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 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.

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.

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:

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.

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.

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.

QUESTION 11

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

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:

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.

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.

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

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

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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!

10. How would you deal with this issue?

11. 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?

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

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

3. 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.

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

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

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

7. 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.

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

9. 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.

10. 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.

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

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

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

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

5. 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.

6. 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?

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

8. 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.

9. 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.

10. 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.

11. 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.

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:

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

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

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

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

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

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

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

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

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

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.

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