COURSE OVERVIEW:
Welcome to the Develop Strategies to Support Individuals with Unmet Needs course. This program has been designed to strengthen your ability to identify, assess and respond to unmet needs in a way that promotes dignity, safety, wellbeing and meaningful participation for the individuals you support.
Understanding unmet needs is essential to person-centred practice. This course begins by outlining the purpose and objectives of identifying unmet needs, the importance of strengths-based and individual-led approaches, and the role of proactive and preventative strategies in reducing distress and enhancing quality of life. It emphasises the need to consider the whole person—including their strengths, preferences, capabilities and lived experiences—when developing effective support responses.
Recognising indicators of unmet needs requires awareness of behavioural, emotional and physical signs that suggest distress or support gaps. This section explores observable changes in mood, engagement or social interaction; communication patterns that indicate discomfort or heightened need; and environmental, cognitive or physical changes that prompt further assessment. Learners examine how early recognition helps prevent escalation and supports timely intervention.
Multiple factors can contribute to unmet needs, and understanding them is critical to accurate assessment. This section considers the influence of physical health, emotional wellbeing, environmental conditions, medication effects, dual diagnoses and social or cultural barriers. Learners explore how these interacting factors shape behaviour, functioning and support requirements.
Collecting accurate information is the foundation of effective planning. This section examines methods such as direct observation, behaviour tracking, interviews, case-note review and use of formal assessment tools. It also outlines how gathering contextual and environmental information contributes to a comprehensive understanding of the individual’s needs.
Functional and cognitive assessments help clarify a person’s abilities, challenges and decision-making capacity. This section explores how cognitive limitations affect judgement, how functional skills relate to daily living tasks, and how validated assessment tools guide planning. Learners consider how assessment outcomes are interpreted and applied to support decision-making.
Collaboration enhances the accuracy and relevance of assessments. This section outlines how to identify key contributors—including family members, carers, clinicians and specialists—facilitate multidisciplinary involvement, and maintain communication that supports shared understanding of needs, preferences and goals.
Collecting information for planning enables accurate identification of support gaps. This section focuses on confirming the scope and nature of unmet needs, documenting assessment findings, and preparing information to guide development of individualised support strategies. Learners explore how clear documentation supports consistent, coordinated decision-making.
Developing proactive support strategies promotes inclusion, independence and rights. This section examines approaches that respect dignity and personal choice, address impaired social judgement, set healthy and appropriate boundaries, build skills through positive programming, strengthen autonomy, and avoid unnecessary restrictions. It reinforces the value of active skill-building and non-restrictive behavioural support.
Balancing active, reactive and crisis responses ensures safety while protecting rights. This section explores everyday support strategies, responses to early escalation, and crisis actions aligned with duty of care. Learners examine how to maintain safety while minimising intrusion and upholding the person’s dignity.
Ecological and environmental strategies help remove triggers and create supportive surroundings. This section addresses environmental adaptations, sensory supports, structured routines and ecological modifications that enhance predictability, comfort and engagement. Learners consider how environments influence behaviour and wellbeing.
Strengths-based and positive support approaches promote growth and self-determination. This section examines the application of strengths-focused frameworks, positive reinforcement, competency-building, identity support and inclusion. Learners explore how promoting adaptive skills reduces behaviour of concern and enhances quality of life.
Specialist services play an important role in supporting complex needs. This section outlines how to identify when specialist assessment is required, the range of available referral pathways in behavioural, allied health, mental health and disability services, and how to coordinate referrals in line with organisational procedures. It also highlights how to support individuals through the referral and follow-up process.
Legal and ethical considerations underpin all support planning. This section explores duty of care, least-restrictive practice, informed decision-making, human rights, and preventing practices such as seclusion or unlawful restraint. Learners examine their responsibilities in identifying and reporting abuse, balancing safety with autonomy, and ensuring ethical decision-making.
Developing formal individualised support plans ensures structure, clarity and accountability. This section explains how to integrate proactive, reactive and crisis responses into support plans, establish goals and responsibilities, and ensure alignment with organisational, legislative and professional requirements.
Monitoring individualised plans ensures that strategies remain effective and respectful. This section outlines how to monitor adaptive skill development, risk-reduction outcomes and potential intrusions on dignity or autonomy, as well as how to record and report observations to relevant personnel.
Reviewing and adjusting support plans is essential to continuous improvement. This section examines how to determine when plans require modification, consult with stakeholders, reassess needs and update strategies to improve outcomes and advance individual goals.
The course concludes by emphasising the importance of incident reporting, documentation and organisational procedures. This section explains how to report incidents, record behavioural changes, prepare reports in line with organisational expectations, and maintain accurate documentation that reflects ongoing needs and supports continuous improvement.
By the end of this course, you will be equipped with the knowledge, analytical skills and ethical judgement required to identify unmet needs, develop effective support strategies and contribute to safe, rights-based, person-centred practice across diverse care environments.
Each section is complemented with examples to illustrate the concepts and techniques discussed.
LEARNING OUTCOMES:
By the end of this course, you will be able to understand the following topics:
1. Introduction to Addressing Individuals’ Unmet Support Needs
- Purpose and objectives of identifying unmet needs
- Principles of person-centred and strengths-based support
- Importance of proactive and preventative approaches
2. Indicators of Unmet Needs
- Observable behavioural, emotional, or social changes
- Communication patterns that indicate distress or unmet needs
- Physical, cognitive or environmental signs prompting assessment
3. Factors Contributing to Unmet Needs
- Physical wellbeing factors (pain, illness, mobility, fatigue)
- Emotional wellbeing factors (stress, anxiety, trauma, mood)
- Environmental context (noise, lighting, routines, sensory triggers)
- Medication effects (side-effects, interactions, compliance issues)
- Health conditions and dual diagnosis considerations
- Social, cultural, and communication barriers
4. Methods of Data Collection for Identifying Needs
- Direct observation, behaviour tracking and incident review
- Interviews with the person, carers, family or support workers
- Reviewing case notes, history and interdisciplinary reports
- Using formal tools and assessment checklists
- Gathering environmental and contextual information
5. Conducting Functional and Cognitive Assessments
- Identifying cognitive limitations affecting judgement and decisions
- Assessing functional skills relevant to daily living tasks
- Using validated tools for cognitive assessment
- Interpreting assessment outcomes to inform planning
6. Collaborating With Others in the Assessment Process
- Identifying key contributors such as family, carers and specialists
- Facilitating multidisciplinary involvement
- Ensuring communication supports accurate understanding
7. Collecting Information to Support Planning
- Confirming scope and nature of the unmet needs
- Documenting assessment findings for analysis
- Preparing information that informs individualised support planning
8. Developing Proactive Support Strategies
- Respecting dignity, rights and personal choice
- Approaches for addressing impaired social judgement
- Setting limits and boundaries using directive approaches
- Positive programming and active skill development
- Enhancing autonomy through competency building
- Non-restrictive behavioural support approaches
9. Integrating Active, Reactive and Crisis Responses
- Active support strategies and skills teaching
- Reactive strategies for safely responding to escalation
- Crisis response actions aligned with duty of care
- Balancing safety with minimising intrusion
- Ensuring strategies respect the person’s rights
10. Ecological and Environmental Support Strategies
- Ecological manipulation to reduce behavioural triggers
- Environmental adjustments to promote comfort and predictability
- Creating structured, safe, low-stress environments
- Supporting sensory needs and preferences
11. Strengths-Based and Positive Support Approaches
- Strengths-based frameworks and positive reinforcement
- Competency and image enhancement to reduce devaluation
- Supporting identity, autonomy and inclusion
- Promoting adaptive skills and personal growth
12. Specialist Services and Referral Pathways
- Identifying when specialist assessment is required
- Options for behavioural specialists, allied health, mental health, and disability services
- Coordinating referrals in accordance with organisational procedures
- Supporting the person through referral and follow-up
13. Legal and Ethical Considerations in Individualised Planning
- Duty of care and least-restrictive practice
- Individual rights, equality and informed decision-making
- Understanding and preventing constraint and restrictive practices
- Recognising and responding to imprisonment or seclusion
- Identifying abuse and implementing reporting obligations
- Balancing safety with autonomy
14. Developing Formalised Individualised Support Plans
- Integrating proactive, reactive and crisis responses
- Structuring plans to include goals, strategies and responsibilities
- Ensuring plans align with organisational and legislative requirements
15. Monitoring Effectiveness of Individualised Plans
- Monitoring positive and adaptive skill development
- Monitoring strategies for reducing risk of harm
- Identifying intrusion on dignity, autonomy and self-esteem
- Recording observations and reporting to appropriate personnel
16. Reviewing and Adjusting Support Plans
- Identifying when plans require modification
- Consulting stakeholders to reassess needs and effectiveness
- Updating plans to improve outcomes and support goals
17. Incident Reporting and Organisational Procedures
- Reporting incidents and accidents according to policy
- Recording behavioural events and changes
- Ensuring reporting supports continuous improvement
18. Completing Reporting and Documentation Requirements
- Preparing reports in line with organisational expectations
- Maintaining currency and accuracy of all documentation
- Updating information to reflect ongoing changes and needs
COURSE DURATION:
The typical duration of this course is approximately 4-5 hours to complete. Your enrolment is Valid for 12 Months. Start anytime and study at your own pace.
COURSE REQUIREMENTS:
You must have access to a computer or any mobile device with Adobe Acrobat Reader (free PDF Viewer) installed, to complete this course.
COURSE DELIVERY:
Purchase and download course content.
ASSESSMENT:
A simple 10-question true or false quiz with Unlimited Submission Attempts.
CERTIFICATION:
Upon course completion, you will receive a customised digital “Certificate of Completion”.