Safe Workplaces (WHS)

Support work involves lifting, driving, working alone and responding to people in distress, often in places we do not control. This lesson explains why work health and safety matters so much in disability and aged care support. Key points: a workplace is anywhere work is carried out, including a participant's home or a vehicle; injuries in our sector often come from manual handling, slips, vehicles and aggression; psychological harm is as important as physical harm; and a safe worker is better able to provide safe support.

WHS laws place the main duty on the person conducting a business or undertaking, known as a PCBU. For us, the PCBU is our organisation. This lesson explains that duty. Key points: we must ensure, so far as is reasonably practicable, the health and safety of workers and others affected by our work; this includes safe systems of work, training, supervision, equipment and consultation; officers such as directors must exercise due diligence; Victoria uses the term employer under its own law but the duties are similar; and certain serious incidents must be notified to the regulator.

Every worker, including casual staff, contractors and volunteers, has duties under WHS law. This lesson explains them. Key points: take reasonable care for your own health and safety, take reasonable care that what you do or do not do does not harm others, comply with reasonable instructions, and cooperate with our WHS policies and procedures. You also have rights: to be consulted, to raise concerns without being punished, and to stop work that poses a serious and imminent risk. Tell your team leader straight away if you stop work.

A hazard is anything that could cause harm, and risk is the chance of that harm happening and how serious it could be. This lesson explains how we identify and assess hazards. Key points: use a simple approach of spot it, assess it, control it and review it; hazards can be physical, chemical, biological or psychosocial; check each home and task at the start of every shift; read the participant's risk assessment; and report new hazards so the risk assessment can be updated for everyone.

Once a hazard is identified, the hierarchy of controls helps us choose the most effective way to manage it. This lesson explains the levels from most to least effective: eliminate the hazard, substitute it with something safer, isolate people from it, use engineering controls such as equipment, use administrative controls such as procedures and training, and use personal protective equipment. Key points: always look higher up the hierarchy first, combine controls where needed, and do not rely on PPE or procedures alone when a better option exists.

Manual handling means any task where you lift, push, pull, carry, hold or restrain something or someone. It is one of the biggest causes of injury in our sector. This lesson covers the key principles. Key points: follow each participant's manual handling plan, use the equipment provided, never lift a person's full weight manually, check equipment before use, plan the task and clear the area, use two workers when the plan requires it, and stop and report if equipment is faulty or the person's needs have changed.

Participants' homes are their private spaces and also our workplaces, which means balancing respect for their choices with our safety duties. This lesson looks at common home hazards. Key points: common hazards include clutter, poor lighting, pets, smoking, faulty appliances, unsanitary conditions and other people in the home; always respect that it is the person's home and discuss changes respectfully; use the home safety check; and report hazards you cannot resolve so we can work with the participant on a plan that keeps everyone safe.

Many support workers work alone in homes and the community, which means help may not be close by. This lesson covers how we manage the risks of lone working. Key points: know the risks for each participant and home before you go; use our check in and check out process every shift; keep your phone charged and on you; make sure someone knows where you are; trust your instincts and leave if you feel unsafe; know how to call for help including 000; and report any near miss or concern so the risk can be reviewed.

Psychosocial hazards are parts of work that can harm your mental health, and WHS laws now require them to be managed like any physical risk. This lesson explains the common psychosocial hazards in support work and what we do about them. Key points: hazards include exposure to aggression or distressing events, high workload, fatigue from long or split shifts, isolation, poor support and bullying or harassment; signs of strain include poor sleep, irritability and dread; report hazards early; and use supports such as supervision and our Employee Assistance Program.

Driving is one of the highest risk activities in support work. When you drive for work, your vehicle is a workplace. This lesson covers safe driving and transport. Key points: hold a current licence and use a registered, roadworthy and appropriately insured vehicle; never use a hand held phone while driving; plan travel time so you do not rush; manage fatigue; make sure every passenger is safely seated and restrained, including wheelchair restraints; follow the participant's transport plan; and report any crash, near miss or vehicle fault.

Reporting is how we learn and prevent harm. This lesson explains what to report and how. Key points: report hazards, incidents, injuries and near misses as soon as practicable using our incident reporting system; tell your team leader immediately about anything serious; for a serious injury or dangerous incident, do not disturb the scene unless needed to help someone or make it safe, because it may need to be notified to the WHS regulator; injuries may also lead to a workers compensation claim; and participant incidents may also need reporting to the NDIS Commission.