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CHCADV001 Facilitate the interests and rights of clients

Assessment Task

About this task

Assessment Task 1: Written questions  

You must correctly answer all 11 questions to show that you understand the knowledge required of this unit.  

Assessment Task 2: Role play

You are required to participate in a role play to support a client’s family member to lodge a formal complaint.

Assessment Task 3: Workplace project

You are to work with one client to identify their interests, needs and rights with a view to advocating on their behalf to your supervisor on at least one issue.  

Assessment Task 4: Workplace observation

You will be observed advocating on behalf of a client.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor. Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

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

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

Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.

Assessment appeals

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

Assessment plan

The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit. 

Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements

Due date

1.   Written questions

2.   Role play

3.   Workplace project

4.   Workplace observation



§  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 11 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.


In the table below, indicate whether the statement is a “human right” or a “human need”. In the third column, indicate which Article from the Universal Declaration of Human Rights applies in each case. Indicate with NA if the Declaration is not applicable for any statement.


Human right or Human need (circle the correct response

Article Number or NA

Joanne feels left out. She has no family or friends. She would love to have a sense of belonging.

Human right Human need

Bill was an average student during school. He now has to expand his education so that he can pursue his chosen career. Unfortunately the university has refused him entry to the course as he did not meet the entry requirement.

Human right Human need

Marcos is a drug dealer in Columbia. He has been caught by authorities and is now being interrogated to find out the location of the drug lords he works for. He is subjected to thirst, starvation and pain in an attempt to get him to talk.

Human right Human need

Children are dying from malnutrition. Their mothers search for food but there is little available in the war torn area they live in.

Human right Human need

Akilah is being sent from Australia where she has grown up to an arranged marriage. She does not want to go – she has never met the man and does not wish to marry him.

Human right Human need

Harold and Daisy are residents  at an Aged Care facility. They have decided that they will get married. Their families are both trying to stop the wedding as they are “too old”. Both Harold and Daisy are fully aware of what they are wanting to do.   

Human right Human need

Access “Australia’s Human Rights Framework” at umanRightsFramework.pdf. In the table below, briefly explain each of the pillars in the framework.

Framework Pillar

Brief description







Helen is about to go off shift for the night. She is running late and needs to get home quickly as she needs to change and go out.  Mildred calls her as she passes by her room ‘Excuse me, I haven’t had my medication yet and it’s late”.

Helen thinks the medication trolley is probably on its way so she chooses to pretend she has not heard Mildred and hurries on out of the building.

    Has Helen breached her duty of care? Why?

   What is a possible impact on the client due to Helen’s actions?

    What rights does Mildred have


    Provide two examples of discrimination against elderly people that you have either witnessed, or heard of.

   How could each of these have been addressed?


Hilda is about to have her birthday. The worker at the Day Care where Hilda attends regularly asks her several times how old she will be. Every time she answers “I’m as old as my tongue and a little older than my teeth”.   

When her birthday arrives, the worker brings her out a huge cake with the number “91” on it. “You wouldn’t tell me how old you are but I just looked it up on your records” the worker says proudly. “Look everyone – Here is Hilda’s cake. Doesn’t she look marvellous for 91!”

    Has the worker breached Hilda’s rights? How?

Helga receives home care services. A student has come in today to shower her. The student introduces her assessor and says that the assessor will be watching how she showers Hilda today. A qualified worker is also there to supervise the student.

“Do I have to shower will all three of you there?” Hilda asks. “Oh yes” says the qualified worker “Otherwise the student can’t finish her qualification”.

This is the first Hilda has heard about this and she feels very uncomfortable as she has her shower.

   Does Hilda have to allow the qualified worker, the student and the assessor to all watch her shower? Why/Why not?

    What rights have been breached in this case?

   Suggest what a more appropriate approach might have been for the student’s assessment.

Heidi has severe dementia. A university has asked her carer (who does not have medical power of attorney) if she could participate in a clinical trial which is looking at alternative treatments for dementia.

Without asking any questions, the carer says yes immediately “She won’t know any different anyway – she is just a vegetable now. She may as well be useful to modern science”

    Have Heidi’s rights been upheld? Explain your answer.


Max is very angry. He put in a formal complaint about the way his residential care fees were being charged

– He is sure he is being overcharged. He has just received advice that it has been looked at by the billing department and the fees are correct. There is no other information provided to him.

He is sure he is right and that the facility is ripping him off.

Use the internet to research the following questions:

    What phone number could Max call to receive advice from the Aged Care Complaints Commissioner?

   How much will it cost Max to lodge a complaint with the Aged Care Complaints Commissioner?

    Briefly describe the advocacy services that are available to assist people to make complaints to the Aged Care Complaints Commissioner?


Today Meadowvale Aged Care facility is very short staffed. It is a public holiday so there is reduced staffing anyway as there are no programs delivered on public holidays and often residents go home to family.

On top of this two staff have called in sick and one staff member has not turned up to work. The supervisor attempts to get some casual staff in to cover the shifts but is unsuccessful.

All staff are overworked on that day. There are several residents who have been sick with gastro for three days, and one client has a heart attack.

Services are severely disrupted – clients did not get their lunch or dinner until late and several dressings were not changed at all. Several clients were left in soiled incontinence aids until a staff member could get to them.

Some clients wanting minor things that they could manage themselves complained loudly and harassed workers.

In the following table, list the rights and responsibilities of clients, workers and Meadowvale Aged Care facility. Also list what could have been done better by each group (if anything).



What could have been done better




Question 7

List six common risks to safety and well-being of older people.


Biggscote is a small town of approximately 3,000 people. It has an ageing community and is luckily serviced by a small country hospital and aged care facility. The nearest large town is 50 km away.

The hospital, in conjunction with the town’s Community House, are undergoing a project to improve the health and wellbeing of the growing number of older people in the town.

They are looking at opportunities for community resources, networks and professional services.

In the table below. List at least six suggestions for each category. One example of each has been provided  for you as a guide.

Community Resources


Professional services

Book sharing facility

Book Club

Physiotherapist to visit hospital once per week


Sometimes there is a challenge to balance the needs of individual clients with the needs of an organisation that is trying to provide a good service to a range of clients with varying sets of needs and wants.

For example, the Aged Care residence at Biggscote has a wide variety of clients. They are from many different cultures – there are Italians, Greeks, Indians, Aboriginals, English, Australians and three Asians.

The facility runs on quite a small budget as they wish to remain affordable for the small community of Biggscote.

With so many nationalities, there are many demands for different foods. But on their budget they are unable to cater for everyones preferences.  There is always two choices of food, but the menu is mainly Western type food.

The Board of Directors would like to try to cater more for individuals without blowing the budget and meet to discuss options.

Can you suggest three low-cost ways the Facility could introduce to assist with this challenge?


    In the table below, indicate whether each situation is advocacy, negotiation or mediation. Circle the correct answer.


Advocacy, Negotiation or Mediation

Jemma and Susan can’t get along.  They argue every time they see each other (which is often). The feud has been going for many years and now they are in the same aged care facility.

The supervisor sits down with them both to try to work out a solution. She allows both people to have a say, then suggests some options. In the end they both agree to compromise.

Advocacy, Negotiation or Mediation

Elsie like to get to breakfast early. If she isn’t early her whole morning is put out – by the time she has had breakfast and done all her chores it is lunch time and she does need a rest before lunch.

Elsie pleads with her carer to do her shower earlier but she can’t fit that in with her start time. Elsie explains her situation to the supervisor. The supervisor says that the night staff could do her shower – but it would have to be at 6.30am so she would have to be up very early. Elsie says that is perfect and she is always first to breakfast now.

Advocacy, Negotiation or Mediation

Glenda finds the TV from the next door room very loud and intrusive. She doesn’t want to complain as the gentleman who occupies the room is very deaf and is just trying to hear the TV. Glenda’s daughter says that she will talk to the supervisor about it to see if anything can be done. Glenda asks her not to complain – just to mention it. Glenda agrees and makes an appointment to see the supervisor.

Advocacy, Negotiation or Mediation

The supervisor goes to the client with the noisy TV – Burt. “Now Burt, your TV is very loud, why don’t’ we move it over here so it won’t be so noisy next door?” Burt doesn’t agree – he likes his TV just where it is. “Ok Burt, fair enough” says the supervisor “But I’ve had an idea – why don’t you get a portable speaker that we could put on your table beside you, and you will be able to hear much more easily”. “That’s a  great idea” said Burt “I will hear better and I won’t be disturbing anyone else”.

Advocacy, Negotiation or Mediation

   In the table below, list four techniques that are required for successful negotiation, advocacy and mediation.






Ken is a known sex offender. He spent several years in jail for offences against children. He is now an old man and requires Home and Community Care services. A male carer visits him three times a week to assist him with showering and other personal care activities.

He lives at home with his son. Two weeks ago the son’s girlfriend moved in with them. She has two young children – both girls. The carer notices that Ken is always watching them and he wonders if the girlfriend is aware that her boyfriend’s father is a convicted child sex offender.

    Does the carer have an obligation to do something about this situation – after all it is Ken who is his client, not the children.

   What are four indicators that the children might show if they are being abused by Ken



Anneke is 102. She still has good cognitive function however is very frail and gets tired quickly.

Anneke has been cared for in the Meadowvale Aged Care Residence for four years now. She is generally easy to get on with and is quite content in the facility.

But now Anneke is very unhappy. There is one staff member (Beth) that just doesn’t seem to like her for some reason. She is rough with her when she provides her personal care. Anneke is quite deaf and cannot hear the carers when she is in the shower. The noise of the water and not wearing her hearing aid makes hearing impossible.

Today Anneke has asked to see you.  She says she is very distressed and doesn’t know what to do.

Meadowvale Aged Care Residence

Compliment and Complaint Handling Policy


To assist staff, care recipients and their representatives with the timely and effective management of compliments and complaints.


It is our policy to enable care recipients, their families and representatives, visitors, staff and volunteers to provide feedback or raise a complaint about any aspect of our service, the care we provide or the operation of our facilities.

The aim of this policy is to improve the quality of care and services provided by adopting a positive, blame-free approach to resolving complaints.

Compliments received by the service tell us what we’re doing right. Complaints received by the service are seen as an opportunity for improvement. All feedback is taken seriously.

We will make all reasonable efforts to understand issues or concerns, and resolve complaints within the service when they arise.

The timely and efficient management of complaints fosters a positive, cooperative attitude with care recipients, their representatives, visitors, volunteers and staff.

Complaints will be addressed promptly with the aim of providing a formal response within seven days. We will communicate with you openly and regularly while we work to resolve your complaint. Where appropriate, the care recipient will be actively involved in resolving the issue. Once a resolution has been reached, we will talk with you to make sure you’re satisfied with the outcome of your complaint.

If you are not happy with the outcome of your complaint, you can ask us for an internal reconsideration of our decision. We can also assist you in accessing external complaint resolution mechanisms.


•          All care recipients and/or their family members and representatives are informed on admission about the process for lodging a compliment or complaint.

•          Our Compliments and Complaint Handling Policy is promoted widely within our service. Copies of our policy, procedures and relevant forms are available from the administration office or on our website.

•          A Compliments and Complaints Support Statement outlining our service’s commitment to a welcoming environment for compliments and complaints is clearly displayed at our facilities.

•          Staff and volunteers have an understanding of our Compliments and Complaint Handling Policy and are available to assist care recipients, their family and representatives in providing feedback to the service.

•          Copies of our Compliments and Complaint Form are easily accessible in public areas of our facilities to provide clear and accessible ways of providing feedback on the services and care provided. The forms are available in each of our facilities and suggestion boxes have been provided for the lodging of forms.

•          Compliments and complaints can be provided:

o      in writing by dropping a completed Compliments and Complaints Form in the suggestion box located at reception

o      in person, verbally to the compliments and complaints officer or by approaching a member of staff for assistance

o      in writing by email to

o      by telephone on (03) 5555-4444

o   in writing by mail to The Director, Meadowvale Aged Care Residence, 1 Meadowvale Road, Meadowvale, VIC 3999

•          Complainants are encouraged to lodge their complaint in writing. This will assist with understanding the nature of the complaint and ensure that the facts provided are correct.

•          The complaint is to be referred to the relevant staff member for registration on the Complaints Tracker.

•          Complainants have the right to ask us for an internal reconsideration of decisions we have made in relation to their complaint.

•          Complainants have the right to lodge their complaint with an external agency including the Aged Care Complaints Scheme.

•          Options for internal reconsideration of decisions and external complaint resolution are offered to any complainant who is not satisfied with the resolution of their complaint within the service.

•          Complainants have the right to seek assistance from aged care advocacy services in raising a complaint.

•          If someone gives a verbal compliment or complaint, they should be encouraged to complete a Compliments and Complaints Form to facilitate the tracking of feedback by the service. Alternately, staff will use the form to record verbal feedback to facilitate tracking by the service and inform ongoing improvement activities.

•          If a concern or complaint is minor and was addressed at the point of service, staff should record the issue and any actions taken in the Quick Fix Book.

•          Any staff member can be approached to provide compliments, to raise a concern or make a complaint. Where a staff member is not empowered to handle or resolve complaints on behalf of the service, the staff member will be able to refer the complaint to other staff and/or act as an advocate for the complainant and assist with completing forms for them.

•          Any complaints received by our service are registered on the Complaint Tracker, acknowledged, and investigated where required. Feedback on how the complaint was managed and resolved is sent to the complainant once the complaint is closed. Where the complainant is not the care recipient, the care recipient will also be informed.


•          Staff are responsible for reporting compliments and complaints to their supervisor before the end of their shift.

•          Managers are responsible for the management of the compliments and complaints process and informing the relevant manager of any feedback received.

•          Managers are responsible for ensuring that compliments and complaints are entered into the Compliments and Complaints Tracker to inform ongoing improvement activities within the service.

•          Managers are responsible for analysing feedback trends for the purposes of informing ongoing improvement activities within the service.


•          All information regarding complaints will be kept confidential amongst the staff concerned with its resolution.

•          Complaint documentation will be kept in a safe, locked place and accessible only to staff handling the complaint.

•          Compliment and complaint information may be forwarded to the management team as part of ongoing improvement activities within the service.

•          Statistics on all types of compliments and complaints will be recorded and used to inform ongoing improvement activities within the service. For this purpose, compliment and complaint information may be disseminated to management and other staff. However, the identity of the complainant or persons named in the feedback will not be disclosed.


Making the most of complaints – facilitator’s handbook (v.5), Aged Care Standards & Accreditation Agency Ltd, 2012

What to expect

If you have a complaint, we will respond to it promptly and sensitively. We will treat your complaint in confidence and respect your privacy.

You can help us by providing as much relevant information as possible.

We aim to address your concerns as quickly as possible. Where appropriate, we will investigate your complaint to understand what happened and why and to find ways to prevent it from happening again.

We will keep you informed about the progress of your complaint along the way.

What we will do

We will work with you to assess how best to resolve your complaint. Please consider the outcome you would like and we will strive to provide it.

Improving our service Compliments and complaints are discussed at staff meetings. We work together to find ways to improve our service and keep staff informed of what has happened.

External complaint mechanisms

If you do not feel comfortable raising a complaint directly with us or continue to be dissatisfied after raising your concern with us, assistance is available.

  • Aged Care Advocacy: a free and confidential service promoting the rights of aged care
  • Aged Care Complaints Scheme: a free and confidential service for anyone to raise a complaint about Australian Government subsidised aged care.


We welcome your feedback.

Our service is committed to providing high quality care and services and meeting your needs. We value your feedback – including complaints.

Please let us know what we do well and where we can improve our services.

Feedback (provide additional information if necessary on a separate piece of paper)

Follow up (optional)

Please provide your details if you would like us to contact you about your feedback. Name:                                                                                                                   Phone / email:                                                                                                    

Thank you for taking the time to provide feedback about our service.

Please place completed form in the drop box located at Reception or give directly to a staff member

Now you must meet with Anneke and find out what her issue is and support her through the complaints process.

You assessor will observe this role play.

Your assessor will be looking to see that you:

§  Identify when a person’s rights have been infringed

§  Discuss the rights and responsibilities of Anneke, Beth and the organisation  

Anneke has right to be safe and to be treated with respect; Beth has the right to an investigation, to be trained in how to do her job and to work in a safe workplace. The Organisation has a right for its staff to work in line with policies and procedures and a responsibility to investigate complaints

§  Provide client with accurate information about how to put in a complaint and how this will be handled

Explain the Complaints Procedures and provide with the written brochure. Check to see that she has understood; Discuss options

§  Discuss options and assist Anneke to make a decision of what she would like to do

Make a formal complaint using organisational process; formal complaint direct to Aged Care Complaints Scheme; Report to police; Discuss with Facility manager

§  Identify any barriers and discuss ways to address these

For example, unable to complete form due to frailty, fear of retribution from staff member etc.

§  Discuss with Anneke her rights to an advocate if she needs assistance during the complaints investigation process, and discuss people who could act as advocate.

For example, friend or family member, advocate from another organisation (eg legal representative or “my aged care”, trusted person from the residence

§  Assist Anneke to put in a complaint

Discuss issues, complete form on her behalf

§  Let Anneke know how she will be kept informed of progress with her complaint

Keep her advised during each step of the process; Catch up at regular intervals; Discuss outcomes and ensure follow-up


You have just found out the results of the complaints process.

Beth who has been stood down since the complaint was lodged, has been given the sack. An investigation found that the allegations were proven. It was also found out that Beth had been sacked previously from working with disabled clients due to an assault charge.

The person in charge of the investigation is shocked that this could happen to a client. As well as sacking Beth, the following is recommended:

Code of conduct is to be revised to make it clear that this behaviour will not be tolerated All staff are to receive refresher training in how to support clients

Anneke is to be offered counselling to deal with any psychological issues that may have arisen from the treatment that she received

The staff roster is to be revised to make sure that staff have sufficient time to do their jobs properly. It is time to meet with Anneke to let her know the outcomes of the investigation.

You must meet with Anneke to let her know the outcomes of the investigation of her complaint, and to advise her of any follow-up action.




You are to work with one client to identify their interests, needs and rights with a view to advocating on their behalf to your supervisor on at least one issue.


  • Access to your workplace
  • Access to your workplace’s policies and procedures relating to advocating for clients
  • Organisation’s handout for clients that includes documentation on rights and responsibilities (e.g. Charter of Rights and Responsibilities)
  • Access to one client requiring advocacy
  • Approval from supervisor to work with client
  • Consent from client for you to advocate on their behalf (Assessment Task 4)


  • You will do this task during the course of your
  • Write in the due date as advised by your assessor:                                                                             


If your assessor sees that you have not completed part of the project satisfactorily, you will need to redo parts of the task again and resubmit.  


For this assessment you are required to work with one client to identify their interests, needs, choices and responsibilities. To do this you must:

  • In consultation with your supervisor identify a client to work with and obtain permission from your supervisor and the client (See permission note below)
  • Discuss rights and responsibilities with client (including complaints mechanism) and provide the client with written information to confirm your discussion (e.g. Your organisation’s charter of rights and responsibilities)
  • Discuss options for meeting their rights and needs and assist them to identify their preferred option
  • Support and encourage the client to exercise their rights and choices without compromising safety of themselves and others
  • Work within legal requirements, organisational policy and procedures and duty of care responsibilities
  • Identify at least one issue that the client would like you to advocate to your supervisor (this is required for Assessment Task 4). This may lead to you representing the client yourself, or supporting the client to represent themselves depending on their
  • Confirm that you understand the clients issue/s and their wishes for how they would like you to represent them
  • Obtain consent from your client to advocate on their  

Note:  This issue on which you will advocate on behalf of the client will obviously depend on the client’s needs and wishes. This could be a very simple thing such as wanting to change the time of their morning shower, or the number of towels that they have in their bathroom or could be something much more complex like complaining about the way in which a member of staff treats them.

You must obtain permission to work with your chosen client for this assessment and Assessment Task 4. You will need permission from both your supervisor and the client. You will be supervised during this assessment.

Complete the following permission form:



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: Identify the client’s interests, needs and rights

Advocate on behalf of the client to achieve a specific outcome.

I am asking for your permission to work with you for this project. The project will consist of:

§  Discussing your rights and responsibilities, and those of this service

§  Supporting you to exercise your rights and choices

§  Identifying an issue that you would like resolved. I will advocate for this on your behalf to my supervisor, or will support you to advocate for yourself – depending on your choice. You will have complete control on how this is done and what information is passed on – nothing will be done without your consent.

§  Keeping you fully informed of the advocacy and decision making process

§  Obtaining feedback on my performance.

I will be supervised during the task. All information will remain confidential and will not be passed on without your consent.

I would welcome the opportunity to work with you if you are willing to do this. Please sign below to show your agreement.

I agree to participate in this task. I would/would not like another staff member/family member to be present during discussions with the student (cross out whichever is not applicable)

Name:                                                                                                                                              Signature:                                                                                                                                             Date:                                               

Supervisor’s approval



<supervisor’s name> approve                                                                                                              

<student’s name> to undertake this project with                                                                                        

<client’s name>. 

 Approval is dependent on the following conditions:

This permission note refers to both Assessment Task 3 and 4.

  • The student will be supervised during this
  • The client will nominate whether they want another staff member or family member with them during discussions with the student
  • The student will obtain consent from the client before progressing with Assessment Task
  • The client or their family may request that this project be stopped at any In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:                                                                                                                            Signature:                                                                                                                                             Date:                                                         

Once you have permission to go ahead, make an appointment to meet with the client. Before your appointment prepare yourself for the meeting by:

  • Familiarising yourself on the organisation’s policy and procedures on providing advocacy support, the rights and responsibilities of clients and the organisation. Discuss with your supervisor so that you understand
  • Read the information available on the client’s individual development plan to get an idea of their goals, needs and
  • Make notes for yourself to remind yourself what you want to cover – you can use the template below as a guide.
  • Obtain a copy of the printed information that your organisation provides to clients to let them know of the rights and responsibilities of clients and the organisation so that you have this ready to give to the

Complete the following template as a record of your meeting with the client. You may want to take notes so that you can complete the template after the meeting. Make sure that you cover all points.


Complete this template as a record of the meeting with your client. You must complete each part of the template. Your assessor may ask you questions about your project during a workplace visit.

Note: Make sure that you do not disclose any personal information that would identify the client. Do not use names, contact information or any other identifying information.


    What are the goals of this client?

   What are the interests of the client?

    Does the client have any particular preferences that need to be taken into account?

   When discussing the client’s rights – which rights did you cover?

    Did the client ask you any questions about their rights?   


Your response

     Make a list of the responsibilities that you discussed with the client

Client’s responsibilities

Organisation’s responsibilities

   Did the client ask you any questions about the responsibilities of themselves or the organisation?


Your response

    What written information did you give the client to confirm their rights and responsibilities

Name the document and attach a copy to your assessment.

     Are you happy that the client now understands their rights and responsibilities? Explain your answer

     What is the issue that your client identified that they would like you to advocate for them?

    What options did you discuss for the client to meet their needs and preferences in (j) above

List options

     Were you able to support the client to exercise their rights without compromise of safety to this client or to other persons?

Explain any safety and other issues that were discussed (if any)


  How did you and the

What was the process?


client go about


selecting the best


option for advocacy?


Include whether the


client wishes you to

advocate on their


Does the client wish you to advocate on their behalf or would they prefer you to support them to advocate for themselves?


behalf or whether

they would like you


to support them to


advocate for themselves

What other points did you discuss about the advocacy process?


    What legal obligations did you need to meet as part of this task?


    What organisational policies and procedures were relevant to this task?

   What is your duty of care when providing information about rights and responsibilities?

   What is your duty of care when advocating for a client?

client’s behalf, or to support them to represent themselves.


I,                                                             agree to                                                                   to support me in the following way with advocacy services:

I would like the student to advocate on my behalf. I do not wish to attend

I would like the student to advocate on my behalf. I do wish to attend

¨  I agree that the student will raise the following things on my behalf:

<student to make list of agreed things to raise>






I would like the student to support me to advocate for myself by:

<list the ways in which the client would like to be supported by the student>






I understand that my representation will be to the supervisor, 

                                                  <insert supervisor’s name>


¨  I understand that the student will be observed advocating on my behalf, or supporting me to advocate for myself, as part of their assessment for their studies in this course.

                                                                                                                                                        I give my consent for the items as listed above.

Client Name:                                                                                                                                      Signature:                                                                                                                                               




You are to work with one client to identify their interests, needs and rights with a view to advocating on their behalf to your supervisor on at least one issue.


  • Completion of Assessment Task 3 – including completed consent form from client to advocate on their behalf, or to support them to advocate for
  • Access to your workplace
  • Access to your work placement service’s policies and procedures relating to advocating for clients


  • During one of your assessor’s workplace
  • Write in the due date as advised by your assessor:;


If your assessor sees that you have not shown appropriate skills or knowledge during this task, they will give you some feedback and you will need to do that specific part of the task again.  


This assessment follows on from Assessment Task 3. This task contains three parts: Part A: Advocate on behalf of the client to your supervisor

Part B: Report progress to client Part C: Verbal questions


In this task you will advocate on behalf of your client, (or support the client to advocate for themselves) to your supervisor. Your assessor will observe you during this assessment.

You must have the completed consent form signed by the client or their representative before you are able to complete this assessment. If you are unable to obtain consent you must discuss this with your supervisor and assessor and alternative arrangements will be made.

The client may be present during this session, but they do not have to be. The client may choose how much they wish to participate, if at all. This will depend entirely on the client’s own preferences.

Your assessor will be looking to see that you:

§  Advocate for your client in line to represent their rights, preferences and requests and support their reasonable expectations

This may include advocating on the clients behalf or supporting the client to advocate on their own behalf

§  Assessing the client’s ability to advocate for self

§  Represent the interests of the client to your supervisor

Making sure that this is in line with the client’s instructions as specified in their consent.

§  Negotiate an outcome, attempting to gain the most appropriate outcome for the client

§  Identify any barriers and discuss ways to address these

For example, financial resources, safety, effects on other clients; conflict between client needs and organisational requirements

§  Identify and make arrangements to contact appropriate people if this matter needs to be dealt with by another person or organisation

For example negotiate with Supervisor to take matter to an external organisation to be resolved, or to take the next step to address the client’s issue.

§  Maintain confidentiality except as consented by the client

§  Discuss any risks to safety both to the client and others and suggest options to address or investigate these

§  Work within legal, organisational and duty of care requirements

Including following organisational policies and procedures, observing privacy and confidentiality requirements, representing the rights of the client,  

§  Observe and acknowledge the rights of your client, as well as those of the organisation, staff and other clients.

§  Confirm understanding of outcomes of advocacy and next steps to be taken

For example, reporting to client, obtaining further information, doing a risk assessment, implementing outcomes, linking to services

§  Obtain feedback from the supervisor on your performance in representing the client.

Obtain feedback from your Supervisor by asking them to fill out the following form and then hand it in to your assessor.  

Supervisor’s feedback form – Client Advocacy

CHCADV001 Facilitate the interests and rights of clients. Task 4, Part A

Please use this form to provide me with feedback on how you feel I advocated my client’s interests/needs/rights during the above-mentioned activity.

Student’s name:

Supervisor’s name:

  1. Are you satisfied or dissatisfied with the way in which I represented the client’s wishes?
  2. Do you feel that I was able to balance the rights and wishes of the client with the requirements of the organisation and other clients?
  3. What did I do well?
  4. What could I have done better?

Thank you for your feedback. I will read through it and apply it, and hand it in to my assessor as part of my assessment for this unit.


Following the advocacy process with your supervisor you should discuss the outcomes with your client. If your client consents, your assessor will observe this part of the assessment. If consent is not given the assessor will ask you to explain outcomes of this discussion (without breaking any client confidence).

Your assessor will be looking to see that you:

§  Discuss the outcomes of the advocacy meeting and any follow up that is required

§  Discuss how any follow up work will be completed, including timeframes

§  Discuss rights and responsibilities of all parties and provide client with any relevant information to assist them to made decisions

Including right to complaints and appeals mechanism if client is dissatisfied with outcomes; decisions in relation to outcomes of meeting etc.

§  Discuss any safety issues that need to be addressed

For example; Conducting hazard identification and risk assessment.

§  Discuss options that are available if the client is not satisfied with the outcomes of the advocacy process

For example the Organisation’s complaints and appeals mechanism, external complaint mechanism

§  Discuss any ongoing support you will be providing  

For example making arrangements for implementation, further advocacy etc.

§  Obtain feedback from the client on how they feel that you represented them

Obtain feedback from your client on how they feel the advocacy process went by asking them to fill out the following client feedback form. Once you have received it back, hand it in to your assessor along with the supervisor feedback form from Part A. 

Client feedback form – Client Advocacy

CHCADV001 Facilitate the interests and rights of clients. Task 4, Part B

Please use this form to provide me with feedback on how you feel I advocated your interests/needs/rights during the above-mentioned activity.

Student’s name:

Client’s name:

  1. Are you satisfied or dissatisfied with your outcomes of the advocacy process?
  2. Do you feel that I adequately represented your wishes?
  3. Do you feel that you have been empowered to have an issue dealt with that you might not have been able to do on your own?
  4. What did I do well?
  5. What could I have done better?

Thank you for your feedback and for participating in this advocacy activity. I will hand this into my assessor.


Your supervisor will ask you a series of verbal questions. You need to provide satisfactory answers to each question.

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