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CHCADV001FacilitatetheInterestsandRightsofClientsSABv3.0.docx

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STUDENT ASSESSMENT BOOKLET

CHCADV001 Facilitate the Interests and Rights of Clients

Student Name: ___________________________

Suite 203, 11-15 Deane Street Burwood, NSW, 2134

Email: [email protected]

RTO Code: 45342

Advance College is a trading name of Australian Newtown College, RTO 45342.

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RECORD OF ASSESSMENT OUTCOMES: CHCADV001

This section records the outcome of each task/assessment requirement so that the final assessment outcome can be determined for the unit CHCADV001 Facilitate the interests and rights of clients.

The table below shows all the assessment requirements for this unit. Once a student has satisfactorily completed all requirements related to the unit, they can be given a Final Assessment Result of ‘Competent’. A number of spaces have been provided to record multiple attempts. Final Assessment Results should only be recorded once all tasks have been attempted.

Assessment requirements/tasks	Task Outcome
	Satisfactory (S) Not satisfactory (NS)	Date	Assessor initials
1. Written questions
2. Role Plays
3. Workplace Project
4. Observation
5. Supervisor report
Final Assessment Results	Result (C/NYC)	Date
CHCADV001 Facilitate the interests and rights of clients
Student name:
Assessor name:
Assessor signature:	Date: / /

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ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of CHCADV001 Facilitate the interests and rights of clients.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete four assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Role play	You are required to participate in a role play to support a client’s family member to lodge a formal complaint.
Assessment Task 3: Workplace project	You are to work with one client to identify their interests, needs and rights with a view to advocating on their behalf to your supervisor on at least one issue.
Assessment Task 4: Workplace observation	You will be observed advocating on behalf of a client.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.

Prerequisite

The prerequisite for this unit is NIL.

PERFORMANCE EVIDENCE

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

Worked in collaboration with 1 client to identify their interests, needs and rights

Advocated on behalf of 1 client to achieve a specific outcome

Supported 1 client throughout an organisational or legal complaints process

KNOWLEDGE EVIDENCE

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

Universal Declaration of Human Rights

relationship between human needs and human rights

human rights frameworks, approaches, instruments

legal and ethical considerations (international, national, state/territory, local) related to facilitation of client rights and interests and how these impact individual workers:

· duty of care

· human rights

· mandatory reporting

· discrimination

· privacy, confidentiality and disclosure

· informed consent

· organisation and legal complaints processes

· rights and responsibilities of clients, workers and organisations

common risks to client safety and wellbeing

relevance of child protection across all health and community services contexts, including duty of care when child is not the client, indicators of risk and adult disclosure

actions that constitute discrimination and techniques for addressing it

types of community resources, networks and referral options relevant to the nature of client service

potential conflict between client needs and organisation requirements

differences between negotiation, advocacy, mediation

negotiation, advocacy, mediation techniques for the facilitation of client rights

empowerment and disempowerment

For all documentation on the performance criteria and assessment requirements of the unit CHCADV001 Facilitate the interests and rights of clients, please refer to the training.gov.au website with this link: https://training.gov.au/Training/Details/CHCADV001.

ASSESSMENT TASK COVER SHEET

Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name
Assessor Name
Unit: CHCADV001 Facilitate the interests and rights of clients
Assessment Details
Assessment Type	Written/Oral questions Role play Workplace Project Workplace Observation
Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	Yes	No
Do you understand the requirements of this assessment?	Yes	No
Do you agree to the way in which you are being assessed?	Yes	No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they? …………………………… ………………………… ………………… ……… … … .………………………………………….	Yes	No
Do you understand your rights to appeal the decisions made in an assessment?	Yes	No
None of this work has been completed by any other person.	Yes	No
I have not cheated or plagiarised the work or colluded with any other student/s.	Yes	No
I have correctly referenced all resources and reference texts to complete these assessment tasks.	Yes	No
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.	Yes	No

STUDENT DECLARATION

I, , certify that the statements I have attested above have been made in a good faith, are true and correct. To the best of my knowledge and belief, these tasks are my own work.

Student Signature: …………………………… Date: ............... /................./...................................

ASSESSMENT TASK COVER SHEET – Attempt 1

Result

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3 to Task 4)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Result

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3 to Task 4)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 3
Re-assessment Result	Satisfactory (S)	Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3 to Task 4)

Assessor signature: Date:

ASSESSOR DECLARATION

I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have observed the student demonstrate unit outcomes through consistent and repeated application of skills and knowledge over a period of time and provided appropriate feedback.

Signature: ________________________

Date: ______/_______/______________

STUDENT FEEDBACK AND ASSESSMENT APPEALS

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.

I have received my assessment result and I am satisfied with the given feedback for this assessment.

I am not satisfied about my result and I would like to appeal regarding my result.

Student Signature: …………………………… Date: ......... /.........../..................

ASSESSMENT TASK 1: WRITTEN QUESTIONS

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Task summary:

This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required.

You must answer all questions correctly.

Write your answers in the space provided.

If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering.

You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it.

What do I need in order to complete this assessment?

Access to textbooks and other learning materials.

Access to a computer and the Internet (if you prefer to type your answers).

Australia’s Human Rights Framework”, (April 2010) https://www.ag.gov.au/Consultations/Documents/Publicsubmissionsonthedraftbaselinestudy/AustraliasHumanRightsFramework.pdf

Universal Declaration of Human Rights, http://www.un.org/en/universal-declaration-human-rights/

When do I do this task?

You will do this task in your own time.

what do I need to do if I get something wrong?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Instructions to students:

After accessing the above-mentioned websites, answer the following questions.

Question 1

In the table below, indicate whether the statement is a “human right” or a “human need”. In the third column, indicate which Article from the Universal Declaration of Human Rights applies in each case. Indicate with NA if the Declaration is not applicable for any statement.

Statement	Human right or Human need (circle the correct response	Article Number or NA
Joanne feels left out. She has no family or friends. She would love to have a sense of belonging.	Human right Human need
Bill was an average student during school. He now has to expand his education so that he can pursue his chosen career. Unfortunately the university has refused him entry to the course as he did not meet the entry requirement.	Human right Human need
Marcos is a drug dealer in Columbia. He has been caught by authorities and is now being interrogated to find out the location of the drug lords he works for. He is subjected to thirst, starvation and pain in an attempt to get him to talk.	Human right Human need
Children are dying from malnutrition. Their mothers search for food but there is little available in the war torn area they live in.	Human right Human need
Akilah is being sent from Australia where she has grown up to an arranged marriage. She does not want to go – she has never met the man and does not wish to marry him.	Human right Human need
Harold and Daisy are residents at an Aged Care facility. They have decided that they will get married. Their families are both trying to stop the wedding as they are “too old”. Both Harold and Daisy are fully aware of what they are wanting to do.	Human right Human need

Access “Australia’s Human Rights Framework” at https://www.ag.gov.au/Consultations/Documents/Publicsubmissionsonthedraftbaselinestudy/AustraliasHumanRightsFramework.pdf . In the table below, briefly explain each of the pillars in the framework.

Framework Pillar	Brief description
Reaffirm
Educate
Engage
Protect
Respect

Question 2

Helen is about to go off shift for the night. She is running late and needs to get home quickly as she needs to change and go out. Mildred calls her as she passes by her room ‘Excuse me, I haven’t had my medication yet and it’s late”.

Helen thinks the medication trolley is probably on its way so she chooses to pretend she has not heard Mildred and hurries on out of the building.

1. Has Helen breached her duty of care? Why?

What is a possible impact on the client due to Helen’s actions?

What rights does Mildred have

Question 3

1. Provide two examples of discrimination against elderly people that you have either witnessed, or heard of.

How could each of these have been addressed?

Question 4

Hilda is about to have her birthday. The worker at the Day Care where Hilda attends regularly asks her several times how old she will be. Every time she answers “I’m as old as my tongue and a little older than my teeth”.

When her birthday arrives, the worker brings her out a huge cake with the number “91” on it. “You wouldn’t tell me how old you are but I just looked it up on your records” the worker says proudly. “Look everyone – Here is Hilda’s cake. Doesn’t she look marvellous for 91!”

1. Has the worker breached Hilda’s rights? How?

Helga receives home care services. A student has come in today to shower her. The student introduces her assessor and says that the assessor will be watching how she showers Hilda today. A qualified worker is also there to supervise the student.

“Do I have to shower will all three of you there?” Hilda asks. “Oh yes” says the qualified worker “Otherwise the student can’t finish her qualification”.

This is the first Hilda has heard about this and she feels very uncomfortable as she has her shower.

Does Hilda have to allow the qualified worker, the student and the assessor to all watch her shower? Why/Why not?

What rights have been breached in this case?

Suggest what a more appropriate approach might have been for the student’s assessment.

Heidi has severe dementia. A university has asked her carer (who does not have medical power of attorney) if she could participate in a clinical trial which is looking at alternative treatments for dementia.

Without asking any questions, the carer says yes immediately “She won’t know any different anyway – she is just a vegetable now. She may as well be useful to modern science”

Have Heidi’s rights been upheld? Explain your answer.

Question 5

Max is very angry. He put in a formal complaint about the way his residential care fees were being charged – He is sure he is being overcharged. He has just received advice that it has been looked at by the billing department and the fees are correct. There is no other information provided to him.

He is sure he is right and that the facility is ripping him off.

Use the internet to research the following questions:

1. What phone number could Max call to receive advice from the Aged Care Complaints Commissioner?

How much will it cost Max to lodge a complaint with the Aged Care Complaints Commissioner?

Briefly describe the advocacy services that are available to assist people to make complaints to the Aged Care Complaints Commissioner?

Question 6

Today Meadowvale Aged Care facility is very short staffed. It is a public holiday so there is reduced staffing anyway as there are no programs delivered on public holidays and often residents go home to family.

On top of this two staff have called in sick and one staff member has not turned up to work.

The supervisor attempts to get some casual staff in to cover the shifts but is unsuccessful.

All staff are overworked on that day. There are several residents who have been sick with gastro for three days, and one client has a heart attack.

Services are severely disrupted – clients did not get their lunch or dinner until late and several dressings were not changed at all. Several clients were left in soiled incontinence aids until a staff member could get to them.

Some clients wanting minor things that they could manage themselves complained loudly and harassed workers.

In the following table, list the rights and responsibilities of clients, workers and Meadowvale Aged Care facility. Also list what could have been done better by each group (if anything).

	Rights	Responsibilities	What could have been done better
Clients
Workers
Meadowvale

Question 7

List six common risks to safety and well-being of older people.

Question 8

Biggscote is a small town of approximately 3,000 people. It has an ageing community and is luckily serviced by a small country hospital and aged care facility. The nearest large town is 50 km away.

The hospital, in conjunction with the town’s Community House, are undergoing a project to improve the health and wellbeing of the growing number of older people in the town.

They are looking at opportunities for community resources, networks and professional services.

In the table below. List at least six suggestions for each category. One example of each has been provided for you as a guide.

Community Resources	Networks	Professional services
Book sharing facility	Book Club	Physiotherapist to visit hospital once per week

Question 9

Sometimes there is a challenge to balance the needs of individual clients with the needs of an organisation that is trying to provide a good service to a range of clients with varying sets of needs and wants.

For example, the Aged Care residence at Biggscote has a wide variety of clients. They are from many different cultures – there are Italians, Greeks, Indians, Aboriginals, English, Australians and three Asians.

The facility runs on quite a small budget as they wish to remain affordable for the small community of Biggscote.

With so many nationalities, there are many demands for different foods. But on their budget they are unable to cater for everyone’s preferences. There is always two choices of food, but the menu is mainly Western type food.

The Board of Directors would like to try to cater more for individuals without blowing the budget and meet to discuss options.

Can you suggest three low-cost ways the Facility could introduce to assist with this challenge?

Question 10

1. In the table below, indicate whether each situation is advocacy, negotiation or mediation. Circle the correct answer.

Situation	Advocacy, Negotiation or Mediation
Jemma and Susan can’t get along. They argue every time they see each other (which is often). The feud has been going for many years and now they are in the same aged care facility. The supervisor sits down with them both to try to work out a solution. She allows both people to have a say, then suggests some options. In the end they both agree to compromise.	Advocacy, Negotiation or Mediation
Elsie like to get to breakfast early. If she isn’t early her whole morning is put out – by the time she has had breakfast and done all her chores it is lunch time and she does need a rest before lunch. Elsie pleads with her carer to do her shower earlier but she can’t fit that in with her start time. Elsie explains her situation to the supervisor. The supervisor says that the night staff could do her shower – but it would have to be at 6.30am so she would have to be up very early. Elsie says that is perfect and she is always first to breakfast now.	Advocacy, Negotiation or Mediation
Glenda finds the TV from the next door room very loud and intrusive. She doesn’t want to complain as the gentleman who occupies the room is very deaf and is just trying to hear the TV. Glenda’s daughter says that she will talk to the supervisor about it to see if anything can be done. Glenda asks her not to complain – just to mention it. Glenda agrees and makes an appointment to see the supervisor.	Advocacy, Negotiation or Mediation
The supervisor goes to the client with the noisy TV – Burt. “Now Burt, your TV is very loud, why don’t’ we move it over here so it won’t be so noisy next door?” Burt doesn’t agree – he likes his TV just where it is. “Ok Burt, fair enough” says the supervisor “But I’ve had an idea – why don’t you get a portable speaker that we could put on your table beside you, and you will be able to hear much more easily”. “That’s a great idea” said Burt “I will hear better and I won’t be disturbing anyone else”.	Advocacy, Negotiation or Mediation

In the table below, list four techniques that are required for successful negotiation, advocacy and mediation.

	Techniques
Negotiation
Advocacy
Mediation

Question 11

Ken is a known sex offender. He spent several years in jail for offences against children. He is now an old man and requires Home and Community Care services. A male carer visits him three times a week to assist him with showering and other personal care activities.

He lives at home with his son. Two weeks ago the son’s girlfriend moved in with them. She has two young children – both girls. The carer notices that Ken is always watching them and he wonders if the girlfriend is aware that her boyfriend’s father is a convicted child sex offender.

1. Does the carer have an obligation to do something about this situation – after all it is Ken who is his client, not the children.

What are four indicators that the children might show if they are being abused by Ken

ASSESSMENT TASK 2: ROLE PLAY

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Task Summary:

You are required to participate in a role play to support a client’s family member to lodge a formal complaint.

What do I need in order to complete this assessment?

Access to textbooks and other learning materials

Role play participant to play the role of the client

Meadowvale Aged Care Residence compliments and complaints policy documents (provided)

Compliment and Complaint Handling Policy

Compliments and Complaints Information Brochure

Compliments and Complaints Form

When do I do this task?

You will do this task in your own time.

what do I need to do if I get something wrong?

If your assessor sees that you have not shown the right skills/techniques during any of the role plays, they will give you some feedback and you will need to do the role play again.

Instructions:

Before commencing the role plays, read through the role play information and the following Meadowvale Aged Care Residence documents:

Meadowvale Compliment and Complaints Handling Policy

Meadowvale complaints brochure – you will need to give a copy of this to your client and explain it to them.

Meadowvale compliments and complaints form – you will need to assist the client to complete this.

ROLE PLAY – ANNEKE – Part A

Anneke is 102. She still has good cognitive function however is very frail and gets tired quickly.

Anneke has been cared for in the Meadowvale Aged Care Residence for four years now. She is generally easy to get on with and is quite content in the facility.

But now Anneke is very unhappy. There is one staff member (Beth) that just doesn’t seem to like her for some reason. She is rough with her when she provides her personal care. Anneke is quite deaf and cannot hear the carers when she is in the shower. The noise of the water and not wearing her hearing aid makes hearing impossible.

Today Anneke has asked to see you. She says she is very distressed and doesn’t know what to do.

Meadowvale Aged Care Residence

Compliment and Complaint Handling Policy

PURPOSE STATEMENT:

To assist staff, care recipients and their representatives with the timely and effective management of compliments and complaints.

POLICY:

It is our policy to enable care recipients, their families and representatives, visitors, staff and volunteers to provide feedback or raise a complaint about any aspect of our service, the care we provide or the operation of our facilities.

The aim of this policy is to improve the quality of care and services provided by adopting a positive, blame-free approach to resolving complaints.

Compliments received by the service tell us what we’re doing right. Complaints received by the service are seen as an opportunity for improvement. All feedback is taken seriously.

We will make all reasonable efforts to understand issues or concerns, and resolve complaints within the service when they arise.

The timely and efficient management of complaints fosters a positive, cooperative attitude with care recipients, their representatives, visitors, volunteers and staff.

Complaints will be addressed promptly with the aim of providing a formal response within seven days. We will communicate with you openly and regularly while we work to resolve your complaint. Where appropriate, the care recipient will be actively involved in resolving the issue. Once a resolution has been reached, we will talk with you to make sure you’re satisfied with the outcome of your complaint.

If you are not happy with the outcome of your complaint, you can ask us for an internal reconsideration of our decision. We can also assist you in accessing external complaint resolution mechanisms.

PROCEDURE:

· All care recipients and/or their family members and representatives are informed on admission about the process for lodging a compliment or complaint.

· Our Compliments and Complaint Handling Policy is promoted widely within our service. Copies of our policy, procedures and relevant forms are available from the administration office or on our website.

· A Compliments and Complaints Support Statement outlining our service’s commitment to a welcoming environment for compliments and complaints is clearly displayed at our facilities.

· Staff and volunteers have an understanding of our Compliments and Complaint Handling Policy and are available to assist care recipients, their family and representatives in providing feedback to the service.

· Copies of our Compliments and Complaint Form are easily accessible in public areas of our facilities to provide clear and accessible ways of providing feedback on the services and care provided. The forms are available in each of our facilities and suggestion boxes have been provided for the lodging of forms.

· Compliments and complaints can be provided:

· in writing by dropping a completed Compliments and Complaints Form in the suggestion box located at reception

· in person, verbally to the compliments and complaints officer or by approaching a member of staff for assistance

· in writing by email to [email protected]

· by telephone on (03) 5555-4444

· in writing by mail to The Director, Meadowvale Aged Care Residence, 1 Meadowvale Road, Meadowvale, VIC 3999

· Complainants are encouraged to lodge their complaint in writing. This will assist with understanding the nature of the complaint and ensure that the facts provided are correct.

· The complaint is to be referred to the relevant staff member for registration on the Complaints Tracker.

· Complainants have the right to ask us for an internal reconsideration of decisions we have made in relation to their complaint.

· Complainants have the right to lodge their complaint with an external agency including the Aged Care Complaints Scheme.

· Options for internal reconsideration of decisions and external complaint resolution are offered to any complainant who is not satisfied with the resolution of their complaint within the service.

· Complainants have the right to seek assistance from aged care advocacy services in raising a complaint.

· If someone gives a verbal compliment or complaint, they should be encouraged to complete a Compliments and Complaints Form to facilitate the tracking of feedback by the service. Alternately, staff will use the form to record verbal feedback to facilitate tracking by the service and inform ongoing improvement activities.

· If a concern or complaint is minor and was addressed at the point of service, staff should record the issue and any actions taken in the Quick Fix Book.

· Any staff member can be approached to provide compliments, to raise a concern or make a complaint. Where a staff member is not empowered to handle or resolve complaints on behalf of the service, the staff member will be able to refer the complaint to other staff and/or act as an advocate for the complainant and assist with completing forms for them.

· Any complaints received by our service are registered on the Complaint Tracker, acknowledged, and investigated where required. Feedback on how the complaint was managed and resolved is sent to the complainant once the complaint is closed. Where the complainant is not the care recipient, the care recipient will also be informed.

ACCOUNTABILITIES:

· Staff are responsible for reporting compliments and complaints to their supervisor before the end of their shift.

· Managers are responsible for the management of the compliments and complaints process and informing the relevant manager of any feedback received.

· Managers are responsible for ensuring that compliments and complaints are entered into the Compliments and Complaints Tracker to inform ongoing improvement activities within the service.

· Managers are responsible for analysing feedback trends for the purposes of informing ongoing improvement activities within the service.

CONFIDENTIALITY:

· All information regarding complaints will be kept confidential amongst the staff concerned with its resolution.

· Complaint documentation will be kept in a safe, locked place and accessible only to staff handling the complaint.

· Compliment and complaint information may be forwarded to the management team as part of ongoing improvement activities within the service.

· Statistics on all types of compliments and complaints will be recorded and used to inform ongoing improvement activities within the service. For this purpose, compliment and complaint information may be disseminated to management and other staff. However, the identity of the complainant or persons named in the feedback will not be disclosed.

Reference: Making the most of complaints – facilitator’s handbook (v.5), Aged Care Standards & Accreditation Agency Ltd, 2012

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CHCADV001 Facilitate the Interests and Rights of Clients

© Advance College

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Our service is committed to providing high quality care and services and meeting your needs.

We value your feedback - including complaints.

We view complaints as an opportunity to improve our services.

We appreciate you taking time to let us know what you think we do well and where we can improve our services.

We want to hear from you about how we’re doing.

Let’s talk.

Meadowvale Aged Care Residence

1 Meadowvale Road

MEADOWVALE VIC 3999

Email: [email protected]

Phone: (03) 5555-4444 Compliments and Complaints Information

Help us improve our service

Are we meeting your needs?

Meadowvale Aged Care Residence

Source: Template, Department of Social Services, https://www.dss.gov.au/ageing-and-aged-care-programs-services-aged-care-complaints-scheme-complaint-handling-toolkit/templates-forms-letters-and-tools if you have a concern, chances are that you are not alone.

Your feedback could make us aware of problems that we don’t know about. So, we want to hear from you.

Let’s talk

Please discuss any concerns or questions you have about the quality of care provided by our service.

We take all feedback seriously and want to understand how we can best deliver services to you.

You are welcome to speak to our staff if you have any issues you wish to raise.

We also welcome feedback via email and phone. You can also use the Compliments and Complaints Form available from www.meadowvale.com.au What to expect

If you have a complaint, we will respond to it promptly and sensitively. We will treat your complaint in confidence and respect your privacy.

You can help us by providing as much relevant information as possible.

We aim to address your concerns as quickly as possible. Where appropriate, we will investigate your complaint to understand what happened and why and to find ways to prevent it from happening again.

We will keep you informed about the progress of your complaint along the way.

What we will do

We will work with you to assess how best to resolve your complaint. Please consider the outcome you would like and we will strive to provide it.

Improving our service

Compliments and complaints are discussed at staff meetings. We work together to find ways to improve our service and keep staff informed of what has happened.

External complaint mechanisms

If you do not feel comfortable raising a complaint directly with us or continue to be dissatisfied after raising your concern with us, assistance is available.

· Aged Care Advocacy: a free and confidential service promoting the rights of aged care recipients. Phone 1800 700 600

· Aged Care Complaints Scheme: a free and confidential service for anyone to raise a complaint about Australian Government subsidised aged care. Phone 1800 550 552

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CHCADV001 Facilitate the Interests and Rights of Clients

© Advance College

MEADOWVALE AGED CARE RESIDENCE

We welcome your feedback.

Our service is committed to providing high quality care and services and meeting your needs. We value your feedback – including complaints. Please let us know what we do well and where we can improve our services.

This is a

□ compliment

□ complaint

□ comment

I am a	□ care recipient	□ family member	□ representative
	□ staff member	□ advocate on behalf of care recipient
	□ other: ________________________________

Feedback (provide additional information if necessary on a separate piece of paper)

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________

Follow up (optional)

Please provide your details if you would like us to contact you about your feedback.

Name: ________________________________________________________

Phone / email: _________________________________________________

Thank you for taking the time to provide feedback about our service.

Please place completed form in the drop box located at Reception or give directly to a staff member

Source: Template, Department of Social Services, https://www.dss.gov.au/ageing-and-aged-care-programs-services-aged-care-complaints-scheme-complaint-handling-toolkit/templates-forms-letters-and-tools

Now you must meet with Anneke and find out what her issue is and support her through the complaints process.

You assessor will observe this role play.

[Assessor to Complete]

Your assessor will be looking to see that you:	Comments	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
Identify when a person’s rights have been infringed
Discuss the rights and responsibilities of Anneke, Beth and the organisation
Provide client with accurate information about how to put in a complaint and how this will be handled
Discuss options and assist Anneke to make a decision of what she would like to do
Identify any barriers and discuss ways to address these
Discuss with Anneke her rights to an advocate if she needs assistance during the complaints investigation process, and discuss people who could act as advocate.
Assist Anneke to put in a complaint
Let Anneke know how she will be kept informed of progress with her complaint
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

ROLE PLAY – ANNEKE – Part B

You have just found out the results of the complaints process.

Beth who has been stood down since the complaint was lodged, has been given the sack. An investigation found that the allegations were proven. It was also found out that Beth had been sacked previously from working with disabled clients due to an assault charge.

The person in charge of the investigation is shocked that this could happen to a client. As well as sacking Beth, the following is recommended:

Code of conduct is to be revised to make it clear that this behaviour will not be tolerated

All staff are to receive refresher training in how to support clients

Anneke is to be offered counselling to deal with any psychological issues that may have arisen from the treatment that she received

The staff roster is to be revised to make sure that staff have sufficient time to do their jobs properly.

It is time to meet with Anneke to let her know the outcomes of the investigation.

You must meet with Anneke to let her know the outcomes of the investigation of her complaint, and to advise her of any follow-up action.

[Assessor to Complete]

Did the student:	Comments	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
Discuss outcomes and progress with Anneke and discuss any further action that needs to occur
Advise Anneke what follow up action has been recommended and arrange details in consultation with her
Advise how Anneke will be linked to other services and how that will be monitored.
Check whether Anneke is satisfied with the outcomes of the process and obtain feedback on the support you have provided
Identify improvements to practice based on self-assessment and feedback provided
Ask the student the following verbal questions:
Note: These questions relate to both Parts A and B of this Assessment Task
1. Which human rights were being infringed in the situation of Anneke and Beth?
2. If Anneke had refused to put in a complaint, would you have needed to report her disclosure to you?
3. On what grounds could Anneke complain that she was being discriminated against by Beth?
4. What risks were there to Anneke’s safety and well-being?
5. Name two types of networks or community groups that Anneke could access to help her to maintain her well-being following the outcomes of her complaint – explain how each will help (this is in addition to the counselling services)
6. In what way do you feel you have “empowered” Anneke during these two role plays?
7. In what ways did Beth “disempower” Anneke?
8. Based on the feedback you received, and your own self-reflection, what do you think you did well, and what do you think requires improvement? What improvements would you make if you needed to assist someone in this sort of situation again?
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

ASSESSMENT TASK 3: WORKPLACE PROJECT

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Task Summary:

You are to work with one client to identify their interests, needs and rights with a view to advocating on their behalf to your supervisor on at least one issue.

What do I need in order to complete this assessment?

Access to your workplace

Access to your workplace’s policies and procedures relating to advocating for clients

Organisation’s handout for clients that includes documentation on rights and responsibilities (e.g. Charter of Rights and Responsibilities)

Access to one client requiring advocacy

Approval from supervisor to work with client

Consent from client for you to advocate on their behalf (Assessment Task 4)

When do I do this task?

You will do this task during the course of your work.

what do I need to do if I get something wrong?

If your assessor sees that you have not completed part of the project satisfactorily, you will need to redo parts of the task again and resubmit.

Instructions:

For this assessment you are required to work with one client to identify their interests, needs, choices and responsibilities. To do this you must:

In consultation with your supervisor identify a client to work with

Discuss rights and responsibilities with client (including complaints mechanism) and provide the client with written information to confirm your discussion (e.g. Your organisation’s charter of rights and responsibilities)

Discuss options for meeting their rights and needs and assist them to identify their preferred option

Support and encourage the client to exercise their rights and choices without compromising safety of themselves and others

Work within legal requirements, organisational policy and procedures and duty of care responsibilities

Identify at least one issue that the client would like you to advocate to your supervisor (this is required for Assessment Task 4). This may lead to you representing the client yourself, or supporting the client to represent themselves depending on their wishes.

Confirm that you understand the clients issue/s and their wishes for how they would like you to represent them

Obtain consent from your client to advocate on their behalf.

Note: This issue on which you will advocate on behalf of the client will obviously depend on the client’s needs and wishes. This could be a very simple thing such as wanting to change the time of their morning shower, or the number of towels that they have in their bathroom or could be something much more complex like complaining about the way in which a member of staff treats them.

You must speak to your supervisor to find a suitable client to complete this assessment and Assessment Task 4.

Once your supervisor identifies a client, make an appointment to meet with the client. Before your appointment prepare yourself for the meeting by:

Familiarising yourself on the organisation’s policy and procedures on providing advocacy support, the rights and responsibilities of clients and the organisation. Discuss with your supervisor so that you understand these.

Read the information available on the client’s individual development plan to get an idea of their goals, needs and preferences.

Make notes for yourself to remind yourself what you want to cover – you can use the template below as a guide.

Obtain a copy of the printed information that your organisation provides to clients to let them know of the rights and responsibilities of clients and the organisation so that you have this ready to give to the client.

Complete the following template as a record of your meeting with the client. You may want to take notes so that you can complete the template after the meeting. Make sure that you cover all points.

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CHCADV001 Facilitate the Interests and Rights of Clients

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ASSESSMENT TASK 3: WORK WITH CLIENT TO IDENTIFY THEIR INTERESTS, NEEDS AND RIGHTS

Complete this template as a record of the meeting with your client. You must complete each part of the template.

Your assessor may ask you questions about your project during a workplace visit.

Note: Make sure that you do not disclose any personal information that would identify the client. Do not use names, contact information or any other identifying information.

Comments

1. What are the goals of this client?

What are the interests of the client?

Does the client have any particular preferences that need to be taken into account?

When discussing the client’s rights – which rights did you cover?

Did the client ask you any questions about their rights?

Question

Your response

Make a list of the responsibilities that you discussed with the client

Client’s responsibilities

Organisation’s responsibilities

Did the client ask you any questions about the responsibilities of themselves or the organisation?

Question

Your response

What written information did you give the client to confirm their rights and responsibilities

Name the document and attach a copy to your assessment.

Are you happy that the client now understands their rights and responsibilities? Explain your answer

What is the issue that your client identified that they would like you to advocate for them?

What options did you discuss for the client to meet their needs and preferences in (j) above

List options

Were you able to support the client to exercise their rights without compromise of safety to this client or to other persons?

Explain any safety and other issues that were discussed (if any)

How did you and the client go about selecting the best option for advocacy?

Include whether the client wishes you to advocate on their behalf or whether they would like you to support them to advocate for themselves

What was the process?

Does the client wish you to advocate on their behalf or would they prefer you to support them to advocate for themselves?

What other points did you discuss about the advocacy process?

What legal obligations did you need to meet as part of this task?

What organisational policies and procedures were relevant to this task?

What is your duty of care when providing information about rights and responsibilities?

What is your duty of care when advocating for a client?

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CHCADV001 Facilitate the Interests and Rights of Clients

At the conclusion of the meeting, complete the following client consent form for you to advocate on the client’s behalf, or to support them to represent themselves.

CLIENT CONSENT FORM – ADVOCATE FOR CLIENT

I, _____________________________________ agree to ________________________________________to

support me in the following way with advocacy services:

I would like the student to advocate on my behalf. I do not wish to attend

I would like the student to advocate on my behalf. I do wish to attend

· I agree that the student will raise the following things on my behalf:

I would like the student to support me to advocate for myself by:

AND

I understand that my representation will be to the supervisor,

_____________________________ <insert supervisor’s name>

AND

· I understand that the student will be observed advocating on my behalf, or supporting me to advocate for myself, as part of their assessment for their studies in this course.

I give my consent for the items as listed above.

Client Name:

Signature:

Date:

ASSESSMENT TASK 4: WORKPLACE OBSERVATION

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Task Summary:

You are to work with one client to identify their interests, needs and rights with a view to advocating on their behalf to your supervisor on at least one issue.

What do I need in order to complete this assessment?

· Completion of Assessment Task 3 – including completed consent form from client to advocate on their behalf, or to support them to advocate for themselves.

Access to your workplace

Access to your work placement service’s policies and procedures relating to advocating for clients

When do I do this task?

During one of your assessor’s workplace visits.

Write in the due date as advised by your assessor: ______________________________________________

what do I need to do if I get something wrong?

If your assessor sees that you have not shown appropriate skills or knowledge during this task, they will give you some feedback and you will need to do that specific part of the task again.

Instructions:

This assessment follows on from Assessment Task 3. This task contains three parts:

Part A: Advocate on behalf of the client to your supervisor

Part B: Report progress to client

Part C: Verbal questions

Part A - Advocate on behalf of the client to your supervisor

In this task you will advocate on behalf of your client, (or support the client to advocate for themselves) to your supervisor. Your assessor will observe you during this assessment.

You must have the completed consent form signed by the client or their representative before you are able to complete this assessment. If you are unable to obtain consent you must discuss this with your supervisor and assessor and alternative arrangements will be made.

The client may be present during this session, but they do not have to be. The client may choose how much they wish to participate, if at all. This will depend entirely on the client’s own preferences. Obtain feedback from your Supervisor by asking them to fill out the following the supervisor feedback form and then hand it in to your assessor.

[Assessor to Complete]

Your assessor will be looking to see that you:	Document student responses/comment on observations	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
Advocate for the client to represent their rights, preferences and requests and support their reasonable expectations
Assess the client’s ability to advocate for self
Represent the interests of the client to the supervisor
Negotiate an outcome, attempting to gain the most appropriate outcome for the client
Identify any barriers and discuss ways to address these
Maintain confidentiality except as consented by the client
Discuss any risks to safety both to the client and others and suggest options to address or investigate these
Work within legal, organisational and duty of care requirements
Observe and acknowledge the rights of your client, as well as those of the organisation, staff and other clients.
Confirm understanding of outcomes of advocacy and next steps to be taken
Obtain feedback from the supervisor on your performance in representing the client.
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

Supervisor’s feedback form – Client Advocacy

CHCADV001 Facilitate the interests and rights of clients. Task 4, Part A

Please use this form to provide me with feedback on how you feel I advocated my client’s interests/needs/rights during the above-mentioned activity.

Student’s name:
Supervisor’s name:

Are you satisfied or dissatisfied with the way in which I represented the client’s wishes?

Do you feel that I was able to balance the rights and wishes of the client with the requirements of the organisation and other clients?

What did I do well?

What could I have done better?

Thank you for your feedback. I will read through it and apply it, and hand it in to my assessor as part of my assessment for this unit.

Part B – Report progress to client

Following the advocacy process with your supervisor you should discuss the outcomes with your client. If your client consents, your assessor will observe this part of the assessment. If consent is not given the assessor will ask you to explain outcomes of this discussion (without breaking any client confidence).

Obtain feedback from your client on how they feel the advocacy process went by asking them to fill out the following client feedback form. Once you have received it back, hand it in to your assessor along with the supervisor feedback form from Part A.

[Assessor to Complete]

Your assessor will be looking to see that you:	Document student responses/comment on observations	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
Discuss the outcomes of the advocacy meeting and any follow up that is required
Discuss how any follow up work will be completed, including timeframes
Discuss rights and responsibilities of all parties and provide client with any relevant information to assist them to made decisions
Discuss any safety issues that need to be addressed
Discuss options that are available if the client is not satisfied with the outcomes of the advocacy process
Discuss any ongoing support you will be providing
Obtain feedback from the client on how they feel you represented them
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

Client feedback form – Client Advocacy

CHCADV001 Facilitate the interests and rights of clients. Task 4, Part B

Please use this form to provide me with feedback on how you feel I advocated your interests/needs/rights during the above-mentioned activity.

Student’s name:
Client’s name:

1. Are you satisfied or dissatisfied with your outcomes of the advocacy process?

Do you feel that I adequately represented your wishes?

Do you feel that you have been empowered to have an issue dealt with that you might not have been able to do on your own?

What did I do well?

What could I have done better?

Thank you for your feedback and for participating in this advocacy activity. I will hand this into my assessor.

Part C – Verbal questions

Your supervisor will ask you a series of verbal questions. You need to provide satisfactory answers to each question.

[Supervisor to Complete]

	Document student responses/comment on observations	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
In this advocacy process what barriers did you come across? How did you address these?
What follow-up work is left to do in relation to optimising the benefits for client? Are there any safety issues? Who will you need to contact?
Was the client satisfied with the outcomes of the advocacy? If not is there any further action that needs to be taken?
Discuss the feedback you received from the supervisor and the client as well as your own self-assessment.: Do you feel that you satisfactorily represented the rights and wishes of the client? Do you feel you were able to balance the rights of the client as well as the requirements of the organisation? What did you do well? What would you do better next time? Do you have any other comments?
In this assessment you have advocated on behalf of your client. Have you also needed to negotiate? Show me how you did this. If you did not need to negotiate describe an example of how you may have needed to negotiate.
When would a mediation process be required? Show me the steps you would take to organise that?
Do you think that you assisted in the empowerment of the client through this advocacy process? Explain your answer.
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

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ASSESSMENT TASK 3: WORK WITH CLIENT TO IDENTIFY THEIR INTERESTS, NEEDS AND RIGHTS
Complete this template as a record of the meeting with your client. You must complete each part of the template. Your assessor may ask you questions about your project during a workplace visit. Note: Make sure that you do not disclose any personal information that would identify the client. Do not use names, contact information or any other identifying information.
	Comments
1. What are the goals of this client?
What are the interests of the client?
Does the client have any particular preferences that need to be taken into account?
When discussing the client’s rights – which rights did you cover?
Did the client ask you any questions about their rights?	Question	Your response
Make a list of the responsibilities that you discussed with the client	Client’s responsibilities	Organisation’s responsibilities
Did the client ask you any questions about the responsibilities of themselves or the organisation?	Question	Your response
What written information did you give the client to confirm their rights and responsibilities	Name the document and attach a copy to your assessment.
Are you happy that the client now understands their rights and responsibilities? Explain your answer
What is the issue that your client identified that they would like you to advocate for them?
What options did you discuss for the client to meet their needs and preferences in (j) above	List options
Were you able to support the client to exercise their rights without compromise of safety to this client or to other persons?	Explain any safety and other issues that were discussed (if any)
How did you and the client go about selecting the best option for advocacy? Include whether the client wishes you to advocate on their behalf or whether they would like you to support them to advocate for themselves	What was the process?
	Does the client wish you to advocate on their behalf or would they prefer you to support them to advocate for themselves?
	What other points did you discuss about the advocacy process?
What legal obligations did you need to meet as part of this task?
What organisational policies and procedures were relevant to this task?
What is your duty of care when providing information about rights and responsibilities?
What is your duty of care when advocating for a client?