, abuse can affect people:
• Physically
• Psychologically
• Socially
• Sexually
• Constant fear and loneliness.
• Relationship difficulties –
o Trouble trusting others and making new friends.
o Trouble with intimacy.
o Trouble with sexual relationships.
• Reliance on medication such as anti-­‐depressants.
• Substance abuse.
• Eating disorders.
• Inability to show emotions, express feelings, feeling numb.
• Depression and anxiety.
• Flashbacks and nightmares.
• Intense or suppressed anger.
Physical Signs:
• Unclean or unsafe living conditions
• Not enough food or heating has been
provided, person is cold and
shivering.
• The person is unclean or their clothes
are dirty.
• Bruises or burns.
• The person keeps away from food or
the toilet for long periods of time.
• Smelling of body odour.
CCLPv2 010116 :: Page 73

23. Indicators of Abuse
For each type of abuse listed below:
a) Describe TWO possible indicators (patterns or signs) of each type of abuse that you might
observe in your work.
AND
b) Describe TWO possible long term effects of each type of abuse that a person in a service like
Community Connections might experience.
IMPORTANT NOTE: When answering this question, please do not simply copy some of the answers from the
information given to you above.
Please think about your work environment and what indicators you may notice in a supported living situation.
Example: Physical Abuse.
Two possible indicators: I might observe that the person I support doesn’t like to have doors closed in their
house. I might also observe that they always stand or sit closest to the doors either in their home or when we are
out at café’s.
Two possible long term effects: The person might not like to be supported by men or women who they
perceive as physically threatening. They might not share things in their support relationship for fear that their
support worker will get ‘mad’ and hurt them.
PLEASE USE THE LAYOUT OF THE EXAMPLE ABOVE WHEN YOU ARE ANSWERING THIS QUESTION
a) Sexual Abuse:
Two possible indicators:
Two possible long term effects:
b) Physical Abuse:
Two possible indicators:
Two possible long term effects:
c) Emotional Abuse
Two possible indicators:
Two possible long term effects:
d) Neglect:
Two possible indicators:
Two possible long term effects:
e) Financial Abuse:
Two possible indicators:
Two possible long term effects:
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
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Unit Standard and Elements: US28521v1: 2.1, 2.3
Evidence: The learner has described two possible indicators of each type of abuse and two possible long term
effects from each type of abuse
Judgement: The identified indicators and effects are ones that a support worker might reasonably observe within
the supported living support context.
Please read the Alleged Abuse Policy. You can find it on the Internal
Website or in your Staff Handbook. Please also look at an
Accident/Incident Report Form (if you don’t have one you can view it on
the Internal Website).
24. Community Connections Alleged Abuse Reporting Procedures.
a) Please describe the process that you need to go through if someone you support has told you
that they are being abused.
b) How does this process support the person’s right to privacy?
c) How does this process support the person’s right to dignity?
d) How does this process support the person’s right to citizenship?
Verification: copy and paste from the Alleged Abuse Policy to support your answer.
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28521v1: 3.1
Evidence: The learner has described the Community Connections Alleged Abuse Policy.
Judgement: The learner has described the connection between the policy and the person’s rights to privacy,
dignity and the treatment accorded to any member of our community.
25. Community Connections Incident Reporting Process.
Please fill in a Community Connections Incident Report based on the following made-­‐up story.
First, read the story below.
Second, click on the link at the end of the story. It will take you to a copy of the Community
Connections Incident Report Form.
You are going to work with Julie on Tuesday the 22 nd May, 2015 at 11.30am to 3.30pm. You don’t usually
work with Julie, Henrietta works with Julie and has done so for a long time. However, Henrietta is sick and you
are filling in for her. Usually your Coordinator, Candace, fills in for Henrietta, but Candace is too busy today.
You are required to assist Julie to get ready to go out to a group lunch, and then when you get back you will
help her with dinner. Candace has also asked if you could quickly check the blister pack and make sure that
Julie has taken her medication for the day.
CCLPv2 010116 :: Page 75

When you arrive at Julie’s house (21 Grownup Street, Timbuktu), she is already dressed in her nice clothes
and ready to head out to lunch. You go to lunch and everyone has a nice time.
When you get back to Julie’s house, you suggest that she gets out of her nice clothes before beginning to cook
her dinner. Julie seems reluctant to do this. When you ask if that’s what Henrietta suggests, Julie agrees that
she does get changed with Henrietta, but is still reluctant to get changed. You carefully make clear to Julie
that you will give her privacy in her bedroom in which to get changed. Julie then agrees to get changed. You
are waiting in the kitchen when Julie comes in wearing a singlet and shorts. The singlet is quite baggy and you
see that she has a bruise on the outside of her breast, visible over the armhole edge of her bra. You mention
casually that it looks sore, and how did she get the bruise. Julie tells you she doesn’t know.
While preparing dinner, Julie nicks her finger with the knife she is using to slice the carrots. She is not too
concerned, you run it under cold water until the small amount of bleeding is stopped, and then show Julie
how to put a band aid on it.
When dinner is done, just prior to you leaving, you check the blister pack of medication. While doing that you
notice that there are some PRN meds also in the cupboard. When you ask her, Julie is not very clear on what
the PRN medication is for.
CLICK ON THE LINK BELOW TO BE TAKEN TO THE CCLP LEARNERS COPY OF THE INCIDENT FORM:
https://drive.google.com/open?id=1I4y13XW3YdWPrQNoq7Hxkq6t9QguuGIu8MGRldF5oVw
EXAMPLE IDEAL RESPONSE:
Type of incident: First Aid Injury/Illness, Potential Harm
Who was harmed or had/has the potential to be harmed/affected: Person we support
Where did the incident occur: At the home of someone we support
Service Type: Supported Living
Service Area: Palmerston North
Date of incident: 04/03/2016
Time of incident: 02:30:00
Address of Incident: 21 Grownup Street, Timbuktu
Persons Involved: Julie and myself
Description of Incident: I noticed a bruise on the edge of Julie's breast that she didn't seem to know how it got there.
She has PRN medication she doesn't really know what it's for. She had a minor cut on her finger.
Name of Person Completing the Form: Tallulah Jones
What was the direct cause of the incident and what were the factors, in your opinion, that lead up to this incident? The
cut on the finger was caused by a knife while cutting carrots. Lack of attention.
Immediate action taken at time of incident: I showed Julie how to run the cut under cold water and then how to put a
band aid on it.
Name of First Aid provider: Julie (assisted by me)
Recommendation of changes to improve safety and prevent future incidents of this nature (CORRECTIVE ACTION),
including who will complete them and by when (if known): I think that we need to make sure Julie knows what her PRN
medication is for.
I also think that someone whom she trusts should ask about the bruise.
Finally, we need to show her how to handle her cutting knives better.
Persons Notified: Candace (Coordinator)
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Date and time Coordinator or Manager notified: 22 May, 2015 at 3.45pm
Name of Coordinator or Manager: assessors@ccslt.org.nz
Assessor Use Only:
Accepted responses (assessor name):
Verification Provided (yes/no and date if known):
Question signed off (date):
Unit Standard and Elements: US28521v1: 3.2, US28536v1: 1.3, 2.4
Evidence: The Learner has described the incident and completed the questions which constitute the
Community Connections incident/accident/issue of concern report.
Judgement: The Learner has described the reluctance to get changed, the bruise and the PRN medication as
issues of concern. The PRN medication is noted for the person supported not knowing what it is for.
Glossary:
Unique – Unusual or special in some way.
Maltreatment – To treat someone cruelly or violently.
Humiliation – To make someone feel ashamed or lose respect for him or herself.
Intimidation – To frighten or threaten someone, usually to get them to do something
that you want them to do.
Assets – Something valuable belonging to a person.
Willfully – Done on purpose, even though you know it’s wrong.
Transparency – Being done in an open way without secrets.
Sought – Asked for advice or approval etc.
Vigilant – Always being careful to notice things, especially things that might be a
danger.
YAH!
You’ve completed Book One!
CCLPv2 010116 :: Page 77

Coordinator Verification:
ETHICAL AND PROFESSIONAL BEHAVIOUR
CCLP Book One
Verification Submitted: 7/24/2015 10:08:08
Name of Learner: Dee Hyde
Coordinator: Bev Pittuck
Coordinator Email: dee.hyde@ccslt.org.nz
I confirm that this learner demonstrates professional and ethical behaviour according to the
standards below:
1. Works within the specifications and boundaries of their role:
Yes
Comment:
Perhaps the best representation of these values and attitudes is the United Nations Convention on
the Rights of Persons with Disabilities. This is a document that NZ signed up to in 2008 and
underpins all policy and practicing standards in New Zealand.
2. Behaves professionally and ethically in all work activities.
Yes
Comment:
Perhaps the best representation of these values and attitudes is the United Nations Convention on
the Rights of Persons with Disabilities. This is a document that NZ signed up to in 2008 and
underpins all policy and practicing standards in New Zealand.
3. Behaves professionally and ethically in their interactions with others.
No
Comment:
Perhaps the best representation of these values and attitudes is the United Nations Convention on
the Rights of Persons with Disabilities. This is a document that NZ signed up to in 2008 and
underpins all policy and practicing standards in New Zealand.
4. Addresses ethical issues, grievances and/or disputes according to Community
Connections policy and procedure.
Yes
Comment:
Perhaps the best representation of these values and attitudes is the United Nations Convention on
the Rights of Persons with Disabilities. This is a document that NZ signed up to in 2008 and
underpins all policy and practicing standards in New Zealand.
5. Maintains professional, cultural and age-­‐appropriate physical, emotional, sexual and
spiritual boundaries at all times.
Yes
78

Comment:
Perhaps the best representation of these values and attitudes is the United Nations Convention on
the Rights of Persons with Disabilities. This is a document that NZ signed up to in 2008 and
underpins all policy and practicing standards in New Zealand.
6. Works within relevant legislation and/or Community Connections policies and
procedures at all times.
No
Comment:
Perhaps the best representation of these values and attitudes is the United Nations Convention on
the Rights of Persons with Disabilities. This is a document that NZ signed up to in 2008 and
underpins all policy and practicing standards in New Zealand.
Assessor Comments:
Unit Standard and Elements: US28542v1: 4.1, 4.2, 4.3, 4.4.
Evidence: Coordinator (Verifier) has confirmed that the learner is observed as working
professionally and ethically – and according to Community Connections Policies and Procedures.
The Coordinator has also confirmed that the learner is observed as using appropriate processes
around ethical issues that arise and also that the learner is observed to be maintaining
professional and ethical boundaries.
Judgement: The verifier has provided sufficient detail in their comments as to establish confidence
in the efficacy of the observations.
CCLPv2 010116 :: Page 79