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STUDENT ASSESSMENT BOOKLET

CHCCCS023 Support Independence and Wellbeing

Student Name: ___________________________

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

Email: [email protected]

RTO Code: 45342

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

Cover image © Shutterstock www.shutterstock.com

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RECORD OF ASSESSMENT OUTCOMES: CHCCCS023

This section records the outcome of each task/assessment requirement so that the final assessment outcome can be determined for the unit CHCCCS023 Support independence and wellbeing.

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

Assessment requirements/tasks	Task Outcome
	Satisfactory (S) Not satisfactory (NS)	Date	Assessor initials
1. Written questions
2. Role play
3. Workplace observations
4. Supervisor report
5. 120 hours of work logged
Final Assessment Results	Result (C/NYC)	Date
CHCCCS023 Support independence and wellbeing
Student name:
Assessor name:
Assessor signature:	Date: / /

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ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of CHCCCS023 Support independence and wellbeing.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 assessment tasks and work placement. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Role play	You are to participate in a role play with your assessor.
Assessment Task 3: Workplace observation	There are two parts to this observation task: Part A: Students are to be observed working with three clients to support their independence and wellbeing. Part B: Students must demonstrate their ability to report two fictional client situations by following their organisation’s relevant policies and procedures.
Workplace hours	The student must have performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation.

How to submit your assessments

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

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

Assessment Task Cover Sheet

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

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

Prerequisite

The prerequisite for this unit is NIL.

PERFORMANCE EVIDENCE

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

safely supported at least 3 people to enhance independence and wellbeing

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation

KNOWLEDGE EVIDENCE

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

basic human needs:

· physical

· psychological

· spiritual

· cultural

· sexual

concept of self-actualisation

human development across the lifespan

wellbeing, including:

· physical

· psychological

· social

· spiritual

· cultural

· financial

· career/occupation

individual differences, how these may be interrelated and impact on support provided

basic requirements for good health for the person, including:

· mental health

· nutrition and hydration

· exercise

· hygiene

· lifestyle

· oral health

mental health issues and risk and protective factors

indications of neglect or abuse:

· physical

· sexual

· psychological

· financial

reporting requirements for suspected abuse situations

service delivery models and standards

relevant funding models

issues that impact health and well being

impacts of community values and attitudes, including myths and stereotypes

issues surrounding sexuality and sexual expression

indicators of emotional concerns and issues

support strategies, resources and networks

legal and ethical requirements and how these are applied in an organisation and individual practice, including:

· duty of care

· dignity of risk

· human rights

· discrimination

· mandatory reporting

· privacy, confidentiality and disclosure

· work role boundaries – responsibilities and limitations

For all documentation on the performance criteria and assessment requirements of the unit CHCCCS023- Support independence and wellbeing, please refer to the training.gov.au website with this link: https://training.gov.au/Training/Details/CHCCCS023.

ASSESSMENT TASK COVER SHEET

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

Student Name
Assessor Name
Unit: CHCCCS023 Support independence and wellbeing
Assessment Details
Assessment Type	Written/Oral questions Role play Workplace observation
Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	Yes	No
Do you understand the requirements of this assessment?	Yes	No
Do you agree to the way in which you are being assessed?	Yes	No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they? …………………………… ………………………… ………………… ……… … … .………………………………………….	Yes	No
Do you understand your rights to appeal the decisions made in an assessment?	Yes	No
None of this work has been completed by any other person.	Yes	No
I have not cheated or plagiarised the work or colluded with any other student/s.	Yes	No
I have correctly referenced all resources and reference texts to complete these assessment tasks.	Yes	No
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.	Yes	No

STUDENT DECLARATION

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

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

ASSESSMENT TASK COVER SHEET – Attempt 1

Result

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Result

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3)

Assessor signature: Date:

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

ASSESSOR FEEDBACK (Assessment Task 1 to Task 2)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 3)

Assessor signature: Date:

ASSESSOR DECLARATION

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

Signature: ________________________

Date: ______/_______/______________

STUDENT FEEDBACK AND ASSESSMENT APPEALS

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

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

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

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

ASSESSMENT TASK 1: WRITTEN QUESTIONS

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Task summary:

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

You must answer all questions correctly.

Write your answers in the space provided.

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

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

What do I need in order to complete this assessment?

Access to textbooks and other learning materials.

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

When do I do this task?

You will do this task in the classroom or as homework – your assessor will advise.

Write in the due date as advised by your assessor:

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

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

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Written answer question guidance

The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies…’.

Analyse – when a question asks you to ‘analyse’, you should do so in detail, identifying important points and key features. Generally, you are expected to write a response of one to two paragraphs in length.

Compare – when a question asks you to ‘compare’, you will need to show how two or more things are similar, ensuring you also indicate the relevance of the consequences. Generally, you are expected to write a response of one or two paragraphs in length.

Contrast – when a question asks you to ‘contrast’, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response of one or two paragraphs in length.

Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.

Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features and express some form of critical judgment. Generally, you are expected to write a response of one or two paragraphs in length.

Evaluate – when a question asks you to ‘evaluate’, you should do so putting forward arguments for and against something. Generally, you are expected to write a response of one or two paragraphs in length.

Examine – when a question asks you to ‘examine’, this is similar to ‘analyse’. You will need to provide a detailed response with key points and features and provide a critical analysis. Generally, you are expected to write a response of one or two paragraphs in length.

Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of two or three sentences in length.

Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information. Generally, you are expected to write a response of two or three sentences in length.

List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated.

Outline – when a question asks you to ‘outline’, this means giving only the main points. Generally, you are expected to write a response of two or three sentences in length.

Summarise – when a question asks you to ‘summarise’, this is similar to ‘outline’, only giving the main points. Generally, you are expected to write a response of two or three sentences in length.

Instructions to students:

Provide answers to each of the questions.

Question 1

Complete the table below in relation to human needs.

Human need	Brief definition of need	How meeting this need contributes to wellbeing
Physical
Psychological
Spiritual
Cultural
Social
Sexual

Question 2

How can a person’s financial situation affect their wellbeing? Provide an example.

How can a person’s career or occupation affect their wellbeing? Provide an example.

In what ways could the financial situation of a person with a disability impact their physical and psychological health and wellbeing?

How may a sudden change in lifestyle affect a person’s wellbeing? Provide an example.

Question 3

What is self-actualisation? Provide an example.

Question 4

1. In the table below, list indicators you may observe in a person who is subject to abuse. You must list at least three indicators for each form of abuse.

Type of abuse	Indicators of abuse (at least 3 for each type)
Financial
Sexual
Physical
Psychological

If you suspected that a client was being abused, do you have an obligation to report it? Explain your answer.

Question 5

In the table below, list some indicators you may observe in a person who is exhibiting emotional issues. You must list at least three indicators for each type of issue:

Emotion	Indicators of emotional issues (at least 3 for each type)
Prolonged sadness
Distress
Anxiety
Lack of engagement
Heightened level of emotional expression

Question 6

1. List three health risks involved in poor dental hygiene.

List five ways that exercise improves health.

List three reasons why support with personal hygiene is important.

List four common diet-related health problems experienced by older people.

List four things that can improve mental health outcomes.

Question 7

1. In one paragraph, describe a common myth that surrounds sexuality in older people, and why this myth is not true.

In one paragraph, describe a common myth that surrounds sexuality in people with disabilities, and why this myth is not true.

Describe at least three issues a client who is intersex or transgender may experience during their everyday living.

Question 8

Jake is one of your clients and he is worried about ‘coming out’. His family is very religious and he doesn’t feel they will understand or accept him if he tells them the truth. Jake is in a serious relationship and his partner is putting pressure on him to announce the relationship to both families.

1. Identify the issues Jake is experiencing because of his sexuality.

Explain how you, as Jake’s care worker, would support him while he is experiencing these issues.

List a support network that Jake could contact.

Question 9

Lois has had a stroke, which has left her paralysed down her right side. Her needs are being assessed. Through the assessment process, it has been noted that Lois has the following needs:

Lois is very keen to remain living in her home. Her son comes in to visit twice a week and there are neighbours who can assist with shopping etc.

She needs assistance to shower and dress.

Lois is right handed so paralysis on right hand side is restricting her ability to do many activities of daily living.

Lois finds it difficult to walk with the crutches she was given when coming out of hospital. She is able to walk but does not think the crutches give her enough stability.

Lois is worried about her security. She wonders about getting a personal alarm.

She enjoys knitting but finds this impossible while her right hand is paralysed. She feels she needs something to do – perhaps learn a new language.

Lois loves her garden. It is breaking her heart to see all the weeds growing.

1. List at least eight resources that would assist Lois to remain as independent as possible.

1.
2.
3.
4.
5.
6.
7.
8.

What strategies could be put in place to increase Lois’s strength that she has lost due to the stroke? List three strategies and explain how these would benefit Lois and how the carer could support Lois in each process.

Strategies for Lois	Benefits	Carer support

Lois has indicated that she is worried about her personal safety. Identify three strategies that could be put in place to increase Lois’s sense of security through use of safe and predictable routines.

Question 10

Various changes occur in human development across the lifespan. Identify two changes for each category.

Lifespan stage	Physical	Emotional
Infancy
Early/Middle childhood
Adolescence
Adulthood/ Late adulthood
Old age

Question 11

1. The following is a list of different service delivery models. In one to two sentences, explain each of the models.

Service delivery model	Explanation of model
Residential care
Integrated care
Outreach services
Acute care
Least restrictive principle
Person-centred planning
Strength-based approach

List three different models of funding for community services organisations.

Choose a relevant organisation in your industry and explain how funding or payment options work. You may like to choose the organisation you work for, or are doing your work placement at, or you can research an organisation using the Internet.

Question 12

For each of the following groups of people, identify a beneficial community network.

Clients with alcohol addictions

Arthritis sufferers

Italian men

Sudanese women

A person with Cerebral Palsy

Aboriginal and Torres Strait Islander people with a disability

Question 13

Research the Internet and list the standards for the following areas of community services:

Area of community services	Name of standards	Web address
Palliative care
Disability Services
Residential Aged Care
Mental Health Services
Services against sexual violence

Question 14

1. Identify two reasons why clients in community care may feel disempowered.

Identify two strategies that can enable clients to be empowered in relation to their care.

Question 15

Ayesha is a client who wears a head covering due to her religious beliefs, and she is not originally from Australia. She has joined a community arts and craft class on Wednesday afternoons. Mary, who takes the class, treats Ayesha differently to the other women attending the class, speaking to her rudely and not paying her much attention. She has been overhead talking to one of the other ladies in the class how head coverings do not align with Australian values and Ayesha needs to start acting like an Australian now she is in Australia.

1. Explain what is wrong with Mary’s behaviour.

Explain the community centre’s responsibility when they find out about Mary’s behaviour. Identify the legislation that is being breached in this instance. (Refer to your own state or territory’s legislation.)

Question 16

Rachel used to work with Aleia, a young woman with a disability who struggled with alcohol addiction. She has not worked with Aleia for more than a year, as her case was transferred to another worker when she moved to another area. One of Rachel’s colleagues tells her that she saw Aleia at the local shops with her mother recently and Aleia was heavily pregnant.

Rachel looks for Aleia on Facebook and sees that her profile picture is of her newborn baby. But her page is locked down with all privacy settings and there is nothing else to discover. She also looks up the boyfriend and some other friends and family members whose names she can remember.

Rachel is worried that Aleia could have started drinking again during her pregnancy. She looks through the computer system and finds Aleia’s phone number and address. She wants to make sure both Aleia and the baby are okay, so after work she drives to Aleia’s home.

1. Do you think Rachel has overstepped her work role boundaries? Explain your answer, including Rachel’s responsibilities as a worker and Aleia’s rights as a client.

Explain the responsibility of an organisation when it comes to their employees maintaining proper work role boundaries.

Question 17

Frances is an elderly resident of an aged care residence. She still has good cognitive ability but her physical ability is very frail. Monday, Wednesday and Friday a personal care worker assists Frances with a shower. This is fine except that she would really like a shower on the weekend so she feels nice and fresh for her visitors. There is not enough staffing to add a shower to Frances’ schedule.

The bathroom has a non-slip floor and there are grab rails and a shower stool. Frances decides she will give herself a shower on Saturday mornings – she is very careful and manages to shower herself. Frances feels very independent and good about herself.

Later when she tells a staff member, they say ‘That was very silly of you – what if you had fallen?’ Another staff member tells her ‘Good on you, well done. I know how careful you always are not to fall – I think you will be fine.’

She decides to do this on a regular basis on Saturday mornings – after all she is an adult and shouldn’t be spoken to like a child.

1. Discuss the care facility’s responsibility to allow Frances’ her dignity of risk in this regard.

How important do you think it is for people to make their own decisions wherever possible? Explain your answer.

Question 18

Refer to your state or territory’s legislation and identify five professionals who are prescribed as mandatory reporters.

Question 19

1. Describe what is meant by your duty of care to your clients.

Describe what is meant by your employer’s duty of care to their clients and employees.

Question 20

1. Discuss the importance of privacy and confidentiality of your client’s information.

Give an example of how a client’s privacy may be breached in your industry.

Describe two circumstances under which a worker can, in compliance with the law, disclose confidential information to others.

Question 21

Use the Internet to access the Universal Declaration of Human Rights. Explain how Article 25 is relevant to people in a community/residential or homecare setting.

Question 22

List three situations involving a client’s physical health that would be beyond the scope of your own role, and what you would do in each of those situations.

Question 23

Outline three individual differences clients may have and explain how these differences may be interrelated and impact on support that you provide.

Question 24

In the table below provide five examples of risk and preventative factors associated with mental health issues in older clients

Risk Factors	Preventative Factors
1.	1.
2.	2.
3.	3.
4.	4.
5.	5.

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July 2020 Version 3.0

CHCCCS023 Support Independence and Wellbeing

ASSESSMENT TASK 2: ROLE PLAY

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Task Summary:

In this task you are required to participate in a role play with your assessor.

What do I need in order to complete this assessment?

Access to textbooks and other learning materials

Space for a role play.

When do I do this task?

You will do this task in the classroom.

Write in the due date as advised by your assessor.

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

If your assessor identifies that you have not demonstrated the required skills, techniques and knowledge of this task, they will give you feedback and ask you to do the task again.

Instructions:

For this task, you will participate in a role play to demonstrate that you can support independence and wellbeing. Your assessor will play the role of Cathy, and you will play the role of a leisure and lifestyle assistant.

You are a leisure and lifestyle assistant at a disability support centre. One of the people you provide care for is a 19-year-old named Cathy. Cathy has a spinal cord injury and is paralysed from the waist down so she makes use of a powered wheelchair. Before Cathy had her accident, she loved dancing and she was involved in dancing competitions.

Immediately after Cathy’s accident one year ago, she suffered terrible depression at the thought of never being able to walk, or dance, again. She lives at home with her parents but she visits the disability centre twice per week in the afternoons to socialise with other people in a similar situation to her own, and to engage in activities.

Cathy enjoys most of the activities she participates in at the centre. She is not so fond of the arts and crafts activities on a Wednesday, but this is the only class offered during the time on Wednesday she visits the centre. She especially loves the physical activities which are tailored to upper body fitness and ball sports, however, she only attends one of these classes per week and the centre runs three. Recently however, she has confided in you that she would love to find out about wheelchair dancing as a sport. She has been struggling to adapt to her new life since the accident and has been struggling with her depression on and off. The fact that she is not playing competitive sports anymore affects her greatly.

Do some research so you can provide some information to Cathy about where she can participate in wheelchair dancing in your local area (use the nearest city location if you are in a rural area) and have it ready to bring to the role play.

Cathy has asked you for help in accessing information about wheelchair dancing and will need to take some form of information with you like an iPad, laptop, brochures or printed information. You are going to sit in the lounge of the centre and discuss options for her together.

Your assessor will provide you with a date and time for the roleplay. Meet with your assessor who will play the role of Cathy, you will play the role of the leisure and lifestyle assistant. You need to ensure the environment is suitable for Cathy and her wheelchair and deal with any potential hazards before the time.

You will need to discuss Cathy’s preferences, ideas and various options with her. Take notes during the meeting and plan to set some short-term and long-term goals with Cathy. Think about her interests and how these could be better catered for when she visits the centre.

After the role play, your assessor will ask you some verbal questions related to the role play.

During the role play your assessor will be looking to see that you:

Comments

Attempt 1 Yes/No

Date:

Attempt 2 Yes/No

Date:

Attempt 3 Yes/No

Date:

Have information ready about wheelchair dancing when they went into the role play?

Ensure the environment is safe and hazard free?

Promote participation in activities that suits Cathy’s interests and needs?

Support her to discuss her own preferences and express her identity without imposing own viewpoint

Consider her needs, stage of life, development and strengths?

Encourage her to continue building her independence

Support her to identify and acknowledge her own strengths and manage her own activities?

Promote self-esteem and confidence?

Use supportive and effective communication?

Take notes and discuss setting goals with Cathy?

Verbal questions

Did the student answer the questions satisfactorily?

Yes

No

Comments

If Cathy does not involve herself in physical activity and sports, what may be the consequences of this?

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What are some practical ways that Cathy can deal with her depression?

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If Cathy was slipping back into depression, how might you expect her behaviour to change?

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What issues may impact on Cathy being able to be involved in wheelchair dancing as a sport and her independence such as driving?

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Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

Please note any reasonable adjustments for this task below.

ASSESSMENT TASK 3: WORKPLACE OBSERVATIONS

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Task Summary:

You will be observed by your assessor in the workplace completing a number of activities relevant to this unit.

There are two parts to this observation:

Assisting three clients in the workplace with activities of daily living and/or supporting planned activities

Following workplace procedures to report specific client incidents and/or situations..

What do I need in order to complete this assessment?

· Access to your workplace

· Access to your supervisor

· Access to workplace policies and procedures relevant to reporting changes in client’s health and wellbeing

· Access to workplace policies and procedures relevant to reporting client abuse and neglect

· Access to three clients.

When do I do this task?

You will do this task during your assessor’s workplace visit

Write in the date of your assessor’s workplace visit.

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

If your assessor identifies that you have not demonstrated the required skills, techniques and knowledge of this task, they will give you feedback and ask you to do the task again.

Instructions:

Please read Part A and Part B below carefully so you are fully aware of what you need to do during your assessor’s workplace observation.

It is important that you read and familiarise yourself with the scenarios in Part B before your assessor’s workplace visit.

You will need to provide your assessor with copies of policies and procedures for Part B. Please organise this with your supervisor prior to your assessor’s visit.

Part A: Assisting clients

For this assessment task, you will work with three clients to support their independence and wellbeing while being observed by your assessor. These observations will take place at your workplace (or while you are on work placement).

Speak to your workplace supervisor so they can assist you in choosing suitable clients to work with. You will need to receive permission from the clients (or their family or care givers if the clients are unable to give permission themselves) and receive permission from your supervisor to work with each client. Complete the following permission form for each client.

You will need to plan your activities with each client before the observation. This could be something you normally do in the course of your work (or during your work placement) and may be assistance with activities of daily living such as feeding, dressing, shopping, leisure activities or something else you would normally do in a support role. You need to demonstrate that you can assist the individuals participate in activities that reflect their individual physical, social, cultural and/or spiritual needs.

Ensure the work environment is set up safely before you procced with the tasks and you have everything you need to carry out the tasks. You may need to obtain certain aids or resources or adapt the environment to cater for individual needs.

After each client observation, your assessor will ask you some verbal questions related to your workplace and activities.

1. Your assessor will be looking to see that you:

1. Client 1

1. Client 2

1. Client 3

1. Comments

1. Yes

1. No

1. Yes

1. No

1. Yes

1. No

1. Access and follow the person’s individual care plan?

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1. Ensure the environment is safe prior to commencement of the task?

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1. Act respectfully in relation to the person’s identity, sexuality and social, cultural, and spiritual differences?

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1. Demonstrate an inclusive attitude and adapt the environment where necessary to cater for specific needs?

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1. Discuss the activity, allowing the individual to take the lead role where they are able?

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1. Allow the person to express their own preferences in relation to the activity?

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1. Consider the person’s age, circumstances and abilities when supporting them?

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1. Deal sensitively with any specific conditions that the person faces?

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1. Support the person to acknowledge and use their own strengths and abilities to care for themselves as much as possible?

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1. Remind the person of any potential risks throughout the task?

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1. Provide support to undertake the task while encouraging independence wherever possible?

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1. Provide the client with information about any additional support services they may need to access according to the care plan.

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1. Communicate effectively, both verbally and non-verbally, taking into account individual needs?

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1. Support the person to maintain a healthy and safe environment and promote healthful habits?

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1. Support and monitor the person’s physical and emotional wellbeing during the activities and look for signs of distress or difficulty.

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1. Promote self-esteem and confidence throughout the activities?

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1. Use safe and predictable routines?

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1. Seek support if needed and report variations in wellbeing to supervisor?

1.

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1. Did the student answer the questions correctly?

1. Yes

1. No

1. Yes

1. No

1. Yes

1. No

1.

251. How did you plan the activity taking into account your own values and attitudes may vary to that of the client?

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258. How did you plan the activity to ensure it fitted in with the person’s established routines and their individualised plan?

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265. Did you identify any hazards before the activity commenced? Show me how you would deal with these (and if you didn’t, discuss how you would deal with slip/trip hazards and a faulty plug)?

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4. How did you ensure you demonstrated an inclusive attitude and catered for the client’s individual needs?

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5. Did you encounter any communication difficulties or misunderstandings? How did you deal with these? (If you did not experience this, imagine that your client did not speak English well – how would you communicate with this person?)

1.

1.

1.

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1.

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1.

Part B: Reporting client incidents/situations

For this part of the task, you will be required to demonstrate to your assessor that you are able to follow your workplace’s procedures related to reporting client abuse and/or neglect and changes in client conditions and/or wellbeing.

This observation will require the involvement of your supervisor, to whom you must report each fictional situation.

You assessor will need to be provided with these procedures prior to this observation, so they can ensure you are following them correctly. You must locate and give these procedures to your assessor.

You have been provided with two scenarios below about fictional clients.

Read each one prior to your assessor’s visit and make sure you are familiar with each client’s situation.

You must demonstrate that you can follow your organisation’s procedures to report your concerns about each client.

Scenario 1 – Rachella

Rachella Bryan is one of your clients. Rachella suffers from anxiety and depression, which also includes obsessive compulsive disorder (OCD) when she is experiencing severe anxiety. Her OCD tends to focus on household and personal cleanliness and order. She has reported spending many hours straightening up her home and cleaning the same area over and over.

She takes medication and is monitored by her GP. Rachella also has counselling once per fortnight.

Today Rachella is very fidgety. Her hands are red raw and the skin is cracked. She says she has been stressed because her workplace has announced redundancies. She has not been there for very long, so she is positive they will be letting her go. ‘First in, first out, right?’ she says with a humourless laugh.

When you ask her if she is okay she suddenly snaps at you and says “Of course I’m not all right – nothing is all right. You know nothing!! How can I pay my rent if I don’t have a job? No one can help me – I’m sick of everything – I just can’t go on anymore!’

After talking to Rachella more, you discover she has stopped taking her medication and has barely slept. She spent last night cleaning her bathroom, she said she feels like she has scrubbed away the porcelain of her bathtub. During the day she spent hours in her laundry organising her towels and bedding. Then she wasn’t satisfied with the order of the manchester and decided to reorganise them based on colour and size.

Rachella also suffers from rheumatoid arthritis and she says her knees and hand are in agony. She begins to weep and puts her head in her hands. When you approach her, she shouts at you to get away and not to touch her.

Scenario 2 – Lois

It has been some time since Lois Gould (refer to Assessment Task 1, Question 9) had her stroke.

Her physical condition has deteriorated further and she cannot use her crutches. She now uses a wheelchair. Her son, Hector, has moved into her home to care for her. You are visiting Lois for the first time in several months, Hector thought he could take care of her but has realised it is not as easy as he thought.

You arrive at Lois’s home to find Hector in the driveway, fussing around a brand new luxury car. You know this car would have cost close to $100,000 due to manufacturer name alone!

You compliment Hector on the new purchase, silently wondering how he can afford it as he is only working part time at the moment. Hector says he wants to make sure his mother is driven around in the style that she deserves.

You go inside and find Lois in her room, looking out the window at the backyard. She looks very tired and appears to have lost some weight since you last saw her.

You make some small talk and she says that Hector had some friends over the other night. They were quite loud and kept her awake until 3am. You notice there isn’t a glass of water or a cup of tea in Lois’s room, so you ask her if she would like one. She says yes, a cup of tea would be lovely.

When you throw the tea bag in the kitchen bin, you see it is full of cans of alcohol and smells of cigarettes. In fact, the lounge room smells of tobacco and the window is wide open – probably to air the place out. It is quite cold. The fridge is stacked with microwavable meals from the supermarket and pizza boxes.

You attend to Lois’s needs but she is hesitant to let you change her clothing – she requests a cardigan but says she is happy to wear to the top she has on already as it is fresh and clean and Hector helped her put it on earlier. As you help her with the cardigan, you catch Lois wincing a couple of times.

You notice that her bed is a bit messy and start to make it for her, even though she tries to distract you. The bedsheets are messy and there are stains on them, which look to be food or drink or maybe both.

Lois is looking more dejected so you decide to brighten up her spirits and ask her about the new car and how great it must be to travel in such luxury. She looks at you puzzled.

‘I’ve not been out in it. He didn’t even tell me he was going to buy it, he made me sign something last week after I had taken my meds and said it was to get some money from the bank so we can get some new carpet. When he came home with it we had an argument and he told me that I agreed that he should buy the car. I never said that but he told me I must be getting forgetful in my old age. He thinks I could be getting the start of dementia…maybe he did say car and not carpet…I am forgetting things lately, he said I’ve been forgetting my tablets.

‘I don’t go anywhere much anymore. Hector says it’s too hard to get my wheelchair in the chair and I will just slow him down.’ Her eyes tear up. ‘I would love to go sit by the lake and feed the ducks. Jennie next door said she would take me but Hector told her no, it’s not her responsibility to look after me.’

All of sudden Hector comes in and asks you to leave. When you say you are just finishing up, he asks you to hurry as he wants to take Lois out to the local supermarket. You say goodbye to Lois, who looks at you tearfully and avoids looking at her son.

As you leave, you do not see any signs of new carpet.

1. Your assessor will be looking to see that you:

1. Rachella

1. Lois

1. Comments

1. Yes

1. No

1. Yes

1. No

1. Identify variations in a person’s physical condition and report according to organisation procedures

1.

1.

1.

1.

1.

1. Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures

1.

1.

1.

1.

1. Identify physical health situations beyond scope of own role and report to relevant person

1.

1.

1.

1.

1. Identify any cultural or financial issues impacting on the person’s wellbeing

1.

1.

1.

1.

1. Identify the person’s risk and protective factors in relation to mental health

1.

1.

1.

1.

1. Recognise and report possible indicators of abuse or neglect and report according to organisation procedures

1.

1.

1.

1.

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During the role play your assessor will be looking to see that you:	Comments	Attempt 1 Yes/No Date:	Attempt 2 Yes/No Date:	Attempt 3 Yes/No Date:
Have information ready about wheelchair dancing when they went into the role play?
Ensure the environment is safe and hazard free?
Promote participation in activities that suits Cathy’s interests and needs?
Support her to discuss her own preferences and express her identity without imposing own viewpoint
Consider her needs, stage of life, development and strengths?
Encourage her to continue building her independence
Support her to identify and acknowledge her own strengths and manage her own activities?
Promote self-esteem and confidence?
Use supportive and effective communication?
Take notes and discuss setting goals with Cathy?

Verbal questions
Did the student answer the questions satisfactorily?	Yes	No	Comments
If Cathy does not involve herself in physical activity and sports, what may be the consequences of this?	1.	1.	1.
What are some practical ways that Cathy can deal with her depression?	1.	1.	1.
If Cathy was slipping back into depression, how might you expect her behaviour to change?	1.	1.	1.
What issues may impact on Cathy being able to be involved in wheelchair dancing as a sport and her independence such as driving?	1.	1.	1.
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.
Please note any reasonable adjustments for this task below.

1. Your assessor will be looking to see that you:	1. Client 1	1. Client 2	1. Client 3	1. Comments
	1. Yes	1. No	1. Yes	1. No	1. Yes	1. No
1. Access and follow the person’s individual care plan?	1.	1.	1.	1.	1.	1.	1.
1. Ensure the environment is safe prior to commencement of the task? 1.	1.	1.	1.	1.	1.	1.
1. Act respectfully in relation to the person’s identity, sexuality and social, cultural, and spiritual differences? 1.	1.	1.	1.	1.	1.	1.
1. Demonstrate an inclusive attitude and adapt the environment where necessary to cater for specific needs? 1.	1.	1.	1.	1.	1.	1.
1. Discuss the activity, allowing the individual to take the lead role where they are able? 1.	1.	1.	1.	1.	1.	1.
1. Allow the person to express their own preferences in relation to the activity? 1.	1.	1.	1.	1.	1.	1.
1. Consider the person’s age, circumstances and abilities when supporting them? 1.	1.	1.	1.	1.	1.	1.
1. Deal sensitively with any specific conditions that the person faces? 1.	1.	1.	1.	1.	1.	1.
1. Support the person to acknowledge and use their own strengths and abilities to care for themselves as much as possible? 1.	1.	1.	1.	1.	1.	1.
1. Remind the person of any potential risks throughout the task? 1.	1.	1.	1.	1.	1.	1.
1. Provide support to undertake the task while encouraging independence wherever possible? 1.	1.	1.	1.	1.	1.	1.
1. Provide the client with information about any additional support services they may need to access according to the care plan. 1.	1.	1.	1.	1.	1.	1.
1. Communicate effectively, both verbally and non-verbally, taking into account individual needs? 1.	1.	1.	1.	1.	1.	1.
1. Support the person to maintain a healthy and safe environment and promote healthful habits? 1. .	1.	1.	1.	1.	1.	1.
1. Support and monitor the person’s physical and emotional wellbeing during the activities and look for signs of distress or difficulty. 1.	1.	1.	1.	1.	1.	1.
1. Promote self-esteem and confidence throughout the activities? 1.	1.	1.	1.	1.	1.	1.
1. Use safe and predictable routines? 1.	1.	1.	1.	1.	1.	1.
1. Seek support if needed and report variations in wellbeing to supervisor? 1.	1.	1.	1.	1.	1.	1.
1. Did the student answer the questions correctly?	1. Yes	1. No	1. Yes	1. No	1. Yes	1. No	1.
251. How did you plan the activity taking into account your own values and attitudes may vary to that of the client?	1.	1.	1.	1.	1.	1.	1.
258. How did you plan the activity to ensure it fitted in with the person’s established routines and their individualised plan?	1.	1.	1.	1.	1.	1.	1.
265. Did you identify any hazards before the activity commenced? Show me how you would deal with these (and if you didn’t, discuss how you would deal with slip/trip hazards and a faulty plug)?	1.	1.	1.	1.	1.	1.	1.
4. How did you ensure you demonstrated an inclusive attitude and catered for the client’s individual needs?	1.	1.	1.	1.	1.	1.	1.
5. Did you encounter any communication difficulties or misunderstandings? How did you deal with these? (If you did not experience this, imagine that your client did not speak English well – how would you communicate with this person?)	1.	1.	1.	1.	1.	1.	1.

1. Your assessor will be looking to see that you:	1. Rachella	1. Lois	1. Comments
	1. Yes	1. No	1. Yes	1. No
1. Identify variations in a person’s physical condition and report according to organisation procedures	1.	1.	1.	1.	1.
1. Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures	1.	1.	1.	1.
1. Identify physical health situations beyond scope of own role and report to relevant person	1.	1.	1.	1.
1. Identify any cultural or financial issues impacting on the person’s wellbeing	1.	1.	1.	1.
1. Identify the person’s risk and protective factors in relation to mental health	1.	1.	1.	1.
1. Recognise and report possible indicators of abuse or neglect and report according to organisation procedures	1.	1.	1.	1.