Age Care certIV

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CHCCCS025SupportRelationshipswithcarersandfamiliesSABv3.01.docx

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STUDENT ASSESSMENT BOOKLET

CHCCCS025 Support Relationships with Carers and Families

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 (Image 1) and © Bigstock www.bigstock.com (Images 2 & 3)

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RECORD OF ASSESSMENT OUTCOMES: CHCCCS025

This section records the outcome of each task/assessment requirement so that the final assessment outcome can be determined for the unit CHCCCS025 Support relationships with carers and families.

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. Workplace Project 1
3. Workplace Project 2
4. Supervisor report
Final Assessment Results	Result (C/NYC)	Date
CHCCCS025 Support relationships with carers and families
Student name:
Assessor name:
Assessor signature:	Date: / /

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ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of CHCCCS025 Support relationships with carers and families.

ABOUT YOUR ASSESSMENTS

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

Assessment Task

About this task

Assessment Task 1: Written questions

You must correctly answer all questions to show that you understand the knowledge required of this unit.

Assessment Task 3: Workplace project 1

There are two parts to this task:

· Part A: you are to discuss strength-based solutions with two co-workers at your workplace

· Part B: you are required to answer a set of questions based on what you learned during Part A.

Assessment Task 4: Workplace project 2

You are to review an existing client care support plan (from a client at your workplace) and complete an assessment of the roles and responsibilities of those in the client’s support team.

Supporting resources

You may like to look at the following websites, books and documents for more information about the topics related to this unit:

· Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.

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 evidence that the candidate has:

assessed and responded to the needs of at least 3 different people and their carers or family members

used strengths-based solutions to respond to both routine and unpredictable problems related to care relationships

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:

context for caring in Australia:

· carer demographics

· carer support organisations and resources

· attitudes, stereotypes, false beliefs and myths associated with caring

· different pathways into service settings for the person and the implications for carers, families and friends

rights, roles and responsibilities of different people in the care relationship

· the person

· family members

· friends

· support worker

impact of the caring role on family, carers and friends

different family patterns and structures and their impact on the person

life cycle transitions:

· types of transitions

· positive and negative impacts

current service delivery philosophy and models:

· basic principles of person-centred practice, strengths-based practice and active support

· strategies to work positively with families, carers and friends

organisation policies and procedures in relation to carers and families

legal and ethical requirements for working with carers and families and how these are applied in an organisation and individual practice, including:

· discrimination

· privacy, confidentiality and disclosure

· work role boundaries – responsibilities and limitations

For all documentation on the performance criteria and assessment requirements of the unit CHCCCS025 Support relationships with carers and families, please refer to the training.gov.au website with this link: https://training.gov.au/Training/Details/CHCCCS025.

ASSESSMENT TASK COVER SHEET

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

Student Name

Assessor Name

Unit: CHCCCS025 Support relationships with carers and families

Assessment Details

Assessment Type

Written/Oral questions Workplace Projects

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)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 2 to 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)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 2 to 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)

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

Assessor signature: Date:

ASSESSOR FEEDBACK (Assessment Task 2 to 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 your own time.

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

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

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Question 1

How did society view and treat older people and people with a disability in our history?

Older people:

People with a disability:

Question 2

List five ways that you can support the carer of a person with a disability in their decision making.

1.

2.

3.

4.

5.

Question 3

Describe what the term ‘self-directed support services’ means to older people or to people with a disability.

Question 4

What are some examples of positive and negative attitudes or myths towards personal carers such as a mother, sister or friend of an individual with a disability? Provide at least three examples of each.

Positive:

Negative:

Question 5

Describe a person-centred approach for each traditional approach to support services listed in the table below.

Traditional approach

Person-centred approach

Fits the person into the service to achieve goals

Accesses aged care or disability services that are currently available

Focuses on individual from an aged or a disability professional viewpoint

Power and authority is with the professionals

Question 6

Nigel was hired to work at a mining site. A few days into his job, other team members began to complain to management that Nigel was not overly responsive when it came to communicating to get tasks done.

Nigel was born partially deaf in his right ear and, to manage for the most part of his life, he wears a hearing aid and has an ear implant.

Management were surprised, as Nigel had successfully completed the induction training and was offered the position based on his skills and his interview outcome.

Nigel told management about his disability prior to being offered the position.

The same week he started his job, Nigel was advised he could no longer work at the site due to the communication issues and complaints raised by the team.

Does Nigel have a case for unfair dismissal? Explain your answer.

Question 7

Solomon advises his new employer that he has a mental health condition that he is receiving treatment for. He will need to start work a bit later on some mornings in order to make his specialist appointments. Solomon’s employer tells one of their major clients about his health condition so they know when Solomon is available at work.

Has Solomon’s employer breached his rights to privacy? Explain your answer.

Question 8

In 2012, the ABS conducted a survey of disability, ageing and primary carers in Australia. Refer to the results below and explain the key findings of this survey.

Source: Survey of Disability, Ageing and Carers, ABS, Australia 2012.

Findings:

Question 9

Explain the difference in providing low versus high support for the following:

Support type

Low support

High support

Job seeking

Activities of daily living

Routine changes

Question 10

What criteria are you required to meet in order to be eligible for the carer allowance in Australia?

Question 11

List five types of life transitions.

1.

2.

3.

4.

5.

Question 12

Provide one example of an organisation that assists with providing personal carers with respite or support services

Disability

Service/organisation

Mental health

Aged care

Autism

Dementia

Acquired Brain Injury

Alzheimer's disease

Parkinson's disease

Down syndrome

Question 13

Describe the impact of the lifecycle transition for a family who has a member with a severe disability.

Question 14

Describe each type of family structure in the table below. For each type, explain potential issues or impacts on a person in the family structure.

Sample responses below.

Family structure

Nuclear

Description of structure:

Impacts/issues:

Single parent

Description of structure:

Impacts/issues:

Extended family

Description of structure:

Impacts/issues:

Step-family

Description of structure:

Impacts/issues:

Question 15

Explain the difference between the social and medical model of service

Social model:

Medical model:

Question 16

Provide three examples of how you would protect client or customer information at work.

1.

2.

3.

Question 17

List three benefits of adhering to work role boundaries.

1.

2.

3.

Question 18

List four ways a caring role can impact on a client’s family, carers and friends?

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Question 19

In the table below give a brief explanation of the rights and responsibilities family members and friends have in the care relationship

Family Members

Friends

Question 20

In the table below provide five positive and five negative impacts of life cycle transitions

Positive Impacts

Negative Impacts

Question 21

List four examples of policies and procedures which may be applicable to working with carers and families?

ASSESSMENT TASK 2: WORKPLACE PROJECT 1

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Task summary:

There are two parts to this task:

· Part A: you are to discuss strength-based solutions with two co-workers at your workplace

· Part B: you are required to answer a set of questions based on what you learned during Part A.

What do I need in order to complete Part A of this assessment?

· Access to your workplace

· Solution and Response report (provided at the end of Part A).

When do I do Part A of this assessment?

· You will do this task in your workplace.

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

If your assessor sees that you have not completed all parts of the Solution and Response report, they will give you some feedback and you will need to do the specific task again.

Instructions:

You must avoid revealing personally identifiable client information when writing your response to this assessment. The completed solution and response report and questions will form part of the evidence gathered for this assessment.

1. Think of three clients and their personal carer that you have worked with during your work placement.

1. For each client (total of three), consider and discuss the following:

· The problems that you have encountered with care relationships (that is, with families and/or carers):

· At least one must be a routine problem

· At least one must be an unpredictable problem.

· The strength-based approach used for each problem

· How the client responded to the approach

· The effectiveness of the approach

· The types of support provided to work towards a solution.

2. Use the Solution and Response report provided at the end of this task to document your actions. Remember to avoid disclosing personally identifiable information during your group discussion and in your response.

3. Ask your supervisor to sign the report to show that you have completed the work.

Solution and Response: Client 1

Problem (routine)

Strength-based approach

Client response

Effectiveness

Support

Problem (unpredictable)

Strength-based approach

Client response

Effectiveness

Support

I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the table above and this is a true reflection of the work conducted

Supervisors Name:

Date:

Solution and Response: Client 2

Problem (routine)

Strength-based approach

Client response

Effectiveness

Support

Problem (unpredictable)

Strength-based approach

Client response

Effectiveness

Support

I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the table above and this is a true reflection of the work conducted

Supervisors Name:

Date:

Solution and Response: Client 3

Problem (routine)

Strength-based approach

Client response

Effectiveness

Support

Problem (unpredictable)

Strength-based approach

Client response

Effectiveness

Support

I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the table above and this is a true reflection of the work conducted

Supervisors Name:

Date:

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CHCCCS025 Support Relationships with Carers and Families

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Part B: Questions

What do I need in order to complete Part B of this assessment?

· Solution and Response reports from Part A.

When do I do Part B of this task?

· You will do this task in your workplace.

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

If your assessor identifies that your answers to these questions are not complete or do not match the information in your Support and Response report, they will give you some feedback and ask you to fix the parts that are wrong and resubmit.

Instructions:

Answer the following questions, referring to your Support and Response reports and thinking about the discussion you had in Part A.

1. What type of groups or services were used in providing carer support?

5. Which approach discussed produced the most effective response? Why?

6. Describe the physical and emotional impact on carers in the situations discussed. How were the impacts managed?

7. Describe whether the families needed or were provided with additional information on support services.

8. In any of the situations discussed, were there any legal or ethical considerations needed in providing support?

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I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the answers above and this is true reflection of the work conducted.

Supervisor’s name:

Date:

Supervisors Signature:

ASSESSMENT TASK 3: WORKPLACE PROJECT 2

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Task Summary:

You are to review an existing client care support plan (from a client at your workplace) and complete an assessment of the roles and responsibilities of those in the client’s support team.

What do I need in order to complete this assessment?

· Access to your workplace

· Access to a care support plan for a client in your workplace

· Additional client information – case notes, individual plans and so on

· Project Report document (provided at the end of this task)

· Access to a computer (if you prefer type out your answers)

· Access to your supervisor (to sign off on the accuracy of the information).

When do I do this task?

· You will do this task in your workplace.

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

If your assessor identifies that you did not complete all parts of the template correctly, you will be asked to fix the parts that are wrong and resubmit.

Instructions:

You are to obtain an existing care support plan for one client who you have provided services for during your work placement or employment.

Using the care support plan, examine:

· The role and responsibility of each member of the support team

· The relationship of each member with the client

· The strengths and skills required to perform each role

· The type of support services provided

· How each member contributes to the design of support services

· The impacts and needs of each member to provide carer support.

When you have completed the review, complete the Project Report attached. Add additional rows or space if required.

You must get your supervisor to sign your report to show that your information is a true and accurate record of the client and their support team.

Project Report – Support Team

1. Client overview (provide a description of the client’s condition and current needs)

2. Support team structure (provide a diagram of the team structure)

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3. Support Team members (describe the roles and responsibilities for each member of the support team)

a) Name

b) Role

c) Responsibility

d) Strengths/skills

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4. Approach and strategies (describe the approach or strategy used by carers to support this client)

5. Delivering support services (describe how each member contributed to the design and delivery of support services)

Team member

How they contribute

6. Additional support services (list any additional carer support organisations and resources required). Provide evidence of the information provided

7. Needs and impacts (what are the impacts experienced by carers as a result of providing support to the client? What are their individual needs?)

8. Policies and procedures (what organisational policies and procedures are followed in this care support plan?). Where possible, provides copies

SUPERVISOR SIGN OFF

I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the answers above and this is true reflection of the work conducted.

Supervisor name:

Supervisor signature:

Date:

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

Family structure
Nuclear	Description of structure:
	Impacts/issues:
Single parent	Description of structure:
	Impacts/issues:
Extended family	Description of structure:
	Impacts/issues:
Step-family	Description of structure:
	Impacts/issues:

Solution and Response: Client 1
Problem (routine)	Strength-based approach	Client response	Effectiveness	Support

Problem (unpredictable)	Strength-based approach	Client response	Effectiveness	Support

I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the table above and this is a true reflection of the work conducted
Supervisors Name:	Date:

Solution and Response: Client 2
Problem (routine)	Strength-based approach	Client response	Effectiveness	Support

Problem (unpredictable)	Strength-based approach	Client response	Effectiveness	Support

I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the table above and this is a true reflection of the work conducted
Supervisors Name:	Date:

Solution and Response: Client 3
Problem (routine)	Strength-based approach	Client response	Effectiveness	Support

Problem (unpredictable)	Strength-based approach	Client response	Effectiveness	Support

I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the table above and this is a true reflection of the work conducted
Supervisors Name:	Date:

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 3: Workplace project 1	There are two parts to this task: · Part A: you are to discuss strength-based solutions with two co-workers at your workplace · Part B: you are required to answer a set of questions based on what you learned during Part A.
Assessment Task 4: Workplace project 2	You are to review an existing client care support plan (from a client at your workplace) and complete an assessment of the roles and responsibilities of those in the client’s support team.

Student Name
Assessor Name
Unit: CHCCCS025 Support relationships with carers and families
Assessment Details
Assessment Type	Written/Oral questions Workplace Projects
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

Traditional approach	Person-centred approach
Fits the person into the service to achieve goals
Accesses aged care or disability services that are currently available
Focuses on individual from an aged or a disability professional viewpoint
Power and authority is with the professionals

Support type	Low support	High support
Job seeking
Activities of daily living
Routine changes

Disability	Service/organisation
Mental health
Aged care
Autism
Dementia
Acquired Brain Injury
Alzheimer's disease
Parkinson's disease
Down syndrome

I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the answers above and this is true reflection of the work conducted.
Supervisor’s name:	Date:
Supervisors Signature:

3. Support Team members (describe the roles and responsibilities for each member of the support team)
a) Name	b) Role	c) Responsibility	d) Strengths/skills

4. Approach and strategies (describe the approach or strategy used by carers to support this client)

5. Delivering support services (describe how each member contributed to the design and delivery of support services)
Team member	How they contribute




6. Additional support services (list any additional carer support organisations and resources required). Provide evidence of the information provided

7. Needs and impacts (what are the impacts experienced by carers as a result of providing support to the client? What are their individual needs?)

8. Policies and procedures (what organisational policies and procedures are followed in this care support plan?). Where possible, provides copies

SUPERVISOR SIGN OFF
I can confirm that the student actively participated in and provided the support to this client and carer as outlined in the answers above and this is true reflection of the work conducted.
Supervisor name:
Supervisor signature:	Date:

Positive Impacts	Negative Impacts

Age Care certIV

Email: [email protected]

RTO Code: 45342

July 2020 Version 3.0

July 2020 Version 3.0

July 2020 Version 3.0

July 2020 Version 3.0

July 2020 Version 3.0

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3. Support Team members (describe the roles and responsibilities for each member of the support team)

a) Name

b) Role

c) Responsibility

d) Strengths/skills

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