CHCCSM005 Develop, facilitate and review all aspects of case management CHCCCS004 Assess co-existing needs CHCCSM004 Coordinate complex case requirements

Assessment Booklet

CHCCSM005

Develop, facilitate and review all aspects of

case management

CHCCCS004

Assess co-existing needs

CHCCSM004

Coordinate complex case requirements

Student Name:

Student Number:

Intake Date:

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ASSESSMENT COMPETENCY RECORD

This form is to be completed by the assessor and used as the final record of the student competence in these discipline. All student submissions including any associated documents and checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student ID Final Assessment Submission Date:

Student Name

Assessor Declaration

In completing this assessment, it is confirmed that the participant has demonstrated all unit outcomes through consistent and repeated application of skills with competent performance.

Evidence is confirmed as: ❑ Valid ❑ Sufficient ❑ Current ❑ Authentic

Please attach the following documentation to this form Result

FINAL ASSESSMENT

RESULT:

❑ Competent (C)

❑ Not Yet Competent

(NYC)

Assessment Task 1 ❑ Case study S / NS

Assessment Task 2 ❑ Project S / NS

Assessment Task 3 ❑ Project S / NS

Assessment Task 4 ❑ Project S / NS

Assessment Task 5 ❑ Case study S / NS

Assessment Task 6 ❑ Written/Oral Questions S / NS

Attempt Date Assessor’s feedback (as required):

1

2

3

Final Feedback:

DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR.

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Signature: _______________________

Name: __________________________

Date: ____/_____/_____

Student: I declare that I accept the assessment competency outcome and consider the feedback of my assessor positively. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.

Signature: ______________________

Date: ____/_____/_____

Administrative use only:

Entered into Student Management Database

❑ Signature/Initial ________________ Date: ________________

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Unit Code/Name CHCCSM005 Develop, facilitate and review all aspects of case management

Pre-requisites N/A

Co-requisites N/A

Unit Summary

This unit describes the skills and knowledge required to undertake case management meetings to plan, monitor and review service provision.

Workers at this level work autonomously and are responsible for own outputs within organisation guidelines.

This unit applies to work in a range of health and community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Conditions and context of the assessments

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

▪ use of suitable facilities, equipment and resources, including individualised case plans

▪ modelling of industry operating conditions, including:

▪ scenarios that reflect standard operating conditions and contingencies

▪ links to other local service agencies or organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Unit Code/Name CHCCCS004 Assess co-existing needs

Pre-requisites N/A

Co-requisites N/A

Unit Summary

This unit describes the skills and knowledge required to assess the diverse and multi-faceted needs of people and determine both internal and external services required to meet those needs.

This unit applies in a range of community service contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Conditions and context of the assessments

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit, including:

▪ use of suitable facilities, equipment and resources, including:

▪ organisation policies and procedures

▪ use of peoples information on which to base assessment

▪ individualised plans and any relevant equipment outlined in the plan

▪ assessment tools and processes

▪ modelling typical workplace conditions and contingencies, including:

▪ interactions with people with a range of needs

▪ typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Unit Code/Name CHCCSM004 Coordinate complex case requirements

Pre-requisites N/A

Co-requisites N/A

Unit Summary This unit describes the skills and knowledge required to coordinate multiple service requirements for

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clients with complex needs within a case management framework.

Workers at this level work under supervision within established guidelines but take on a team leadership role in the coordination of services and service providers.

This unit applies to work in a range of health and community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Conditions and context of the assessments

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

▪ use of suitable facilities, equipment and resources, including individualised case plans

▪ modelling of industry operating conditions, including:

▪ scenarios that reflect standard operating conditions and contingencies

▪ links to other local service agencies or organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment venue

This assessment will be conducted in the CAC classroom or simulated workplace environment or at actual designated workplace:

• Address of actual designated workplace:

……………………………………………..

……………………………………………..

……………………………………………..

Specific Resources Required

Candidate will need access to:

▪ Computer with Internet and email access and a working web browser

▪ Installed software: MS Word, Adobe Acrobat Reader

▪ Access to legislation and protocols relevant to the community services industry, social work and case management, including codes of conduct, practice standards, etc.

▪ Video camera or a mobile phone with video and audio recording capabilities

▪ Three (3) volunteers for the roleplay activities

▪ Access to a document printer or printing services

Re-assessment

To gain competency you need to get Satisfactory (S) result in all the tasks. If Not Satisfactory (NS)

result is given even for a task you will be deemed Not Yet Competent (NYC). Students who are

unsuccessful at achieving competency at the first attempt will be offered coaching, information and

additional time (other needs if required) before a second and possibly a third attempt is made. If the

student is not able to satisfactorily complete the assessment after the third attempt the student will

be deemed Not Competent and resulted as such. The student may re-enrol in the qualification at a

later date to gain successful completion of the unit/s.

For further details, refer to CAC Assessment Policy and Procedure. https://cac.edu.au/policies-and-

procedures/

Plagiarism

CAC considers plagiarism and cheating as serious student misconduct and this may result either in a

student’s exclusion from a unit or course or may have to complete a re-assessment depending on

individual case. Refer to CAC Plagiarism & Cheating Policy and Procedure.

https://cac.edu.au/policies-and-procedures/

Complaints and appeal Where a student wishes to appeal an assessment decision they are required to notify their assessor

in the first instance. Where appropriate the assessor may decide to re-assess the student to ensure a

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fair and equitable decision is gained. The assessor shall complete a written report regarding the re-

assessment outlining the reasons why assessment was or was not granted. Refer to CAC Complaints

and Appeals Policy & Procedure for details.

https://cac.edu.au/policies-and-procedures/

Assessors Intervention

Assessors are to check that the student is ready for assessment, and defer the assessment if they are

not. It is important that assessors do not teach at the assessment but allow students to competence

for themselves.

Feedback is to be given at the completion of the assessment using the feedback to student. If a

student does not meet a standard, the assessor is to sit down with them and assist them in their

understanding. Should you disagree with the assessment outcome, you can appeal the decision as

stated in the Student Handbook.

Your student record must indicate that you have all required skills and knowledge in completing the

task. For each assessment, the assessor is to act as a supervisor and not interfere with the assessment.

If the assessment activities will impact on your safety or that of others, the assessment must be

stopped immediately.

Attaching documents Attached documents are accepted but must be labelled with the following information:

Unit Name and Title, Students name, Student ID, Date of Submissions, Student signature.

Assessment Instruction

Assessment is mapped to the unit and must be completed by the end of each unit. For answers to

written questions, reports and projects, you must:

• Print clearly in black or blue pen or type it as a word document

• Answer each of the key points and /or follow instructions

• Assessments written in pencil or are illegible will not be accepted.

Please NOTE: Student has to submit each and every assessment task. Ask your assessor if you do

not understand any part of the assessment. Whist your assessor cannot tell you the answer, he/she

may be able to re-word a question or instruction to assist in a better understanding for you.

Case Study

Assessment Task 1:

Based on the case study, students are supposed to:

Task 1: Answer the questions

Task 2: Perform role play activity

Task 3: Perform role play activity

Task 4: Document outcome of the interview

Task 5: Analyse information and prioritise needs

Assessment Task 2:

As part of the planning process, students are supposed to:

Task 1: Develop an appropriate case management plan

Task 2: Perform a roleplay activity

Assessment Task 3:

As part of monitoring and reviewing, students are supposed to:

Task 1: Review of a care plan

Task 2: Communicate the outcomes of the review

Assessment Task 4:

As part of case closure and exit, students are supposed to:

Task 1: Write a case closure summary

Task 2: Write a reflective journal

Assessment Task 5: Based on the case study, students are supposed to:

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Task 1a: Analyse information and identify needs

Task 2a: Interpreter arrangement

Task 1b: Analyse information and identify needs

Task 2b: Interpreter arrangements

Assessment Task 6:

This is a written assessment that will test student’s knowledge. This assessment may be completed

over the duration of the training days. As the students learn, practice and review knowledge and

skills, students will keep Assessment Task 6 in front of them and answer the questions as the

information becomes clearer. At the beginning of each review session students will be given a few

minutes to familiarise themselves with the questions. Students will be given extra time at the end of

the day to complete this assessment or to clarify facts with the Trainer/Assessor

Competency Decision

Student must satisfactorily complete each assessment tasks to be Competent (C) in the unit.

Student with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet

Competent (NYC).

Reasonable adjustment

To meet the needs of all learners’ adjustments can be made to the way assessments are conducted but not to the requirements of

the assessment. The purpose of these adjustments is to enhance fairness and flexibility so that the specific needs of students can

be met.

CAC will take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for

students with disability and learning difficulties.

Reasonable adjustment provided Reason for reasonable adjustment Outcome

❑ Educational and bilingual support

❑ Presenting questions orally

❑ Presenting work instructions in diagrammatic or pictorial form instead of words and sentences

❑ Extra time to complete a course or assessment

❑ Others:

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Instructions to Assessor

This is a compulsory assessment to be completed by all students. This assessment tests the student’s ability to understand

the underpinning generic knowledge related to the units of competency.

Reasonable adjustment applies here, and while the majority of students will complete this assessment as a written

assessment, verbal assessment may be an option for those who need it. Assessor must use the response guide as the

principal marking tool unless reasonable adjustment is demonstrated.

The Assessor Guide provides model answers to all the questions, setting out which key responses must be included, as

well as indicating where flexibility is acceptable.

Where there is a number of responses required, this is specified to avoid ambiguity. In these cases, the model answer will

provide a list of possible answers. For instance, if a question requires the student to list three (3) examples, then their

response must include three of the items listed in the model answer.

Note to assessors: Contact details are requested from observers in the feedback forms in case you will have to call them to verify content of

the feedback forms.

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the

units relevant to this cluster.

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INSTRUCTIONS TO CANDIDATE

The questions in this workbook are divided into two categories: Knowledge Assessment and Case Studies.

The questions under Knowledge Assessments are all in a short-answer format. The longer questions, requiring creative

and analytical thought processes, are covered in the Case Studies assessment. You must answer all questions using

your own words. However, you may reference your Learner Guide and other relevant resources and learning materials

to complete this assessment.

Some questions cover processes you will likely encounter in a workplace. Ideally, you should be able to answer these

questions based on the processes that are currently in place in your workplace. If this is not the case, then answer the

questions based on processes that should be implemented in your workplace.

Accessing Intranet Pages and External Links

There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages

and external links are formatted in Blue Underlined Text.

To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these

links.

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CASE STUDIES

Instructions to Assessor

This assessment supports the industry requirement of working with clients as a case manager in community services. In

real life, case managers will be required to assess the diverse and multi-faceted needs of people, and determine both

internal and external services required to meet those needs; undertake case management meetings to plan, monitor and

review service provision; and, coordinate multiple service requirements for clients with complex needs within a case

management framework. This assessment will demonstrate the candidate’s ability to use analytical and thinking skills in

such situations.

Instructions to Candidate

These case studies are a hypothetical situation which will not require you to have access to a workplace, although, your

past and present workplace experiences may help with the responses you provide. You will be expected to encounter

similar situations to these in the future as you work with clients with clients as a case manager in community services.

In real life, case managers will be required to assess the diverse and multi-faceted needs of people and determine both

internal and external services required to meet those needs, undertake case management meetings to plan, monitor and

review service provision, and coordinate multiple service requirements for clients with complex needs within a case

management framework. This assessment will allow you to demonstrate your ability to use analytical and thinking skills

in such situations.

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CASE STUDY

Philip

SCENARIO

Philip is a 36-year-old man who is married with two children.

He has been homeless for almost a year now. He may not fit

the stereotypical story of a homeless person because not so

long ago, he was living a healthy life with his family. But, when

he lost his job, he found himself in a downward spiral.

Philip and his wife rented a two-bedroom apartment in a safe

neighbourhood. Philip liked his job as a delivery driver for a

large food service distributor, where he had worked for more

than five years. He was working towards getting the supervisor position in the next year. Philip’s wife was a stay-at-

home mom.

Philip has never been seriously ill, although he smokes half a pack of cigarettes each day and drinks socially a couple

times a month.

One afternoon, Philip’s company notified him that they were laying him off along with more than a hundred other

employees. Though he was devastated, he was not at all worried because he and his wife had some savings they could

use for rent and other bills, in addition to the unemployment payments he would receive for a few months.

Philip searched aggressively for jobs in the newspaper and online, but nothing worked out. He began to have feelings

of anger and worry that led to panic. His self-esteem fell, and he became depressed. When Philip’s wife was hired

part-time to work in a school canteen, the couple felt better about finances. But demoralised by the loss of his job,

Philip started to drink more often.

With the drinking becoming more regular, Philip and his wife started to argue more often. Then, about six months

after losing his job, Philip stopped receiving Centrelink payments. That week, he went on a drinking binge that ended

with another argument with his wife. In the heat of the fight, he struck her. The next day, Philip’s wife took the

children and moved in with her parents. Philip was also evicted from the apartment on the same day because he was

unable to pay rent.

Philip tried to reconcile with his wife, but she said she had had enough as he is becoming more angry and violent.

Over the next few months, Philip asked friends and family members if he could board with them for a couple of

days. They reluctantly agreed but his heavy drinking and anger only got worse, and his hosts always asked him to

leave.

Finally, when Philip couldn’t ask help from anyone anymore and he didn’t have a place of his own, he started sleeping

at the park. For a couple of nights, he also stayed at a shelter run by a church. Each morning, he had to leave the

shelter at 5 AM. He walked the streets all day and begged for money to buy alcohol.

Philip was referred to your service (Operation Hope) by the community hospital, after he was taken to their

emergency department due to injuries caused by some teenage boys who jumped him in the park, beat him up and

stole his backpack. He was discharged after a day and was screened as “homeless”.

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ASSESSMENT TASK 1 – CASE STUDY

Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task

Student Declaration: I declare that the work submitted is my

own, and has not been copied or plagiarized from any person or

source.

Signature: ___________________________

Date: ____/_____/_____

Attempt Outcome Date Assessor’s feedback (as required): Trainer’s initials

1 S/NS

2 S/NS

3 S/NS

Feedback to student:

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment with this student, and I have provided

appropriate feedback.

Signature: _________________________

Name: _________________________

Date: ____/_____/_____

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PART 1:

ASSESSMENT TASK 1.

Your supervisor assigned you to complete the intake interview with Philip. In order to prepare for the first meeting

with him, read Philip’s referral form found below and Operation Hope’s policies and procedures found at this link:

Referral Form

CLIENT DETAILS

Name Philip Stockinger

Address N/A

Phone no. N/A Date of birth N/A

Gender ☒ Male ☐ Female

Marital Status ☐ Single ☒ Married ☐ De facto ☐ Divorced

Background Islander

☐ Aboriginal ☐ Torres Strait Islander ☐ Aboriginal and Torres Strait

Others, please specify N/A

Next of kin or contact person Karen Stockinger

Address 90 Martens Place, Port of Brisbane

Phone (07) 3651 2680

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REFERRAL DETAILS

Referral agency Mater Public Hospital

Referral agency contact person/details Melissa Dame/ER Nurse

Previous contact with the service ☐ Yes ☒ No

When and what services were provided Emergency service – treatment of injuries

PROGRAM/ACTIVITY DETAILS

Broadly, what programs/activities do you need to access?

Children ☐ Youth ☐ Substance Abuse ☐ Training ☐

Elderly ☐ Parenting ☐ Disabilities ☐ Health ☐

Others (please specify) Accommodation/housing

Recommendations/Action take (e.g., that a formal assessment be undertaken)

Schedule an initial contact with Philip for intake and assessment.

Additional comments

Philip was brought to the emergency dept. three days ago due to injuries. He said some boys beat him up and took his backpack containing his clothes and some food from the church. He usually sleeps on the park benches. When asked where we can find him more often, he said he stays around City Tabernacle church for food, and sometimes they let him stay for the night when it gets really cold outside.

REFERRAL APPROVAL

Referral Officer/Case Worker

Kiara Henderson

Signature

Date

18 January 2017

Supervisor/Manager

Dylan Nyhan

Signature

Date

18 January 2017

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TASK 1

Written/Oral Questions

1. Statutory requirements

a. What information from the above scenario may raise your concern and may prompt you to undertake further

assessment and reporting as necessary?

b. You decide to further assess, and you find out that there is a need to report your concern. What will be your

basis for reporting?

a.

b.

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2. Identify the assessment tools you need to prepare prior to the first meeting with Philip. (This question asked for

the tools – the marking guide is not a tool)

Guidance: Refer to Operation Hope’s Policies and Procedures.

3. What are the assessment processes that you will utilise as Philip’s case manager?

Guidance: Refer to Operation Hope’s Policies and Procedures.

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TASK 2

Roleplay activity: Intake interview

This part of the assessment is a Roleplay Activity.

This activity will require you to perform an intake interview.

To complete this part of the assessment, you will need access to:

1. One (1) volunteer who will roleplay as Philip.

2. Video camera or a mobile phone with video and audio recording capabilities.

3. Forms and checklists:

▪ Intake Checklist

Intake Checklist.docx

▪ Intake Form

Intake Form.docx

▪ Consent Form

Consent Form.docx

▪ Intake Action Plan

Intake Action Plan.docx

*Click on the icons above to open the forms/checklists

Read the instructions carefully before proceeding.

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Steps to take:

1. Prepare for the intake interview by:

a. Reading and understanding Operation Hope’s (the hypothetical service) policies and procedures.

b. Filling out the Intake Form with the details already provided. Refer to the scenario and Referral

Form.

c. Gathering the forms and checklist needed during the interview. These include the Intake Checklist,

completed Intake Form, and Consent Form.

d. Explaining Philip’s case to your volunteer.

2. Proceed with the intake interview. During the first part of the interview you must be able to:

a. Introduce yourself and the service, and seek introduction from the client. Engage the client in

establishing rapport and trust.

b. Identify the purpose of the meeting and orient the client. Clarify the context of the interview and

seek the client’s participation in the process. Encourage the client to ask questions and seek

clarification as necessary.

3. Present the completed Intake Form to the client. Review the details already included in the form with the

client and ask him to provide the remaining information.

4. Explain the following information to the client. Ensure that you seek feedback from the client to identify

whether the client understood the points being discussed.

a. What is your role as the client’s case manager?

b. What is your role as the client’s case coordinator?

c. What is the assessment process and what are its practical aspects?

Guidance: To be able to explain the assessment process and its practical aspects, the following must be included

in the discussion:

▪ Reason for the assessment.

▪ Role of the client in the assessment process.

▪ Role of the case manager in the assessment process.

▪ Where and how the assessment will be conducted.

d. What are the client’s rights and responsibilities, including his rights to appeal and avenues for

complaints?

e. What will the methods of communication be between the case manager and the client (e.g. phone,

face-to-face meeting, home visits, email, etc.)?

f. What are the procedures for release of personal information to another party and the requirement

for informed consent for release?

5. After the discussion of the points above, complete the Intake Checklist and the Consent Form.

6. Use interpersonal communication skills in engaging the client to explore the urgent issues and needs that

the client is experiencing. When the most urgent needs are identified, work with the client in prioritising

these.

7. Together with the client, accomplish the Intake Action Plan and identify the:

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a. Three (3) most urgent needs of the client

b. Desired results (goal/s) of each need

c. Activity/-is that will be used to pursue each goal for each issue (plan/strategy)

d. Responsible person/s and/or service/s who will carry out each plan/strategy

e. Time frame in which the responsible person/s and/or service/s hopes to achieve each specific

plan/strategy (target date)

Guidance in accomplishing the Intake Assessment Action Plan:

▪ The issues and goals recorded should reflect the words and sentiments of the client.

▪ The goals should be measurable so that you, as the case manager, and the client will know when they have

been achieved or need to be re-evaluated.

▪ There may be more than one activity for each issue/goal.

▪ The responsible person may include you, other service providers, the client’s family/caregiver, and other

formal/informal support.

▪ The client receiving support should be given appropriate responsibility in implementing and pursuing their

plan.

▪ The time frame (target date) should be appropriate and specific to the issue, goal, plan/strategy (i.e. exact

date should be provided).

f. Review the points discussed during the interview and close it by scheduling another appointment

in a week to make a formal plan.

Guidelines

1. To demonstrate your completion of this activity, the intake interview must be recorded. Save the recorded

video using the filename:

[Last Name, First Name]_Subject 4 – Roleplay Activity-1

For example, as seen below:

Smith, John_Subject 4 –

Roleplay Activity-1.avi

2. Your video submission must not be longer than forty-five (45) minutes in length. Any submission longer than

forty-five (45) minutes will be considered not satisfactory.

3. There is no specific script to be followed in the roleplaying activity. However, you must be able to demonstrate

all steps outlined above. Moreover, your submission will be assessed against the checklist provided below.

4. Submit the following completed forms and checklist together with the video:

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Filename

Intake Checklist [Last Name, First Name]_Subject 4 – Intake Checklist

Intake Form [Last Name, First Name]_Subject 4 – Intake Form

Consent Form [Last Name, First Name]_Subject 4 – Consent Form

Intake Action Plan [Last Name, First Name]_Subject 4 – Intake Action Plan

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Part 1: Task 2 – Roleplay Activity: Intake Interview

Assessor’s Checklist

(For the assessor’s use only)

Has the following been demonstrated in

candidate’s video submission? Yes No Comment

1. Information sharing is facilitated, and

appropriate rapport is established. ☐ ☐

2. Information about the coordination role is

provided. ☐ ☐

3. The assessment process is explained to the

client. ☐ ☐

4. Informed consent is explained and

obtained from the client. ☐ ☐

5. Practical aspects of assessment are

consulted with the client. ☐ ☐

6. Client’s rights and responsibilities,

including rights of appeal and avenues of

complaint are explained.

☐ ☐

7. Communication requirements are

established with the client. ☐ ☐

8. The client is empowered to identify and

prioritise own needs. ☐ ☐

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TASK 3

Roleplay activity: Assessment interview

After a week, Philip returned to the service to have the formal assessment interview with you. During the intake

interview, you explained to Philip that this second meeting would involve a more detailed assessment with a view of

creating the case management plan with him.

Prior to this meeting, you phoned the service providers with whom you made appointments on behalf of Philip. All

of them told you that Philip failed to show up to the scheduled appointments. One of the coordinators in another

service informed you that she instinctively phoned Mater Public Hospital. She found out that Philip was admitted

for a couple of days due to severe abdominal pain and was diagnosed with gastritis.

This part of the assessment is a Roleplay Activity.

This activity will require you to perform a formal assessment.

To complete this part of the assessment, you will need access to:

1. One (1) volunteer who will roleplay as Philip.

2. Video camera or a mobile phone with video and audio recording capabilities.

3. Assessment form and checklist.

▪ Assessment Checklist

Assessment Checklist.docx

▪ Assessment Form

Assessment Form.docx

*Click on the icons above to open the forms/checklists

Read the instructions carefully before proceeding.

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Steps to take:

1. Prepare for the assessment interview by:

a. Reading and understanding Operation Hope’s (the hypothetical service) policies and procedures.

b. Gathering the forms and checklist needed during the interview. These include the Assessment Form

and Assessment Checklist.

c. Explaining the next scenario of Philip’s case to your volunteer.

2. Proceed with the assessment interview. During the first part of the interview, you must be able to:

a. Re-establish rapport and trust (e.g. ask the client how he has been since the first meeting, what were

his activities last week, etc.).

b. Review what happened during the previous meeting and discuss the intake action plan and its results

with the client.

c. Explain to the client the agenda for the meeting and encourage asking questions and raising

concerns, if there are any.

3. Conduct the assessment in a semi-structured narrative format and use the Assessment Checklist in collecting

the following information:

a. Presenting concerns

▪ What are the concerns for which the client came or was referred for help?

▪ How does the client view these concerns?

▪ What is/is the client’s expectation(s) when he came in or when he was referred to the service?

▪ How long has the client been the impacted by these concerns?

▪ Were there prior attempts to resolve the concerns?

▪ Was there previous involvement with social agencies/services for assistance with these

concerns?

b. Past medical history and background

Obtain this by asking the client to describe his/her:

▪ Family history – include any health information (i.e. conditions and illnesses that run in the

family) about the client’s close relatives from three generations.

▪ Past illnesses and conditions – include childhood illnesses and diagnosed conditions the client

has had previously.

▪ Hospitalisations – include the primary reason for admission.

▪ Surgeries and procedures – include any past surgeries or other major medical procedures.

▪ Significant injuries – include all types of injuries that resulted in disability or altered activity.

▪ Medications – include prescription, over-the-counter and supplementary medicines that the

client has taken in the past.

▪ History of mental concerns.

c. Previous agency involvements

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▪ Has the client asked for assistance or was referred to any social agencies/services prior? If

yes, list all the names and include the services that the client received previously.

d. Psychosocial and behavioural health

▪ Ask the client the following questions to be able to gather data about his level of psychosocial

and behavioural well-being:

- How do you feel about the things going on in your life at the moment?

- What is it that troubles you most about the situation?

- How are you handling this/these thing(s) that trouble you?

▪ Observe the attitude, appearance, behaviour, thought process, and insight of the client all

throughout the interview

e. Psychosocial support systems

▪ Ask the client to describe his relationships with his:

- Immediate family (i.e. wife and children)

- Relatives (including his in-laws)

- Friends

- Other groups/support

f. Risk Assessment

Determine the presence of the following risk and vulnerability factors which may affect the safety

and well-being of the client. Explore the factors below through the course of the conversation.

Guidance: Below are sample questions you may use during the assessment. You may ask additional/other questions

as necessary.

▪ Depression/mental health issue

- Are you feeling down or hopeless?

- Do you feel bad about yourself or that you are a failure and have let yourself or your

family down?

- Do you have thoughts of hurting yourself, or that you would be better off dead?

▪ Drug and/or alcohol misuse/abuse

- Do you drink heavily when you are disappointed, under pressure or have had a

quarrel with someone?

- Has a family member or close friend expressed concern or complained about your

drinking?

- Have you ever spent your rent or bill money to buy drugs or alcohol?

- Have you had trouble getting along with your friends because of your alcohol or drug

use?

▪ Suicidal ideas

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- Have you ever tried to kill yourself or attempt suicide?

- When did you begin having suicidal thoughts?

- Did any event (stressor) precipitate the suicidal thoughts?

- What would it accomplish if you were to end your life?

▪ Isolation

- Do you feel that you have nobody to talk to?

- Do you feel as if nobody really understands you?

- Do you feel shut out and excluded by others?

▪ Has access to weapons

- Do you have access to weapons of any kind?

▪ Has ever harmed or threatened people and/or animals

- Have you ever harmed or threatened to harm family, friends or pets?

- Did someone do something, or did something happen that made you harm or

threaten people and/or animals?

▪ Controlling behaviours

- Have you exercised complete control over another person’s activities, for example,

telling him/her who they can friends with, determining when he/she can see friends

and family, etc.?

- Have you ever tried influencing another person’s decisions by blackmailing them?

▪ Unemployed

- Do you feel that you are no longer in control of your life since you have lost your

job?

- Do you feel helpless and unable to change the circumstance you are in?

- Do you feel that you lose the status that comes with having a job?

▪ History of violent behaviour

- Have you ever hit other people or damaged things when you are angry?

- Have you ever been in a physical fight (e.g. punching, kicking, slapping, etc.) with

another person?

- Did someone do something, or did something happen that made you act out

violently?

▪ Recent separation

- Has there been a recent separation or planned separation in the near future?

- Do you have plans of working with your wife/family towards reconciliation?

▪ Financial difficulties

- Have you asked someone, or have you contacted a financial service for assistance?

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- When was the last time you tried looking for a job?

g. Need for short-term and long-term support

▪ Help the client identify the short-term and long-term support needs

- Short-term needs are those that can be addressed immediately and resolved.

- Long-term needs are the complex needs of the client that can only be addressed by

careful planning and coordination with other support/services.

h. Strengths, weaknesses, goals

Assist the client in identifying his strengths, weaknesses, and goals. The following questions may

assist the client:

▪ What are your personal attributes?

▪ What are your talents and skills?

▪ What are your environmental strengths (e.g. personal relations, physical resources,

opportunities, etc.)?

▪ What are your interests, aspirations, and goals?

▪ What are the barriers that may have a negative effect on achieving your goals?

i. Additional information

Additional questions you may ask the client include the following:

▪ What is/are the expectation(s) of the client?

▪ Is there any person the client does not want to see and/or have contact with?

▪ Is there any information that the client does not wish to be disclosed?

▪ Does the client have any special request that they would like the service to assist them with?

▪ Does the client have any additional information that they would like you to know about in

order to offer them support?

4. Review the points discussed during the interview, inform the client that the information collected will be used

to create a case management plan and close it by scheduling another appointment in a week for the case

conference.

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Guidelines

1. To demonstrate your completion of this activity, the intake interview must be recorded. Save the recorded video

using the filename:

[Last Name, First Name]_Subject 4 – Roleplay Activity-2

For example, as seen below:

Smith, John_Subject 4 – Roleplay

Activity-2.avi

2. Your video submission must not be longer than forty-five (45) minutes in length. Any submission longer than

forty-five (45) minutes will be considered not satisfactory.

3. There is no specific script to be followed in the roleplaying activity. However, you must be able to demonstrate

all steps outlined above. Moreover, your submission will be assessed against the checklist provided below.

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Part 1: Task 3 – Roleplay Activity: Assessment Interview

Assessor’s Checklist

(For the assessor’s use only)

Has the following been demonstrated in

candidate’s video submission? Yes No Comment

1. Collaborated with the client to identify

strengths, abilities and goals.

☐ ☐

2. Worked with the client to identify

immediate, short and long-term needs.

☐ ☐

3. Assessed potential risk factors for service

delivery.

☐ ☐

4. Applied strengths-based approach to

assessment.

☐ ☐

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TASK 4

Document the outcome of the Assessment interview

This part of the assessment will require you to document the outcome of the assessment interview using the

Assessment Form.

Assessment Form.docx

*Click on the icons above to open the forms

Read the instructions carefully before proceeding.

Steps to take:

1. Transcribe the information collected from the Assessment Interview using the Assessment Form.

2. Summarise each item listed in the Assessment Checklist.

▪ Bullet points may be used in lieu of a narrative/essay format.

▪ Paraphrasing may be used to convey the general idea of what is being said.

▪ Record the client’s exact words using quotations marks if there is a need to highlight his/her

statement(s).

3. Follow these guidelines in documenting the assessment interview:

▪ Use simple but appropriate language. ‘Slang’ may only be used if the client’s exact words are being

recorded.

▪ Write objectively, concisely in the active voice and include only necessary information.

4. Submit the completed Assessment Form and Checklist using the following naming convention:

Filename

Assessment

Checklist [Last Name, First Name]_Subject 4 – Assessment Checklist

Assessment

Form [Last Name, First Name]_Subject 4 – Assessment Form

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TASK 5

Analyse Information and Prioritise Needs

1. Based on the assessment interview, do you need to arrange for an interpreter to be able to ensure that Philip

understands the service being provided and is able to communicate his needs?

2. What are the most common situations where an interpreter is needed to be arranged for a client?

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3. Find out about using interpreter services that are available in your workplace or in your area by:

▪ Locating and printing a copy of your workplace guidelines and/or procedures regarding the use of

interpreters. Submit the copy together with this workbook.

▪ Locating and printing a copy of the interpreter request form used by your workplace. Submit the copy of the

request form together with this workbook.

▪ Collecting at least two (2) examples, such as brochures or instructions describing workplace or community

interpreting services. Scan the brochures/instructions and submit it together with this workbook.

▪ Identify at least two (2) links to online information that could help.

Guidance: From the options provided, choose and accomplish one (1).

Filename of guidelines/procedures request form or brochures/instructions:

OR

Links to online information:

4. Based on the intake and assessment interview, is Philip eligible for Operation Hope’s services and programs?

Provide the basis for your answer.

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5. Stratify and Analyse Risk Factors

a. Based on your assessment, what are the risk and vulnerability factors which may affect Philip’s safety and

well-being?

b. What is the appropriate level of risk based on the risk factors identified? Provide a brief explanation for

selecting such level of risk.

c. List three (3) risk management strategies that are useful when dealing with high-risk situations that may

affect Philip.

a. Based on your assessment, what are the risk and vulnerability factors which may affect Philip’s safety and

well-being?

b. What is the appropriate level of risk based on the risk factors identified? Provide a brief explanation for

selecting such level of risk.

Guidance: Select the appropriate level of risk based on the following:

☐ At HIGH RISK of serious harm

☒ At RISK of Harm

Level of risk:

☐ At HIGH RISK of serious harm

☐ At RISK of Harm

Explanation:

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c. List three (3) risk management strategies that are useful when dealing with high-risk situations that may

affect Philip.

▪

▪

▪

6. What is Operation Hope’s policy on maintaining and storing client records in accordance with confidentiality

requirements?

7. What are the specialist services and other sources available within your State/Territory that could provide you

with additional information for you to be able to determine the range of issues that Philip is experiencing?

Guidance:

▪ List two (2) specialist services and two (2) other sources. Other sources may include case management organisations,

regulatory body, and peak and industry associations.

▪ Utilise available directories from your State/Territory.

State/Territory:

Specialist services:

Other sources:

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ASSESSMENT TASK 2 – PROJECT

Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task

Student Declaration: I declare that the work submitted is my

own, and has not been copied or plagiarized from any person or

source.

Signature: ___________________________

Date: ____/_____/_____

Attempt Outcome Date Assessor’s feedback (as required): Trainer’s initials

1 S/NS

2 S/NS

3 S/NS

Feedback to student:

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment with this student, and I have provided

appropriate feedback.

Signature: _________________________

Name: _________________________

Date: ____/_____/_____

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PART 2: ASSESSMENT TASK 2

Planning

TASK 1

Develop an Appropriate Case Management Plan

This part of the assessment will require you to develop an appropriate case management plan for Philip using the

Case Management Plan template below.

Case Management Plan.docx

*Click on the icons above to open the template

Read the instructions carefully before proceeding.

Steps to take:

▪ Before creating the case management plan, reflect on the outcomes of the intake and assessment interview

to be able to identify and analyse the multiple and complex needs that you need to consider in developing

the case management plan.

▪ Evaluate the needs of the client based on the information gathered during intake and assessment. Prioritise

the client’s needs based on his responses in Task 3.

▪ Once the needs are identified, research and compile information on the availability and capacity of other

services that can support the client. Keep in mind that a specialist’s input is of particular importance to

support multiple and complex needs.

▪ Develop the case management plan using the template provided:

o List all known persons currently contributing to the client’s care. This includes the individual,

carer/advocate, key worker/case manager/coordinator, specialists (e.g. GP, health/community

providers, substitute decision maker, family members, volunteers or friends who provide assistance).

The following must also be in the case management plan:

o Full name of the participants involved in care.

o His/her role or kind of support he/she is giving the client.

o Contact details (e.g. phone, emails, etc.)

o Will the participant involved in care be included in the planning process?

o Will the participant involved in care be provided with a copy of the care plan?

o Provide a summary of the outcome of the assessment interview in bullet points. This must include

the identified multiple and complex needs of the client that the plan is meaning to address.

o Complete the Support Plan:

o Under Opportunities, provide five (5) needs/concerns that were identified during the assessment

phase. List these needs/concerns in order of priority.

o For each Opportunity, set two (2) goals that are SMART—specific, measurable, attainable, realistic,

and time-bound.

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o For each goal, identify the action/s or step/s required to achieve them, specify the responsible

person/s, and the expected outcome/s.

Guidance: Identify action/s or step/s that build on the client’s strengths, and also include referral options.

o Specify the date set for the completion of each action/s or step/s.

▪ Consider the following when developing the case management plan:

▪ All available services are explored, and the most appropriate ones are included in the plan.

▪ Ensure that the responsible person/s’ and/or service/s’ experience and capability match the support needed

by the client.

▪ Ensure that the service providers you have identified are accessible to the client and to you, as the client’s

case manager.

Guidance: You may reference real-life service providers that are available within your area in your case management

plan.

▪ Use an inclusive approach when developing the plan.

▪ Complete the rest of the sections on the template except for the following:

▪ Consent checklist

▪ Target review date

▪ Service user (client) agreement

▪ Signature of client, case manager, and service providers

▪ Submit the partially completed Case Management Plan using the following naming convention:

Filename

Case

Management

Plan

[Last Name, First Name]_Subject 4 – CMPlan-Partial

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TASK 2

Collaborate with Client and Key Stakeholders

Before closing the assessment interview, you informed Philip about the

next steps—that a case management plan will be developed, and that a

case conference and meeting will be held. You explained to him, that in

order for you to work with him better and provide him with new

opportunities, it is best to work with other people who may be able to

provide him with additional and specialist support. You noticed that he

seemed wary of this new information.

You: Before I can start preparing for the case conference and meeting, I need to make sure that it is okay with you that we will be

speaking with other people and service providers. May I know your thoughts on this?

Philip: I am okay with the meeting. You said that we would be speaking with other people that I might need to have contact with.

Will you also be inviting my wife?

You: Ideally, we should invite everyone who may be able to help and assist you. Do you want me to arrange for your wife’s attendance

at the meeting?

Philip: Can we not invite her for now? Can we invite her when I’m all sober and fixed?

You: Yes, we certainly could do that. I’ll take note of that. Is there anything else you want to ask or tell me?

Philip: What are we supposed to talk about in the meeting?

You: In a case conference, we might talk about anything, including those things that might be stopping you from doing what you need

to do, like transport or looking for work, or troubles with family.

Philip: Should I attend the meeting?

You: Yes. I recommend for you to be there.

Philip: Okay. If ideas will be shared, what about my privacy and how will you keep things confidential?

You: Before we start the meeting, everyone in attendance will have to agree to maintain confidentiality and not disclose any information

shared in the conference with insignificant others.

Philip: Okay, I understand.

You Thank you, Philip. I will inform you and the others of the exact date, time and venue of the case conference and meeting.

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Roleplay Activity: Facilitate a Case Conference and Meeting

This part of the assessment is a Roleplay Activity.

This activity will require you to develop the Agenda and prepare for the meeting. You are also responsible for

facilitating the meeting and making sure that the meeting remains focused.

To complete this part of the assessment, you will need access to:

1. Three (3) volunteers

▪ Two (2) volunteers to play the role of the personnel from other services you want to provide

assistance to your client.

Guidance: You are to assign what services the two (2) volunteers will represent. For example, you will be the person

responsible for counselling, one of the volunteers will represent the drug/alcohol rehabilitation agency and the other will

be providing support for housing.

▪ One (1) volunteer to play the role of Philip.

2. Video camera or a mobile phone with video and audio recording capabilities.

3. Enough copies of the case plan that you have developed; one for each participant in the meeting.

4. Forms and templates

▪ Consent Form – Case Conference

Consent Form-Case Conference.docx

▪ Confidentiality Agreement

Confidentiality Agreement.docx

▪ Meeting Agenda

Meeting Agenda.docx

▪ Meeting Minutes

Meeting Minutes.docx

*Click on the icons above to open the forms/templates

Read the instructions carefully before proceeding.

Steps to take:

1. Prepare for the case conference and meeting by:

a. Gathering the following documents needed for the case conference and meeting:

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▪ Developed case management plan

▪ Consent form for the case conference

▪ Confidentiality agreement form

▪ Meeting agenda

▪ Meeting minutes

b. Creating the meeting agenda. Use the Meeting Agenda and provide the following details:

▪ Description of the meeting

▪ Date and time start/finish

▪ Venue

▪ Attendees

▪ Agenda item, who is assigned to discuss it, how long should it be tackled, and time

start/finish for each

c. Explaining what should transpire in the case conference and meeting with all the volunteers.

2. Proceed with the case conference and meeting. During the first part of the meeting, you must be able to:

a. Initiate a round of introductions and provide the purpose/aims of the meeting.

b. Clarify the allotted time for the meeting and state that you will be facilitating and taking the minutes.

Ensure all the attendees that a copy of the minutes will be sent to all relevant service providers

involved in the case.

c. Obtain the client’s consent for the meeting by providing a recap of the process, purpose, expected

outcomes, level of input required, and the likely tone and context of the meeting. Ask the client to

fill out the Consent Form afterwards.

d. Present the Confidentiality Agreement to all in attendance. Everyone must date and sign it,

including you and the client.

e. Distribute the Agenda and the client’s Case Management Plan (from Task 1).

3. Discuss the Agenda and outline the case history with the help of the client. Prompt him/her to provide

additional information as necessary.

4. Facilitate the meeting proper. Restate that the main objective of the meeting is to discuss how everyone in

attendance will work together, supply support to assist the client and make an agreement to monitor the

client’s progress toward achieving the set outcomes.

If the discussion focus shifts from the main objective of the meeting, your role as facilitator is to remind the

group of the current task at hand and the required outcome.

5. Cover the following during the meeting:

▪ Roles, responsibilities and boundaries of workers/ service providers/ organisations are defined.

▪ Needs, rights and responsibilities of the client, client’s family (if applicable), community, and service

providers are identified and agreed upon.

▪ Processes of coordinated/integrated service delivery and service provision requirements are

explained.

▪ Case management plan is reviewed by the service providers:

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o Prioritised needs of the client are communicated to all service providers.

o Realistic targets for change or action for the client are set.

o Barriers to attaining outcomes are identified.

▪ Collaborative working arrangements and requirements are determined:

o Service duplication must be identified.

o If duplication is identified, steps on how to manage these must be outlined.

o If there are case management plan issues that cannot be met by the services present, it should

be identified which services are to be contacted and who will undertake this role.

o Procedure on how to coordinate must be explained to the client to minimise stress and

confusion.

6. Ask the client to give feedback on the assessment, on the identified recommendations, and the emerging case

management plan.

7. Identify the case meeting outcomes by clarifying the responsibilities and time frames for the client and the

service providers. The process for monitoring and reviewing outcomes must also be established. Ensure that

these are recorded and agreed upon by everyone in attendance.

8. Summarise all points discussed in the meeting. Encourage the client to raise questions that he may have about

accessing the services. Remind him that he may recommend options that he thinks will work for him other

than those identified.

9. Close the meeting by informing all attendees that the minutes and a copy of the revised case management

plan will be sent via email. Method of communication and schedule of future meetings must be noted and

recorded, as well.

10. Complete the following documentation:

▪ Meeting Minutes

▪ Case Management Plan – revise the plan according to recommendations from the case conference

and meeting, and complete the following sections:

o Consent Checklist

o Participants Involved in the Care – include case conference and meeting attendees

o Signatures of client, case manager, and service providers

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Guidelines

1. To demonstrate your completion of this activity, the intake interview must be recorded. Save the recorded

video using the filename:

[Last Name, First Name]_Subject 4 – Roleplay Activity-3

For example, as seen below:

Smith, John_Subject 4 – Roleplay

Activity-3.avi

2. Your video submission must not be longer than forty-five (45) minutes in length. Any submission longer

than forty-five (45) minutes will be considered not satisfactory.

3. There is no specific script to be followed in the roleplaying activity. However, you must be able to

demonstrate all steps outlined above. Moreover, your submission will be assessed against the checklist

provided below.

4. Submit the following completed forms and templates together with the video using the following naming

convention:

Filename

Case Management

Plan (revised) [Last Name, First Name]_Subject 4 – CMPlan-Revised

Consent Form –

Case Conference

[Last Name, First Name]_Subject 4 –

Consent_Conference

Confidentiality

Agreement

[Last Name, First Name]_Subject 4 – Confidentiality

Agreement

Meeting Agenda [Last Name, First Name]_Subject 4 – Meeting Agenda

Meeting Minutes [Last Name, First Name]_Subject 4 – Meeting Minutes

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Part 2: Task 2 – Roleplay Activity: Assessment Interview

Assessor’s Checklist

(For the assessor’s use only)

Has the following been demonstrated in candidate’s

video submission? Yes No Comment

1. Facilitated case conference and meeting to

coordinate responsibilities and roles. ☐ ☐

2. Facilitated communication between service

providers to identify and manage service

duplication.

☐ ☐

3. Identified and agreed on client and worker

roles, responsibilities, boundaries and processes

of service delivery.

☐ ☐

4. Determined and agreed on organisation, family

and community needs, responsibilities and

rights.

☐ ☐

5. Assisted clients to achieve realistic targets for

change or action and to take personal

responsibility.

☐ ☐

6. Worked with other services to minimise client

confusion and concerns in a coordinated

manner.

☐ ☐

7. Worked with the client to prioritise needs and

communicate these with service providers. ☐ ☐

8. Worked with the client and other services to

identify barriers to attaining outcomes. ☐ ☐

9. Worked within the scope of own role and seek

assistance from colleagues and experts as

required.

☐ ☐

10. Sought feedback about assessment processes

from the person and other networks. ☐ ☐

11. Worked with the client and other services to

determine the service provision requirements. ☐ ☐

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12. Negotiated collaborative working arrangements

for all services involved. ☐ ☐

13. Worked with the services to agree on

coordination requirements and boundaries. ☐ ☐

14. Provided the person with service information

and supported their decision-making process. ☐ ☐

15. Encouraged the person to advocate on their

own behalf to access services. ☐ ☐

16. Worked with the client and services to monitor

progress toward outcomes. ☐ ☐

17. Routinely sought feedback.

☐ ☐

18. Considered service delivery and referral

options. ☐ ☐

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ASSESSMENT TASK 3 – PROJECT

Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task

Student Declaration: I declare that the work submitted is my

own, and has not been copied or plagiarized from any person or

source.

Signature: ___________________________

Date: ____/_____/_____

Attempt Outcome Date Assessor’s feedback (as required): Trainer’s initials

1 S/NS

2 S/NS

3 S/NS

Feedback to student:

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment with this student, and I have provided

appropriate feedback.

Signature: _________________________

Name: _________________________

Date: ____/_____/_____

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PART 3: ASSESSMENT TASK 3

Monitoring and Review

A week after the case conference and meeting, you scheduled to meet up with Philip to review his progress. Prior to

the meeting, you rang the drug/alcohol rehabilitation centre to check how Philip’s doing. The coordinator informed

you that Philip showed up for the scheduled assessment and was able to talk to one of the centre’s counsellors. Philip

informed the counsellor that he read about Ozcare, also a recovery centre, in a newspaper and is interested in

transferring to their program.

On the day of the meeting, you observed that Philip is now cleanly shaven and is wearing a clean set of clothes.

You: Hi, Philip. Thank you for coming in today.

Philip: No worries. What are we going to talk about today?

You: We are going to review your case plan and progress. Before we start, I’d like to know how you’re doing and how’s it been since

last week.

Philip: I think I’m much better now. The emergency accommodation provides showers and hot meals. They also gave me new clothes.

You: That’s wonderful. How do you feel about that?

Philip: The place is great, and the people are really helpful, but the rehab centre is quite far from the shelter. I still have to take a bus,

and I am saving some money from my Centrelink payments. I actually have some money in the bank now.

You: I see. I phoned the rehab centre, and the coordinator said that you were able to complete the assessment and interview with the

counsellor. How was the interview?

Philip: It was okay, the counsellor was nice. I told him about Ozcare. I said I saw it in the newspaper the other day and it’s much

closer, and I don’t have to take the bus. She said I could suggest it to you and see what you think.

You: All good, Philip. I’ll look into Ozcare and see if you are eligible to transfer to their program. You said earlier that you are saving

up some money from your Centrelink payment. Is that correct?

Philip: Ah, yes. I actually want to look for work, but I really don’t know where to start.

You: That’s okay, Philip. We can also help you with that. We can help you start by developing an employment plan and mapping out

your employment history. We will schedule another time for us to work on your employment plan.

Philip: I’m okay with that. Thank you.

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TASK 1

Review of Care Plan

This part of the assessment will require you to review the care plan and the client’s progress and plan the next steps

using the Review of Care Plan form.

Review of Care Plan.docx

*Click on the icons above to open the forms

Read the instructions carefully before proceeding.

Steps to take:

1. Complete the Review of Care Plan based on the meeting with Philip. Refer to the revised case management

plan for the identified opportunities and goals.

2. Document the Progress of each opportunity and goal, and note:

▪ Whether the goals are being achieved

▪ Whether they are being achieved in the timelines

▪ Whether there are any barriers to implementation

▪ Whether there is a failure to achieve the goals

▪ Whether the client is satisfied with the service/s received

▪ What needs to be changed to meet the client’s situation (e.g., the goals themselves, or the steps to

meet those goals).

Guidance: Refer to the conversation provided in the scenario for the details of Philip’s progress.

3. Include who the source of information is (e.g. client – Philip, service coordinator [name of service provider],

counsellor from [name of service provider, etc.) in the review plan.

4. Determine the adjustments to be made or the next steps to take to be able to overcome any barriers identified

or the needs that have changed over time. Provide the rationale for identifying these next steps/actions to

take.

5. Submit the completed review of care plan using the following naming convention:

Filename

Review of Care

Plan [Last Name, First Name]_Subject 4 – Review_Care Plan

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TASK 2

Communicate the Outcomes of the Review

You are tasked to send an email to the following parties to inform them of the proposed changes arising from the

case review:

▪ Coordinator and counsellor of the rehab facility Philip is currently attending

▪ the employment counsellor of Operation Hope

Your emails must contain the outcomes of the review of the care plan that is relevant to their respective

responsibilities. You must provide them with the details and the reason behind the proposed changes arising from

the review. The next steps/actions identified during the short meeting with the client must be outlined, and clearly

but concisely explained to all the parties involved in the care of the client.

Guidelines

1. Draft two (2) separate emails—one for the coordinator and counsellor of the rehab facility, and another for

Operation Hope’s employment counsellor.

2. The email for the coordinator and counsellor of the rehab facility Philip is currently attending must provide

them information about the changes brought about by the review and the wishes of Philip to transfer to

another facility’s program.

3. The email for the employment counsellor of Operation Hope must include the referral and the basis for your

recommendation.

4. Write the draft of the templates provided below.

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To:

(Include name/s

and email

address/es)

Subject:

(Write an

appropriate subject)

Message:

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To:

(Include name/s

and email

address/es)

Subject:

(Write an

appropriate subject)

Message:

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ASSESSMENT TASK 4 – PROJECT

Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task

Student Declaration: I declare that the work submitted is my

own, and has not been copied or plagiarized from any person or

source.

Signature: ___________________________

Date: ____/_____/_____

Attempt Outcome Date Assessor’s feedback (as required): Trainer’s initials

1 S/NS

2 S/NS

3 S/NS

Feedback to student:

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment with this student, and I have provided

appropriate feedback.

Signature: _________________________

Name: _________________________

Date: ____/_____/_____

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PART 4: ASSESSMENT TASK 4

Case Closure and Exit

Philip was able to transfer to Ozcare’s live-in detox program, and after a week, he dropped by your office to inform

you that he will be exiting Operation Hope’s program. He said that he needs more than a week to fully recover from

his alcohol dependency and that Ozcare offered a structured program that will help him be free of alcohol. Philip told

you that he is very grateful for all the help and that he was satisfied with how you assisted him and coordinated his

care.

You started preparing for the case closure and Philip’s exit by reviewing his case and the service’s exit policy and

procedure.

(Click on the icon above to open Operation Hope’s policies and procedures)

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TASK 1

Case Closure and Summary

You are required to complete the Case Closure Summary and Exit form in accordance with Operation Hope’s

policies and procedures.

Case Closure Summary.docx

*Click on the icons above to open the forms

Read the instructions carefully before proceeding.

Steps to take:

1. Complete the Case Closure and Exit form based on the scenario above. Refer to the Client Exit Policy for

further guidance.

2. Summarise the services rendered to the client and reason/s why the case is being closed. Comment on the

progress made toward goals in the case management plan. Where necessary, include provisions for continued

services listing agencies and contact persons.

3. In the Transfer, Discharge, or Follow up Plans, include the following information:

▪ Additional support that should be provided to the client prior transfer and discharge.

▪ How the client can access your service again should the need arise.

▪ Procedures for exit documentation, file closure and secure archiving.

1. Submit the completed case closure and exit form using the following naming convention:

Filename

Review of Care

Plan

[Last Name, First Name]_Subject 4 – Case Closure and Exit

Form

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TASK 2

Reflective Journal

For this assessment, you will be required to reflect on your learning experience and your performance in completing

all the previous tasks.

Guidelines:

1. Reflection guides are provided to assist you in providing the relevant information required for this activity.

2. You must always provide complete responses, where required. If the guide asks you to list at least two (2)

examples, then you must list two (2) or more, and not less than.

3. Your responses must always be based on your experience during the completion of the case study. The

reflective journal shall be the last task you will accomplish in this workbook.

Journal Entry Date:

Reflection Guide

1. Reflect on your own performance as the case manager of Philip. How did you fare as a case manager and

coordinator? Do you think you were able to provide effective case management to Philip? What aspects of

his case management could be improved? What strategies (at least three (3)) will you use to become a more

effective and efficient case manager? (Write your reflection in not less than 200 words)

2. In not less than 100 words, describe how you integrated appropriate cultural considerations into all aspects of

the planning phase?

3. In not less than 100 words, discuss how you provided the standard of care that is reasonable and consistent

with duty of care responsibilities?

1.

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2.

3.

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ASSESSMENT TASK 5 – CASE STUDY

Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task

Student Declaration: I declare that the work submitted is my

own, and has not been copied or plagiarized from any person or

source.

Signature: ___________________________

Date: ____/_____/_____

Attempt Outcome Date Assessor’s feedback (as required): Trainer’s initials

1 S/NS

2 S/NS

3 S/NS

Feedback to student:

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment with this student, and I have provided

appropriate feedback.

Signature: _________________________

Name: _________________________

Date: ____/_____/_____

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ASSESSMENT TASK 5: Case Study 2

Thuy and Paloma

SCENARIO 1 - Thuy

Thuy is a 42-year-old man from a Vietnamese background. He is a single

father with a teenage son, whom he has raised after his wife passed away five

years ago. Thuy also lives with his ageing parents whom he also supports.

He has two other siblings who have moved to the city because of work

opportunities, so he was left to take care of their parents on his own.

Thuy dropped out of high school because he was bullied by his peers. He

tried to learn the English language, but the other students said that he sounds

funny when he speaks English. Thuy developed a low self-esteem and

decided not to return to school and stay at home. Thuy had several part-time

jobs that did not last for long as he had trouble understanding his co-workers and the company clients.

Thuy’s last job was on a construction site. He had an accident where he fell from a scaffold and sustained injuries and

a broken hip. He is now unable to leave the house and apply for a new job. A few weeks after his accident, his father

became ill and now requires ongoing medication. Thuy started to feel upset and worthless. There were days when he

would not talk with anyone in his family. He felt angry at times and would blame himself for the accident. At one

point, he tried to cut his wrist with a sharp object, but his son caught him and stopped him.

Thuy was referred to your service (Operation Hope), a month after his accident, by one of his neighbours. His son

feared for his father’s life, and the family did not know what to do with Thuy.

Thuy has limited responses during the assessment interview whilst you are trying to collect data. He nodded when you

asked him if he could understand English. He was able to answer questions relating to his name, age, and where he

lives.

When you asked him about his injury, he gave you a blank stare then looked at his son as if asking for help. You asked

him more questions, and he did not respond.

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TASK 1a

Analyse Information and Identify Needs

1. Based on the scenario, do you need to arrange for an interpreter for Thuy to ensure that he understands the service

being provided and is able to communicate his needs? Explain your reason.

2. Supposing that an assessment interview has been conducted for Thuy, identify two (2) needs that he needs to

communicate.

a.

b.

3. List two (2) ways on how you can identify Thuy’s spoken language.

Guidance: For this assessment, you are only informed that Thuy’s family came from Vietnam.

1.

2.

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You informed Thuy that you will be arranging an interpreter for him in order to proceed with his assessment interview.

Thuy shook his head, and you repeated that instruction about arranging an interpreter. He shook his head and waved

his hand. You reckoned that he understood the word ‘interpreter’, but he refused to have one.

4. Explain the action you should do when a client refuses to use an interpreter.

After seeking assistance from one of your multi-lingual staff, Thuy had agreed to have an interpreter. He preferred to

have a female interpreter who speaks Vietnamese as he thinks that they understand better.

He also asked if his son could be present with him during the assessment interview so that he could help him

understand the discussion.

5. Refer to the schedule of fees from the Translating and Interpreter Service:

http://www.pirsws.com.au/wp-content/uploads/2016/05/TIS-Services-charges-FY2013-14.pdf

How much would the interpreting service for Thuy cost?

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TASK 2a

Interpreter Arrangement

For this assessment, you will be booking an interpreter for Thuy. Complete the booking form below.

Interpreter Booking

Form.docx

*Click on the icons above to open the forms

Read the instructions carefully before proceeding.

Steps to take:

a. Complete the Interpreter Booking form based on the scenario above.

b. In the Type of Job Booking, specify what type of interpreter service you require for the client/s (i.e. on-site,

phone interpreting)

c. Complete the Appointment Details using your nominated date and time.

Guidance: For this assessment, on-site interpreting services require a minimum booking period of 90 minutes, and phone

interpreting, is 30 minutes.

d. Submit the completed booking for the client using the following naming convention:

Filename

Interpreter

Booking [Last Name, First Name]_Subject 4 – Interpreter_[Client Name]

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CLIENT DETAILS

Type of job booking

Organisation/Agency

CONTACT DETAILS

Name

Job Title

Phone no.

Email Address

APPOINTMENT DETAILS

State/Territory of where

interpreter service is required

Non-English speaker’s name

Preferred booking time

Date

Start

time

End

time

Language of interpreter required

Preferred gender interpreter

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SCENARIO 2

Paloma, a 16-year-old teenager, is from a refugee family from Iraq. Since

she was two, she and her family have been moving from cities in Iraq to

escape the violence and armed conflict. She was sexually abused at seven

years old by some soldiers, while her parents were tortured. Because of

these experiences, Paloma’s parents decided that they needed to move out

of the country. She was 14-years-old when they came to Australia.

Paloma seems like a happy teenager, shy at first but easy to talk with when

she’s comfortable with the people she is with. As her family live in a rural

town among other refugees, Paloma has very little knowledge of the English

language, but she is determined to learn more.

One day, Paloma went to the city with a group of teenage friends. They met with other Australian teenagers who told

them that they would teach them English if they hang out with them. From then on, Paloma and some of her friends

visited the city often to spend time with their new friends.

Her parents became worried when Paloma started to become defiant and talk back to them, which was very

uncharacteristic of her. Sometimes, she would come home drunk at late hours of the night. Her father confronted her

one time about this behaviour – she yelled at her father and stormed out of the house. She came home three days later.

One of her friends told her parents that Paloma has been going out with different teenage boys from the city and some

of them they did not know.

Paloma was brought to the hospital a few days ago because she overdosed on pills. The doctor reported that Paloma

is two weeks pregnant. She regained consciousness after some medical treatment, and the doctor suggested that she

needs to seek help. She was then referred to your service.

At the assessment interview, Paloma speaks the same Arabic phrase as a response to your questions.

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TASK 1b

Analyse Information and Identify Needs

1. Based on the scenario, do you need to arrange for an interpreter for Paloma? Explain your reason.

2. Supposing that an assessment interview has been conducted for Paloma, identify two (2) needs that she needs to

communicate.

▪

▪

You informed Paloma that you will be arranging an interpreter for her in order to proceed with her assessment

interview. You wanted to collect information on what has been going on with Paloma since she started hanging out

with the Australian teenagers.

With the help of a staff member who can speak Arabic, you ask the client if it’s alright for her to meet with the

interpreter. She seemed hesitant and shook her head and asked for her mother to speak on her behalf instead.

You asked again if it would be okay to speak with an offsite interpreter and she nodded in agreement.

3. Explain one (1) possible reason when a client refuses to meet an interpreter.

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4. Refer to the schedule of fees from the Translating and Interpreter Service:

http://www.pirsws.com.au/wp-content/uploads/2016/05/TIS-Services-charges-FY2013-14.pdf

How much would the standard interpreting service for Paloma cost?

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TASK 2b

Interpreter Arrangements

For this assessment, you will be booking an interpreter for Paloma. Complete the booking form below.

Interpreter Booking

Form.docx

*Click on the icons above to open the forms

Read the instructions carefully before proceeding.

Steps to take:

1. Complete the Interpreter Booking form based on the scenario above.

2. In the Type of Job Booking, specify what type of interpreter service you require for the client/s (i.e. on-site, phone

interpreting).

3. Complete the Appointment Details using your nominated date and time.

Guidance: For this assessment, on-site interpreting services require a minimum booking period of 90 minutes, and phone

interpreting, is 30 minutes.

4. Submit the completed booking for using the following naming convention:

Filename

Interpreter

Booking [Last Name, First Name]_Subject 4 – Interpreter_[Client Name]

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CLIENT DETAILS

Type of job booking

Organisation/Agency

CONTACT DETAILS

Name

Job Title

Phone no.

Email Address

APPOINTMENT DETAILS

State/Territory of where

interpreter service is required

Non-English speaker’s name

Preferred booking time

Date

Start

time

End

time

Language of interpreter required

Preferred gender interpreter

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ASSESSMENT TASK 6 – WRITTEN/ORAL QUESTIONS

Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task

Student Declaration: I declare that the work submitted is my

own, and has not been copied or plagiarized from any person or

source.

Signature: ___________________________

Date: ____/_____/_____

Attempt Outcome Date Assessor’s feedback (as required): Trainer’s initials

1 S/NS

2 S/NS

3 S/NS

Feedback to student:

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment with this student, and I have provided

appropriate feedback.

Signature: _________________________

Name: _________________________

Date: ____/_____/_____

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ASSESSMENT TASK 6 – WRITTEN/ORAL QUESTIONS

STUDENT INSTRUCTIONS:

This is a written assessment that will test your knowledge. This assessment may be completed over the duration of the

training day. As you learn, practice and review knowledge and skills, you will keep Assessment Task 6 in front of you

and answer the questions as the information becomes clear to you. At the beginning of each review session you will be

given a few minutes to familiarise yourself with the questions. You will be given extra time at the end of the day to

complete this assessment or to clarify facts with the Trainer/Assessor.

Make sure you:

• Answer all questions

• Print clearly a

• Use a blue or black pen. Assessments written in pencil will not be accepted.

• Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you

• Do not talk to your classmates. If you are caught discussion the answers you will be asked to leave and your assessment will not be marked.

• Do not cheat. Anyone caught cheating will automatically be marked Not Competent for this unit. There are NO EXCEPTIONS to this rule.

Answer the following questions in the space provided. You may use extra sheet if the space provided isn’t enough. To those who wish to type your answers in word document must reflect the question numbers clearly.

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1. Match the following descriptions to the correct models of case management by writing the corresponding letters

on the spaces provided:

A. A model of case management in which case workers help clients identify their needs

and broker support services.

B. Utilises the commonly accepted functions of case management and is characterised by

a closer involvement between case manager and client.

C. Assumes a comprehensive role for a team of case managers by providing services such

as skills-building, family consultations, and crisis intervention.

D. Provides outreach and direct counselling services with a smaller caseload and without a

team approach.

E. Combines case management and clinical or rehabilitation activities.

F. Focuses on client’s strengths, self-direction, and the use of informal help networks.

i. Assertive community treatment case management

ii. Brokerage case management

iii. Clinical case management

iv. Generalist case management

i. Intensive case management

ii. Strengths-based case management

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2. Briefly, explain the Case Management Approach diagram shown below.

Case Managemen t Approach

Client centred

Evidenc e based

HolisticInclusive

Strengths based

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3. Match the following descriptions to the correct approaches to service delivery by writing the corresponding

letters on the spaces provided:

A. An approach in which the individual is at the centre of the decision-making processes

and is supported to exercise greater choice and control over their services, how they are

delivered, and by whom.

B. An approach to providing support and resources to individuals that focuses on

identifying and building their assets and skills, to help them create the needed change.

Clients will achieve much more if they are assisted to identify, recognise, and use the

strengths they have identified.

C. Invests individuals as ‘rights-holders’, creates an avenue for their voices to be heard and

enables them to be empowered.

D. This approach is based on the basic understanding that clients are the leaders of self-

change for their lives. Workers need to believe that the client has within them, the

capacity of knowing what they need to do to resolve their own issues. The worker is to

provide a non-judgemental environment using a non-directive approach. This will

enable clients to find their own solutions to problems.

i. Needs-based

ii. Person-centred

iii. Rights-based

iv. Strength-based

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4. Illustrate the requirements of evidence-based practice using a Venn diagram.

Guidance: Click on this resource to read more about Venn diagrams.

Insert your Venn diagram below:

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5. Briefly, explain the application of each contemporary behaviour change models and provide two (2) examples of

general interventions used in case management.

Behaviour Change

Model Application Interventions

Trans-Theoretical Model

Relapse Prevention

Model

Ecological Approaches

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6. Which three (3) statements below are true about the scope and purpose of the Case Management Standards of

Practice (Australia)?

☐ i. Standards of practice are designed to enhance case management practice.

☐ ii. Standards of practice are intended to detract from any responsibilities which may be

imposed by law or regulation.

☐ iii. Standards of practice provide a basis for quality guarantee, expectations and

accountability for clients, employers, and other professionals.

☐ iv. Standards of practice reinforce current practices and are designed to provided objectives

and guidelines to assist the case manager in competently practising case management.

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7. Briefly, describe the following types of assessment and their use in different contexts.

a. Generic assessment

b. Intake assessment

c. Social assessment

d. Social history report

e. Risk assessment

f. Biopsychosocial assessment

a. Generic assessment

b. Intake assessment

c. Social assessment

d. Social history report

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e. Risk assessment

f. Biopsychosocial assessment

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8. Explain the role and responsibilities of the following who may be involved in the assessment process:

a. Case manager

b. Client

c. Key Stakeholders

d. Agency

Guidance: Provide at least two (2) responsibilities for each.

a. Case manager

b. Client

c. Key stakeholders

d. Agency

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9. Which three (3) statements below are true about the impact of the setting on the assessment process?

☐ i. It is important to establish and maintain rapport throughout the assessment to help the

client feel comfortable and receptive to assessment.

☐

ii. It is not appropriate to conduct and complete the assessment in a client’s home as this

may inconvenience the case manager and make him/her uncomfortable with the

unfamiliar environment.

☐ iii. Maintain client’s focus and take care that the interview remains on track to obtain the

necessary information by minimising outside distraction and noise.

☐ iv. The assessment must be conducted in a comfortable room that is private to ensure that

confidentiality can be maintained and that others cannot hear the conversation.

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10. Answer the following questions:

a. What are the functions of assessment tools?

b. List three (3) examples of assessment tools.

c. What are the validity and reliability requirements of assessment tools?

a. Functions of assessment tools

b. Examples of assessment tools

c. Validity and reliability requirements

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11. Briefly, describe the following methods of collecting information:

a. Self-reports

b. Informant reports

c. Health records

a. Self-reports

b. Informant reports

c. Health records

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12. Mandatory reporting requirements and format related to community services:

a. Complete the table below about the mandatory reporting requirements when working with children in your State/Territory.

b. Provide a photo or a screenshot of a reporting template used in community services. If the screenshot of the template is taken online, specify the link on the

space provided. If there is no reporting template used in your State/Territory, provide the URL of the relevant Child Protection website that provides instructions

on how to report child abuse in your State/Territory.

State/Territory:

Legislation:

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Who is mandated to report? What must be reported? Abuse and neglect types which must be reported

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Reporting template used in your State/Territory

Link to reporting template / relevant Child Protection website if the state/territory does not have a reporting template:

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13. Briefly, explain the following legal and ethical considerations that must guide the case manager’s assessment

practice:

a. Confidentiality

b. Disclosure

c. Duty of care

d. Informed consent

e. Privacy

a. Confidentiality

b. Disclosure

c. Duty of care

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d. Informed consent

e. Privacy

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14. Identify two (2) risks of harm and your responsibilities relating to duty of care as a case manager for:

a. Children and young people

b. People with a disability

c. People experiencing domestic violence

d. A situation of elder abuse

e. Someone contemplating suicide

a. Children and young people

Risks of harm Responsibilities

b. People with a disability

Risks of harm Responsibilities

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c. People experiencing domestic violence

Risks of harm Responsibilities

d. A situation of elder abuse

Risks of harm Responsibilities

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e. Someone contemplating suicide

Risks of harm Responsibilities

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15. Answer the questions below:

a. Define family structure and family dynamics.

b. List and describe two (2) types of communication patterns followed by families.

c. Describe the three (3) types of decision-making processes utilised by families.

a.

b.

c.

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16. Complete the table below by providing the:

▪ brief history (if applicable)

▪ protocols & systems

▪ considerations

▪ special needs

of the following diverse client/population:

a. Aboriginal and/or Torres Strait Islander people

b. Children and young people

c. Culturally and linguistically diverse (CALD)

d. Lesbian, gay, bi-sexual, transgender, intersex (LGBTI)

e. Older people

f. People experiencing or at risk of homelessness

g. People with a disability

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Aboriginal and/or Torres Strait Islander people

History Protocols & systems

Guidance: Provide at least three (3)

cultural protocols & systems that may apply

when working with this group.

Considerations

Guidance: Provide at least three (3) things

workers need to consider when working with this

group.

Special needs

Guidance: List any needs that may relate specifically

to this group, i.e. support, type of services, etc.

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Children and young people

History Protocols & systems

Guidance: Provide at least three (3)

cultural protocols & systems that may apply

when working with this group.

Considerations

Guidance: Provide at least three (3) things

workers need to consider when working with this

group.

Special needs

Guidance: List any needs that may relate specifically

to this group, i.e. support, type of services, etc.

**No need to fill out this column.

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Culturally and linguistically diverse (CALD)

History Protocols & systems

Guidance: Provide at least three (3)

cultural protocols & systems that may apply

when working with this group.

Considerations

Guidance: Provide at least three (3) things

workers need to consider when working with this

group.

Special needs

Guidance: List any needs that may relate specifically

to this group, i.e. support, type of services, etc.

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Lesbian, gay, bi-sexual, transgender, intersex (LGBTI)

History Protocols & systems

Guidance: Provide at least three (3)

cultural protocols & systems that may apply

when working with this group.

Considerations

Guidance: Provide at least three (3) things

workers need to consider when working with this

group.

Special needs

Guidance: List any needs that may relate

specifically to this group, i.e. support, type of

services, etc.

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Older people

History Protocols & systems

Guidance: Provide at least three (3)

cultural protocols & systems that may apply

when working with this group.

Considerations

Guidance: Provide at least three (3) things

workers need to consider when working with this

group.

Special needs

Guidance: List any needs that may relate specifically

to this group, i.e. support, type of services, etc.

**No need to fill out this column. State/territory:

Protocol/systems:

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People experiencing or at risk of homelessness

History Protocols & systems

Guidance: Provide at least three (3)

cultural protocols & systems that may apply

when working with this group.

Considerations

Guidance: Provide at least three (3) things

workers need to consider when working with this

group.

Special needs

Guidance: List any needs that may relate specifically

to this group, i.e. support, type of services, etc.

**No need to fill out this column. State/Territory:

Protocol/systems:

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People with a disability

History Protocols & systems

Guidance: Provide at least three (3)

cultural protocols & systems that may apply

when working with this group.

Considerations

Guidance: Provide at least three (3) things

workers need to consider when working with this

group.

Special needs

Guidance: List any needs that may relate specifically

to this group, i.e. support, type of services, etc.

**No need to fill out this column. State/territory:

Protocol/systems:

.

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17. Briefly, explain the common service requirements of community care providers in your State/Territory.

State/territory:

Common service requirements:

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18. Briefly, explain the following aspects of community services:

a. Community support

b. Education and training

c. Employment

d. Financial support

e. Housing

f. Physical and mental health

g. Social inclusion

a. Community support

b. Education and training

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c. Employment

d. Financial support

e. Housing

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f. Physical and mental health

g. Social inclusion

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19. List three (3) examples of each of the following as they apply to Community Services in your State/Territory:

a. Specialist services and support available

b. Networks available

c. Examples of local services and supports available in your State/Territory

a. Specialist services and support

b. Networks

c. Local services and supports

State/Territory:

Examples:

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20. Funding for organisations can be accessed in a number of ways. Briefly, explain the following:

▪ Commonwealth-direct funding

▪ Commonwealth-State Agreements

▪ State/Territory-direct funding

a. Commonwealth-direct funding

b. Commonwealth-State Agreements

c. State/Territory-direct funding

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21. Identify three (3) occasions when a service may need to refer a client to another service provider.

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22. Explain the following formal processes used in case management for information sharing and planning?

a. Case conferences

b. Case review meetings

c. Formal briefings on client progress

a. Case conferences

b. Case review meetings

c. Formal briefings on client progress

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23. What are the relevant documentation protocols/requirements observed by community services case managers?

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24. What are the strategies used by a community service organisation in monitoring and reviewing casework

activities and processes?

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25. What are the rights of the client, family, community, and organisation in the decision-making and case

management process?

The rights of the client:

The rights of the client’s family:

The rights of the community:

The rights of the organisation providing services:

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26. What are the requirements and boundaries of a case manager’s coordination role in the community services?

Guidance: Provide at least five (5).

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27. Every individual has their own value system which may have an effect on the case management process. Briefly,

discuss how the individual value systems of the client and workers/key stakeholders can impact on case

management outcomes.

a. Client

b. Worker and key stakeholders

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28. In 150 words, summarise the principles and practices 0f planning for individuals with complex needs.

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29. In 150 words, summarise the principles and practices 0f working across multiple services.

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30. What are the issues/concerns/barriers that may cause client confusion when they are accessing multiple

services?

31. What are the issues faced by clients, their family and carers when accessing multiple services?

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32. What are the impacts of service duplication to clients, families, and carers?

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33. Identify and explain at least three (3) impacts of generational abuse to individuals who have experienced this.

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34. What are the impacts of welfare dependency on individuals?

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35. What is the basic feature of multiple and complex needs affecting client groups?

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36. In 150 words, describe the impact of having clients with multiple and complex needs of community service

organisations and service providers?

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37. Chris is a 24-year-old male who was first diagnosed with anxiety and depression during high school. He has been

diligently visiting his psychiatrist and attending therapy sessions ever since. But, he stopped seeing his psychiatrist

and therapy sessions when his mother passed away last month.

Over the past few weeks, Chris’ family and friends have noticed increasingly bizarre behaviour. On many

occasions, they’ve overheard him whispering in an agitated voice, even though no one is nearby.

At the supermarket where Chris works, his supervisor has already warned him that he might lose his job due to

an incident with a male customer. There was a number of times he arrived at work appearing to be under the

influence of alcohol/drugs.

a. What are the complex issues that Chris might be experiencing?

b. What are the potential interrelationships between the complex issues you have identified?

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c. In this scenario, what are the indicators of imminent self-harm or harm to others?

Guidance: Provide five (5) for each.

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38. You have received a call from an anonymous neighbour of Leticia Thompson. The caller did not want to give

her name because she did not want to be involved, but reported being concerned about her neighbours. The

caller reported that the family’s home is just across the road from her house.

Two nights before, the neighbour heard banging, crying, and shouting. Last night, the caller heard Paul, Leticia’s

husband, shouting and cursing at the children and heard more crying. This morning, the neighbour bumped into

Leticia and noticed that she had a black eye that was badly concealed with makeup. The caller greeted Leticia’s

two children who were with her, Amber (4 y/o) and Aaron (1 y/0) and noticed that there are bruises and welts

on the children’s arms. When the caller tried to talk to Amber and Aaron, the two hid behind their mother and

would not speak.

When you checked the Thompson’s family records, Paul had already been charged with domestic violence in a

previous relationship.

a. What are the issues that Leticia and her family might be experiencing?

b. What are the potential interrelationships between the complex issues you have identified?

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39. Philip, 36 years old, married with two children, has been working as a delivery driver for a large food service

distributor for four years. One afternoon, Philip’s company notified him that it was laying him off along with

more than a hundred other employees.

He searched aggressively for jobs in the newspaper and online but could not secure a position. His self-esteem

fell, and he became depressed. Philip was so demoralised by the loss of his job that he started to drink more

often. The drinking became regular and so did the fights with his wife. The fights became so physical that his

wife left him, took the children and moved in with her parents. About six months after losing his job, Philip

stopped receiving support from Centrelink as he was not actively looking for a job. He was evicted from the

apartment because he was unable to pay the rent.

Family and friends allowed him to stay with them, but his heavy drinking and anger issues got worse, and his

hosts always asked him to leave. When Philip ran out of people to stay with, he found himself without a place

to stay for the night and started sleeping at the park.

a. What are the issues that Philip might be experiencing?

b. What are the potential interrelationships between the complex issues you have identified?

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40. Danvir, a 9-year-old boy, is often teased by his classmates because he wears a turban and has a long hair. They

call him a girl, saying he shouldn’t go to the boy’s restroom, and threatens to cut off his hair. Unlike other mums,

his mum had sent a letter to the school to explain their family’s faith.

Danvir and his family are Sikh, and confusion about their religion has led to bullying in the past. Each new

school year seemed to bring Danvir more tears and frustration. Danvir has told his parents many times that he

does not want to go to school anymore because “everybody is being mean”.

a. What are the issues that Danvir might be experiencing?

b. What are the potential interrelationships between the complex issues you have identified?

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Assessment Workbook Checklist

When you have completed this assessing the assessment workbook, review the candidate’s assessment against the

checklist below:

The candidate has completed all the assessments in the workbook and has submitted all of the

required evidence:

Case Studies

Case Study 1: Philip

Case Study 2: Thuy and Paloma

The candidate has submitted all of the following evidence:

This completed workbook

Hand-signed and scanned Assessment Workbook Cover Sheet

Case Study 1: Philip

Part 1: Assessment Task 1

Task 1 – Answer Questions

Case study questions

Task 2 – Roleplay activity: Intake Interview

Video recording of roleplay

[Last Name, First Name]_Subject 4 – Intake Checklist

[Last Name, First Name]_Subject 4 – Intake Form

[Last Name, First Name]_Subject 4 – Consent Form

[Last Name, First Name]_Subject 4 – Intake Action Plan

Task 3 – Roleplay activity: Assessment Interview

Video recording of roleplay

Task 4 – Document the Outcome of the Assessment Interview

[Last Name, First Name]_Subject 4 – Assessment Checklist

[Last Name, First Name]_Subject 4 – Assessment Form

Task 5 – Analyse Information and Prioritise Needs

Case study questions

Part 2: Assessment Task 2 - Planning

Task 1 – Develop an Appropriate Case Management Plan

[Last Name, First Name]_Subject 4 – CMPlan-Partial

Task 2 – Roleplay activity: Facilitate a Case Conference and Meeting

Video recording of roleplay

[Last Name, First Name]_Subject 4 – CMPlan-Revised

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[Last Name, First Name]_Subject 4 – Consent Conference

[Last Name, First Name]_Subject 4 – Confidentiality Agreement

[Last Name, First Name]_Subject 4 – Meeting Agenda

[Last Name, First Name]_Subject 4 – Meeting Minutes

Part 3: Assessment Task 3 - Monitoring and Review

Task 1 – Review of Care Plan

[Last Name, First Name]_Subject 4 – Review Care Plan

Task 2 – Communicate the Outcomes of the Review

Simulated email to the coordinator and counsellor of the rehab facility

Simulated email to Operation Hope’s employment counsellor

Part 4: Assessment Task 4 - Case Closure and Exit

Task 1 – Case Closure and Summary

[Last Name, First Name]_Subject 4 – Case Closure and Exit Form

Task 2 – Reflective Journal

Reflective journal guide questions

Assessment Task 5 - Case Study 2: Thuy and Paloma

Task 1a – Analyse Information and Identify Needs

Case study questions

Task 2a – Interpreter Arrangement

Case study questions

Task 1b – Analyse Information and Identify Needs

Case study questions

Task 2b – Interpreter Arrangements

[Last Name, First Name]_Subject 4 – Interpreter_[Client Name]

Assessment Task 6 – Written/Oral Questions

Knowledge assessment (40 Questions)

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT

for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate must successfully complete

all the requirements listed above according to the prescribed benchmarks.