CHCCCS023 Support independence and well being

{`CHC33015 Certificate III in Individual Support (Ageing)
    Advance College
    `}

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 4 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Case studies	There are three case studies in this task. You are to read and complete the questions related to each.
Assessment Task 3: Role play	You are to participate in a role play with your assessor.
Assessment Task 4: 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.

ASSESSMENT TASK 1: WRITTEN QUESTIONS

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
Human need	Brief definition of need	How meeting this need contributes to wellbeing
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

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

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

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.

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.

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
Lifespan stage	Physical	Emotional
Adulthood/ Late adulthood
Old age

QUESTION 11

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
Service delivery model	Explanation of model
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
Area of community services	Name of standards	Web address
Disability Services
Residential Aged Care
Mental Health Services
Services against sexual violence

QUESTION 14

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.

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.

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.

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.

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.

18

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

QUESTION 19

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.

20

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.

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.

What do I need to hand in for this task?	Have I completed this?
Your answers to each question	o

ASSESSMENT TASK 2: CASE STUDIES

TASK SUMMARY:

Complete the questions that follow each case study.

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 students prefer to type their responses).
Access to their workplace’s (or work placement) policies and procedures.

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 and resubmit entire assessment.
Answer the questions that were incorrect verbally.

INSTRUCTIONS:

Read the case studies provided and answer the questions. You will need to have access to your organisation’s (this may be your workplace or your work placement service) policies and procedures to assist you in answering specific questions.

CASE STUDY 1–CLAUDE AND RAY

Claude is a new client at New Greens Care Facility. He has come into care as he has had a stroke, and his male partner Ray is no longer able to look after him. Claude is finding it very difficult to adjust to life at the facility. Ray’s sister brings him in to visit Claude once a month as he is unable to drive, but she has never been able to accept their homosexual relationship. After 20 minutes or so she insists on leaving.

Claude confides to his carer that he misses Ray terribly. He might as well not come to visit anymore as Ray’s sister glares at them if they so much as hold hands and says they are disgusting. He yearns just to share some love and affection.

What effect do you think Claude’s separation from Ray is having on his emotional wellbeing?

What effect do you think Ray’s sister is having on Claude’s emotional and psychological wellbeing?

Suggest at least three strategies that could be put in place to enable Ray to visit so that the pair can enjoy some intimate time together.

If nothing is done to bring Claude and Ray together, how might this effect Claude’s health over a period of time? Suggest four possible effects.

Research community support organisations that Ray or Claude could contact to obtain advice about their problems. List two organisations and provide their web addresses.

Ray and Claude manage to get some time together – in fact, Ray is going to stay overnight. A trundle bed has been wheeled into Claude’s room for him to sleep in.

Apart from supplying a trundle bed, what support could you give Claude to provide a suitable environment where they will feel secure, private and comfortable?

You stop in to check on Claude and Ray and notice that they have set out and lit a lot of candles. While you think that is very romantic, you ask them to extinguish a number of candles, specifically those on the window sill and some on the floor.

Ray starts to put them out but Claude asks you why they need to.

Explain what you would say to Claude, taking into consideration your organisation’s relevant workplace procedures. In your response, including the name of the organisation’s procedures that you would follow.

Claude asks you what else they could use instead of all the candles. Identify two alternatives that would meet workplace procedures.

You tell Claude and Ray you are finishing up your shift, and wish them a lovely evening. About 15 minutes later you leave the building and head to your car. You glance in the direction of Claude’s windows and can make out the flicker of candles on the window sill.

What should you do, based on your workplace’s procedures?

Claude is much happier now Ray is able to visit regularly. However the other day they got a bit carried away in the dining room and offended some of the other residents who complained that their behaviour was putting them off their dinner!

How would you deal with this issue?

Given that your own values and attitudes about sexuality may be different than that of your clients or your coworkers, how do you go about making sure you do not impose your views onto others?

\CASE STUDY 2–HARRY

Harry has recently entered care. Through the assessment process it has been noted that Harry has the following needs:

Needs assistance to get out of his chair.

Has recently had hip replacement. Recovery has been slow and muscles are badly wasted.

Likes to shower everyday but requires assistance.

Incontinent.

Enjoys reading novels, chess and reading the newspaper.

In what way do you think Harry’s physical disabilities may impact on his overall wellbeing?

Make a list of resources that will be needed to suit Harry’s needs. List at least 10.

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

Strategies for Harry

Benefits

Carer support

What strategies will be used to monitor Harry’s physical status?

What are two other activities that Harry would enjoy that would suit his physical limitations?

How will you ensure you include Harry in the decisions surrounding his activities and care? Provide at least two strategies.

Why is it important to involve Harry in the types of activities he is going to be involved in?

After two months in the residence, you notice that Harry is not relying on his walking frame anymore for short walks to the bathroom or the dining room. His muscles seem to be getting stronger and he is very pleased with himself when he doesn’t rely on his walking frame.

How will you assist Harry to be as independent as possible while ensuring he uses available support when it is necessary?

What will you do with your observations of Harry’s improved physical strength and his ability to walk unassisted for short periods.

Harry has just started leaving the residence once per month for a day to visit his daughter and her husband on her farm. They come and pick him up and then bring him back after the day is over. You notice after one of these trips that he has bruises all over his upper arms. You ask him how he got the bruises and he just shrugs it off and says it’s nothing, he hasn’t even noticed them. Harry is rather melancholy but you can see he is upset and he keeps rubbing the bruises.

What will you do in this situation and why? Use your organisation’s policies and procedures in this case to guide your answer. In your answer, please identify the name of the organisational procedure you would follow.

CASE STUDY 3–BILLY

Billy is 25 years old and is very overweight. Because of this, mobility is difficult, his breathing is laboured and the doctor is concerned about his heart. Billy has an intellectual disability which makes communication difficult. Billy’s doctor has asked that he be given a diet and exercise program. He lives at home with his mother but he comes to your facility on a part-time basis.

Write a goal for Billy’s individual diet and exercise plan in relation to his diet and nutrition.

What are the objectives of the diet and exercise that are planned for Billy?

Identify the three body systems being affected by Billy’s weight.

What actions may be specified in Billy’s care plan to help him maintain a healthy environment at home? Name three.

List three actions that may be specified in Billy’s care plan to support him with his exercise and to encourage self-help as much as possible.

What aids could Billy use to assist him with mobility? How could these aids be used so he doesn’t come to rely on them too much?

What assistance can be given to Billy to help him to recognise his strengths and achievements through the program?

To what support services could Billy be referred in order to obtain expert advice and assistance that is outside your scope of practice? Name at least three.

What documentation should be kept to track progress towards Billy’s goals?

You notice one day that Billy is not his normal self. When you walk with him to an activity that is planned for the afternoon, he becomes very short of breath and distressed. He stops walking and refuses to carry on.

After a short break he is able to continue walking, but you can tell he is still distressed. He is very quiet and doesn’t do much during the activity.

When his mother arrives to pick him up after the activity, she mentions that she is struggling to keep Billy out of the pantry and fridge. She tells you he often becomes angry if she denies him junk food, so she has been giving in to him.

Explain how you will follow your organisation’s procedures based on what you have observed during your time with Billy and what his mother has said. In your answer, you will also need to explain why your actions are important. Write down the name of the procedures you would follow.

Billy’s mother tells you that Billy has been walking awkwardly and she has seen him rubbing his feet and ankles. She asks you what you think could be wrong and what she can buy at the chemist to make things better for him.

Considering your work role, explain how you would respond to Billy’s mother in this situation and what you need to do with this information.

What do I need to hand in for this task?	Have I completed this?
Your answers to all questions for each case study	o
Copies of each policy and procedure referred to in your responses	o

ASSESSMENT TASK 3: ROLE PLAY

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:

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

Promote participation in activities that suit Cathy’s interests and needs

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.

§	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

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.

What do I need to hand in for this task?	Have I completed this?
You need to submit information you have researched about wheelchair dancing to your assessor during the role play	o

ASSESSMENT TASK 4: WORKPLACE OBSERVATIONS

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.

During the observations for Part A, your assessor will be looking to see that you do the following when working with each client:

Access and follow the individual’s care plan

Act respectfully in relation to the person’s social, cultural or spiritual differences

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

Discuss the activity, allowing them to take the lead role where they are able Allow the person to express their own preferences in relation to the activity

Be considerate of the person’s age, circumstances and abilities

Deal sensitively with any specific conditions that the person faces

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

Remind the person of any potential risks throughout the task

Provide support to undertake the task while encouraging independence wherever possible

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

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

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

Promote self-esteem and confidence throughout the activities

Use safe and predictable routines

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

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

Working with Clients – Permission Form – Client 1

Family member or carer’s approval (obtain this if the client is unable to give permission themselves)

Dear ______________________

My name is _______________

As part of my study I am required to work with a client to support their independence and wellbeing when participating in everyday activities.

I am asking your permission to work with ____ <insert client name> for this project.

The project will involve:

Observation by assessor

I will be supervised at all times during the task.

I would welcome your family member’s participation in this project if you would like to be involved.

Please sign below to show your agreement.

Name: ____________________

Signature: _________________

Date: _______

Supervisor’s approval

I, ,

<Supervisor’s name> approve ________________ <student’s name> to undertake this project with_______________

<Client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The student will be observed by their assessor during this assessment.

The student must seek approval of their planned activity prior to implementation.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name: _______

Signature: _________________

Date: _______

Client approval (Use this if the client is able to give permission themselves)

Dear ______________________

My name is _______________

As part of my study I am required to work with a client to support their independence and wellbeing when participating in everyday activities.

I am asking for your permission to work with you for this project. I will be observed by my assessor during this work.

I will be supervised at all times during the task.

I would welcome your participation in the project if you would like to be involved.

Please sign below to show your agreement.

Name: ____________________

Signature: _________________

Date: _______

Supervisor’s approval

I, ,

<supervisor’s name> approve _________________

<student’s name> to undertake this project with_______________

<client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The student will be observed by their assessor during this assessment.

The student must seek approval of their planned activity prior to implementation.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature: _________________

Date: _______

Working with Clients – Permission Form – Client 2

Family member or carer’s approval (obtain this if the client is unable to give permission themselves)

Dear ______________________

My name is _______________

As part of my study I am required to work with a client to support their independence and wellbeing when participating in everyday activities.

I am asking your permission to work with ____ <insert client name> for this project.

The project will involve:

Observation by assessor

I will be supervised at all times during the task.

I would welcome your family member’s participation in this project if you would like to be involved.

Please sign below to show your agreement.

Name: ____________________

Signature: _________________

Date: _______

Supervisor’s approval

I, ,

<Supervisor’s name> approve ________________ <student’s name> to undertake this project with_______________

<Client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The student will be observed by their assessor during this assessment.

The student must seek approval of their planned activity prior to implementation.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name: _______

Signature: _________________

Date: _______

Client approval (Use this if the client is able to give permission themselves)

Dear ______________________

My name is _______________

As part of my study I am required to work with a client to support their independence and wellbeing when participating in everyday activities.

I am asking for your permission to work with you for this project. I will be observed by my assessor during this work.

I will be supervised at all times during the task.

I would welcome your participation in the project if you would like to be involved.

Please sign below to show your agreement.

Name: ____________________

Signature: _________________

Date: _______

Supervisor’s approval

I, ,

<supervisor’s name> approve _________________

<student’s name> to undertake this project with_______________

<client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The student will be observed by their assessor during this assessment.

The student must seek approval of their planned activity prior to implementation.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature: _________________

Date: _______

Working with Clients – Permission Form – Client 3

Family member or carer’s approval (obtain this if the client is unable to give permission themselves)

Dear ______________________

My name is _______________

As part of my study I am required to work with a client to support their independence and wellbeing when participating in everyday activities.

I am asking your permission to work with ____ <insert client name> for this project.

The project will involve:

Observation by assessor

I will be supervised at all times during the task.

I would welcome your family member’s participation in this project if you would like to be involved.

Please sign below to show your agreement.

Name: ____________________

Signature: _________________

Date: _______

Supervisor’s approval

I, ,

<Supervisor’s name> approve ________________ <student’s name> to undertake this project with_______________

<Client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The student will be observed by their assessor during this assessment.

The student must seek approval of their planned activity prior to implementation.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name: _______

Signature: _________________

Date: _______

Client approval (Use this if the client is able to give permission themselves)

Dear ______________________

My name is _______________

As part of my study I am required to work with a client to support their independence and wellbeing when participating in everyday activities.

I am asking for your permission to work with you for this project. I will be observed by my assessor during this work.

I will be supervised at all times during the task.

I would welcome your participation in the project if you would like to be involved.

Please sign below to show your agreement.

Name: ____________________

Signature: _________________

Date: _______

Supervisor’s approval

I, ,

<supervisor’s name> approve _________________

<student’s name> to undertake this project with_______________

<client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The student will be observed by their assessor during this assessment.

The student must seek approval of their planned activity prior to implementation.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature: _________________

Date: _______

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 three 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.

During the observations for Part B, your assessor will be looking to see that you can do the following for each fictional client’s case:

Follow your organisation’s procedures to clearly and accurately report to your supervisor:

– what is happening in each situation

– your suspicions of client abuse

– any physical health situations impacting on client wellbeing – any financial issues impacting on client wellbeing.

Correctly answer the verbal questions asked by your assessor.

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.

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