CHC33015 Certificate III in Individual Support (Ageing) Advance College
This Student Assessment Booklet includes all your tasks for assessment of CHCCCS023 Support independence and wellbeing.
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. |
TASK SUMMARY:
help you with your answers if required.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
WHEN DO I DO THIS TASK?
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:
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…’.
Instructions to students:
Provide answers to each of the questions.
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 |
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.
What is self-actualisation? Provide an example.
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.
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 |
List three health risks involved in poor dental hygiene.
1. |
2. |
3. |
List five ways that exercise improves health.
1. |
2. |
3. |
4. |
5. |
List three reasons why support with personal hygiene is important.
1. |
2. |
3. |
List four common diet-related health problems experienced by older people.
1. |
2. |
3. |
4. |
List four things that can improve mental health outcomes.
1. |
2. |
3. |
4. |
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.
1. |
2. |
3. |
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.
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:
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.
1. |
2. |
3. |
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 |
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.
1. |
2. |
3. |
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.
For each of the following groups of people, identify a beneficial community network.
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 |
Identify two reasons why clients in community care may feel disempowered.
1. |
2. |
Identify two strategies that can enable clients to be empowered in relation to their care.
1. |
2. |
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.)
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.
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.
Refer to your state or territory’s legislation and identify five professionals who are prescribed as mandatory reporters.
1. |
2. |
3. |
4. |
5. |
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.
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.
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.
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.
1. |
2. |
3. |
What do I need to hand in for this task? |
Have I completed this? |
Your answers to each question |
o |
TASK SUMMARY:
Complete the questions that follow each case study.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
WHEN DO I DO THIS TASK?
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:
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. |
1. |
|
2. |
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.
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.
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.
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!
\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. |
Strategies for Harry |
Benefits |
Carer support |
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.
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.
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. |
1. |
2. |
3. |
1. |
2. |
3. |
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.
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.
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 |
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?
WHEN DO I DO THIS TASK?
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 |
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:
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
WHEN DO I DO THIS TASK?
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: _______ |
OR |
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: _______ |
OR |
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: _______ |
OR |
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. |
To export a reference to this article please select a referencing stye below.
Urgent Homework (2023) . Retrive from https://www.urgenthomework.com/diploma-assignment-help-australia/chcccs023-support-independence-and-well-being
"." Urgent Homework ,2023, https://www.urgenthomework.com/diploma-assignment-help-australia/chcccs023-support-independence-and-well-being
Urgent Homework (2023) . Available from: https://www.urgenthomework.com/diploma-assignment-help-australia/chcccs023-support-independence-and-well-being
[Accessed 06/02/2023].
Urgent Homework . ''(Urgent Homework ,2023) https://www.urgenthomework.com/diploma-assignment-help-australia/chcccs023-support-independence-and-well-being accessed 06/02/2023.
Talk to our expert to get the help with CHCCCS023 Support independence and well being Assignment to complete your assessment on time and boost your grades now
The main aim/motive of the management assignment help services is to get connect with a greater number of students, and effectively help, and support them in getting completing their assignments the students also get find this a wonderful opportunity where they could effectively learn more about their topics, as the experts also have the best team members with them in which all the members effectively support each other to get complete their diploma assignments. They complete the assessments of the students in an appropriate manner and deliver them back to the students before the due date of the assignment so that the students could timely submit this, and can score higher marks. The experts of the assignment help services at urgenthomework.com are so much skilled, capable, talented, and experienced in their field of programming homework help writing assignments, so, for this, they can effectively write the best economics assignment help services.
Follow Us