AB_CHCMHS013 for Nyibol.1

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Oxford University *

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600

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Nov 24, 2024

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76

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Level 1, 243 Lonsdale St. Dandenong VIC 3175 Email: info@hammond.edu.au Web: www.hammond.edu.au Phone: 1800 788 399 Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Student email address Trainer/Assessor name Course and Unit Details Course code Course name Unit code CHCMHS013 Unit name Implement trauma informed care Assessment Submission Method ☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☐ Online submission via Learning Management System (LMS) ☐ By Australia Post to RTO ☐ Any other method _________________________________________________ (Please mention here) Student Declaration • I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice. • I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; • For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to: o Reproduce this assessment and provide a copy to another member of staff; and o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature Date Unit Assessment Pack CHCMHS013 Implement trauma informed care
UAP CHCMHS013 Page 2 of 76 Assessment Plan To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded Evidence Type/ Method of assessment evidence Sufficient recorded/Outcome Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 2 Simulation Practical S / NS (First Attempt) S / NS (Second Attempt) Final result C ☐ NYC ☐ Date assessed Trainer/Assessor Signature Unit information pack The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack. Purpose of unit Assessment Pack This document is for the student and provides all the assessment tasks which need to be completed to be deemed competent in this unit. The document also provides instructions and information to assist the student to complete each assessment task. Students must respond to all questions and submit the assessment to their Assessor. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 3 of 76 UAT 1 – Unit Knowledge Test (UKT) Pre-assessment checklist Purpose The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Information for students • Please make sure you have completed the necessary prior learning before attempting this assessment. • Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed. • Please make sure you understand what evidence is required to be collected and how. • Please make sure you know your rights and the complaints and appeal process. • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor). • Please make sure that you have access to a computer and the internet (if you prefer to type the answers). • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). • Due date of this assessment task is according to your timetable. • In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor. • Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. • Request for an extension to submit your assessment work must be made before the due date of this assessment task. Reasonable adjustments • If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 4 of 76 Assessment task instructions Assessment type: • Written Questions Instructions provided to the student: Assessment task description: • This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency. • The Unit Knowledge Test is comprised of thirty-two (32) written questions • Student must respond to all the questions and submit them to the Trainer/Assessor. • Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task. • Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available. Applicable conditions: • This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test). • Student must read and respond to all questions. • Student may handwrite/use computers to answer the questions. • Student must complete the task independently. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task. • The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work. Resubmissions and reattempts: • Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. • Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment). • For more information, please refer to the RTO Student Handbook. Location: • This assessment task may be completed in (tick the relevant box): ☐ Learning Management System ☐ Classroom ☐ Simulated learning environment ☐ Workplace Other: ____________________________________ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 5 of 76 • Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task. Purpose of the assessment The purpose of the assessment is to check knowledge relevant to the unit. Instructions for answering written questions: • Students must complete a written assessment consisting of a series of questions. • It is expected from students to correctly answer all the questions. • Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills. • Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant. • Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used. • Assessors must not accept responses/answers that have been copied directly from other sources materials. Resources required to complete the assessment task: • Computer • Internet • MS Word • Printer or e-printer • Unit Assessment Task • Access to learner guide and other learning materials. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 6 of 76 Question 1. Complete the below-provided table and explain how the following terms are applicable to the employees and organisations providing trauma-related services. Mention one ethical consideration for each and specify at least one national, state/ territory or local legislation applicable for the same. (For state/ territory legislation, student needs to answer as per the legislation applicable to their state/territory) Satisfactory response Yes ☐ No ☐ Term Ethical consideration (40-100 words) Applicable legislation (at least one national, state/ territory or local) Codes of practice Discrimination Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 7 of 76 Dignity of risk Duty of care Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 8 of 76 Human rights Informed consent Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 9 of 76 Mandatory reporting Privacy, confidentiality and disclosure Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 10 of 76 Records management Work health and safety Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 11 of 76 Question 2. List at least four practice standards that support workers and organisations are required to adhere to when providing trauma-informed care. Satisfactory response Yes ☐ No ☐ Question 3. Answer the following questions. A) How does the policy framework assist the trauma practice centres and their workers in providing care to the consumers? Answer must be between 50 to 80 words. B) List the 5 domains of the national framework for recovery-oriented mental health services Satisfactory response A) Yes ☐ B) Yes ☐ No ☐ No ☐ A) B) Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 12 of 76 Question 4. State which of the following statements are true/false A) At the international level, the United Nations General Assembly has Principles for protecting persons with mental illness and improving mental health care. B) The purpose of the Convention on the Rights of Persons with Disabilities (CRPD) is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms for all people with disability, and to promote respect for their inherent dignity C) Universal Declaration of Human Rights are applicable to Australia. Satisfactory response A) Yes ☐ B) Yes ☐ C) Yes ☐ No ☐ No ☐ No ☐ A) B) C) Question 5. List five rights and responsibilities a team member has while working in trauma care? Satisfactory response Yes ☐ No ☐ Rights Responsibilities Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 13 of 76 Question 6. Record four rights and responsibilities of an individual seeking services in the provided table. Satisfactory response Yes ☐ No ☐ Rights Responsibilities Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 14 of 76 Question 7. Mention at least one right and the responsibility of the employer of a trauma informed practice. Satisfactory response Yes ☐ No ☐ Question 8. Select the correct option/s As a caseworker, you are required to maintain a professional boundary with your consumers to protect the space between a worker’s professional power and their consumer’s vulnerability. Which of the following behaviour is not allowed from a caseworker? A) Becoming overly involved or attached to a consumer B) Protecting the consumer's privacy C) Allowing the consumer to have the view that you are their friend D) All of the above Satisfactory response Yes ☐ No ☐ Question 9. You are required to conduct research and • Explain what is the prevalence of trauma in the general population in Australia? • Identify the prevalence of the mental illness due to childhood trauma experiences within the service users. • You are also required to provide at least one source of your research. Answer must be between 80 to 100 words. Satisfactory response Yes ☐ No ☐ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 15 of 76 Question 10. Answer the following questions: A) Define trauma. Answer must be between 20 to 40 words. B) What do you mean by complex trauma? Answer must be between 20 to 40 words. C) List at least three events that can lead to complex trauma to a service user. D) What impact does trauma have on the child development and behaviour? Answer must be between 60 to 80 words. E) Select the correct option/s Which of the following strategies an individual can use to manage and cope with the impact of trauma a) Prioritise self-care b) Practice relaxation techniques c) Ignore friends and families d) Pursue outdoor activities Satisfactory response A) Yes ☐ B) Yes ☐ C) Yes ☐ D) Yes ☐ E) Yes ☐ No ☐ No ☐ No ☐ No ☐ No ☐ A) B) Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 16 of 76 C) D) E) Question 11. Answer the following questions A) Briefly explain the term re-victimisation. Answer must be between 30 to 50 words. B) How does re-victimisation impact individuals suffering from past trauma. Answer must be between 30 to 50 words C) Select the correct option/s Which of the following are the examples of common post-traumatic stress triggers that can affect the service user while receiving the services? a) Noises or sounds associated with the traumatic event b) Smells associated with the traumatic event c) Climatic temperature or other environmental stimuli associated with the traumatic event d) All of the above Satisfactory response A) Yes ☐ B) Yes ☐ C) Yes ☐ No ☐ No ☐ No ☐ A) Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 17 of 76 B) C) Question 12. Answer the following questions: A) Briefly explain the term interpersonal violence. Answer must be between 30 to 50 words. B) What is the relationship between interpersonal violence and trauma? Answer must be between 40 to 80 words. C) Select the correct option/s Which of the following are examples of interpersonal violence? a) Youth violence b) Bullying c) Assault d) All of the above Satisfactory response A) Yes ☐ B) Yes ☐ C) Yes ☐ No ☐ No ☐ No ☐ A) B) C) Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 18 of 76 Question 13. You are required to conduct research and identify at least one evidence-based practice at the national and international level that relates to implementing trauma- informed services. You are also required to provide a brief description of both the sources and provide a reference for your research. Answer must be between 150 to 180 words. Satisfactory response Yes ☐ No ☐ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 19 of 76 Question 14. Briefly explain the implication of loss and grief for people who have experienced trauma. Answer must be between 50 to 80 words. Satisfactory response Yes ☐ No ☐ Question 15. What is the role of gender differences in implementing trauma-informed care? Answer must be between 50 to 80 words. Satisfactory response Yes ☐ No ☐ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 20 of 76 Question 16. Match the correct answer as key values and principles of trauma-informed care and practice. Satisfactory response Yes ☐ No ☐ A Promoting safety in environments and relationships A person/victim/consumer should have control of decision making, not just involvement. B Ensuring cultural competence Need to stay strong no matter how long or who involved C Supporting control, choice, and autonomy An engaging person in the decision about goals D Fostering healthy, supportive relationships Need to feel safe disclosing the traumatic incident E Promoting the belief that recovery is possible Right to freedom to express ideas and cultural practices F Promoting strengths-based, collaborative practices A positive relationship delivers a positive environment in care and recovery. Question 17. Select the correct options. Which of the following are the key features of trauma-informed care and practice a) Creates a physically and emotionally safe environment b) Supports autonomy and choice c) Empowerment-focused perspective d) All of the above Satisfactory response Yes ☐ No ☐ Question 18. Conduct research and identify at least five common community attitudes towards interpersonal violence. You are also required to provide a reference for your research Satisfactory response Yes ☐ No ☐ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
UAP CHCMHS013 Page 21 of 76 Question 19. Select the correct options Which of the following could act as barriers that could prevent people experiencing interpersonal violence from accessing services? a) Loss of affection or love for the abuser b) Sense of stigma c) Loss of entire social network d) A lack of financial resources e) All of the above Satisfactory response Yes ☐ No ☐ Question 20. Complete the below-provided table by defining the role of each term in providing trauma-informed care. Satisfactory response Yes ☐ No ☐ Terms Description( 25 to 35 words) Triggers Flashback Re-traumatisation Question 21.Select the correct option Which of the following services can be referred for assistance, information or specialist intervention to provide better care to trauma consumers? A) Professional services: (e.g. Drug agencies, private counsellors, hospital psychologists, etc.) B) Long-term residential rehabilitation C) Group work D) All of the above Satisfactory response Yes ☐ No ☐ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 22 of 76 Question 22. List any four self-advocacy resources. Satisfactory response Yes ☐ No ☐ Question 23. Briefly explain the relationship between suicidality, self-harm, and interpersonal trauma. Answer must be between 80-120 words Satisfactory response Yes ☐ No ☐ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 23 of 76 Question 24. In the below-provided table, list three impacts of the provided events when accessing or receiving services for trauma care. Satisfactory response Yes ☐ No ☐ Terms Impact Compulsory treatment Seclusion Restraint Question 25. State which of the following statements are true/false A) Childhood abuse produces a cycle of abuse and anxiety and is an example of transgenerational trauma B) Transgenerational trauma refers to trauma that goes through generations. Satisfactory response A) Yes ☐ B) Yes ☐ No ☐ No ☐ A) B) Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 24 of 76 Question 26. In the below-provided table, list three strategies to respond or minimise the impact of the provided terms. Satisfactory response Yes ☐ No ☐ Terms Strategies Vicarious trauma Trauma-informed practices in the workplace Change management Question 27. Select the correct option Which of the following strategies are effective in conflict resolution and negotiation? A) Engage in active listening B) Stay calm and focusses C) Agree on the action to be taken D) All of the above Satisfactory response Yes ☐ No ☐ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 25 of 76 Question 28. Briefly explain the meaning of the following terms and their importance in the mental health work: • Peer supervision • Reflective practice Each answer must be between 40 to 80 words Satisfactory response Yes ☐ No ☐ Peer supervision Reflective practice Question 29. List three change management theories in the mental health care system. Satisfactory response Yes ☐ No ☐ Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 26 of 76 Question 30. Briefly explain the following change management frameworks: • McKinsey 7S framework • Kotter's 8-Step Change Model Each answer must be between 50 to 100 words Satisfactory response Yes ☐ No ☐ McKinsey 7S framework Kotter's 8-Step Change Model Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 27 of 76 Question 31. Complete the below-provided table and specify the impact of trauma on the provided terms. Satisfactory response Yes ☐ No ☐ Terms Description (30 -60 words) Person's sense of self Development of mental health issues Emotional distress Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 28 of 76 Personal relationship Service provider relationships Question 32. Briefly define the impact of the trauma on the following: • Biological • Psychological • Social Each answer must be between 20 to 40 words. Satisfactory response Yes ☐ No ☐ Biological Psychological Social Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 29 of 76 Unit Assessment Result Sheet (UARS) Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details Unit code CHCMHS013 Unit name Implement trauma informed care Outcome of Unit Assessment Task (UAT) First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student First attempt: Second attempt: Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 30 of 76 Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. • I have kept a copy of all relevant notes and reference material that I used as part of my submission. • I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. • I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. • All appeal options have been explained to me. First attempt Second attempt, if any Student Name Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate. First attempt Second attempt, if any Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System First attempt Second attempt, if any on (date) by (Name) Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 31 of 76 UAT 2 – Simulation Practical Pre-assessment checklist Purpose The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Information for students • Please make sure you have completed the necessary prior learning before attempting this assessment. • Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed. • Please make sure you understand what evidence is required to be collected and how. • Please make sure you know your rights and the complaints and appeal process. • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor). • Please make sure that you have access to a computer and the internet (if you prefer to type the answers). • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). • Due date of this assessment task is according to your timetable. • In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor. • Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. • Request for an extension to submit your assessment work must be made before the due date of this assessment task. Reasonable adjustments • If a student requires a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 32 of 76 Assessment task instructions Assessment type: • Simulation Practical Instructions provided to the student: Assessment task description: • This is the second (2) unit assessment task that student has to successfully complete to be deemed competent in this unit of competency. • This assessment task is comprised of ten activities. o Activity 1: Complex Trauma o Activity 2: Facilitate and support referral needs o Activity 3: Follow up with specialist o Activity 4: Feedback o Activity 5: Change management o Activity 6: Peer supervision o Activity 7: Vicarious trauma o Activity 8: De-escalate potential incidents o Activity 9: Interpersonal violence o Activity 10: Promote trauma-informed practices • The student must attempt all criteria to the required level, e.g., Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task. Applicable conditions: • Activity 2,3, and 4 are untimed and conducted as an open book test (this means the student can refer to textbooks or other learner materials during the test). • Activity 1,5,6,7,8,9 and 10 are timed. • The student must complete the task independently. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • Trainer /Assessor must assess student’s practical skills, technique, and knowledge as he/she completes this assessment task. • The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work. Resubmissions and reattempts: • Where a student’s performance is deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. Assessor must note any such submissions. • Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment). • For more information, please refer to the RTO Student Handbook. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 33 of 76 Location: • This assessment task may be completed in (tick the relevant box): ☐ Learning Management System ☐ Classroom ☐ Simulated learning environment ☐ Workplace Other: ____________________________________ Purpose of the assessment: • Purpose of this simulation practical is to check skills and knowledge related to performance criteria and performance evidence of the unit. General Instructions for attempting the simulation practical : • Student must complete all the activities of this assessment task. • Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills. • The student must complete all the provided templates (if any). Resources required to complete the assessment task: • Computer • Internet • MS Word • Place for meeting Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 34 of 76 Scenario: Western Community Care Association Limited (‘WCCA’) is a community based not for profit organisation that is an approved provider for residential and community care under the Aged Care Act 1997, a registered provider under the National Disability Insurance Scheme (NDIS) and an accredited operator with Transport for NSW. WCCA is committed to delivering the best possible care and services that support choice, improving the quality of life and wellbeing of their consumers. WCCA is located in Western Australia and Victoria. You have recently joined as a caseworker in WCCA. As the community caseworker, your primary focus will be to apply a human rights-based approach to identifying, reporting, and preventing trauma-related illness. You need to support service users (and, where appropriate, their families) to access relevant resources and educate them. Workplace objectives: • Provide world-class service to our consumers • Develop a culture that supports teamwork and diversity • Continuously improve the service • Meet compliance obligations at all times The staff, while providing trauma-informed care, needs to follow the core principles: Staff members of WCCA need to follow the below procedure to de-escalate potential incidents • Listen to what the issue is and the person's concerns. • Offer reflective comments to demonstrate that you have heard what their concerns are. • Stay calm until the person has released their frustration and explained how they are feeling. • Look and maintain appropriate eye contact to connect with the person. • Nod to confirm that you are listening and have understood. • Express empathy All staff members in the WCCA needs to follow the organisational policies and procedures (attached as additional document named: Policy manual WCCA). Safety. Trustworthiness & transparency. Peer support. Collaboration & mutuality. Empowerment & choice. Cultural, historical & gender issues. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 35 of 76 Activity 1: Complex Trauma You need to understand the scenario before starting the activity thoroughly. Additional scenario Peter was five when his mother died due to a heart attack, and after two years, his father got married, and his stepmother and his son moved in with them. Peter was close to his father, but his stepmother did not like it, so she convinced his father and sent him to the boarding school where he was sexually abused and got bullied by his schoolmates. When he came back one summer to house, his step-brother accused Peter of stealing in front of his friends and their parents. Peter was so ashamed of this incident he locked himself in the room for two days, and his friend's parents no further let their children play with Peter. After this whole incident, Peter father called him back home and started spending more time with him by going out together fishing and doing the activities which he liked. But his stepmother did not like it, and she used to hurt him when his father was not around, torture Peter and scare him to send him back to boarding school if he complained about this to his father. But his father didn’t realise that despite this sharing of activities and the feelings of closeness, he was dismissive in regard to Peter’s psychological trauma and his stepmother behaviour towards Peter. Peter is good at his studies, but after all incidents, he has intense mistrust that made him physically aggressive and verbally abusive towards the teacher and students in the school. One of his teachers, Miss Alex, has known Peter from the age of 1 as she lives next door and she finds this behaviour of Peter not normal for him, and she has also noticed a few marks on his hands and on asking Peter he became scared and started crying, so she raised the concern with the school principal, as Peter is not ready to speak up about the marks and his father is not contactable over the phone as he is away and Miss. Alex have a doubt on his stepmother for the marks. Your task In this activity, you will act as a caseworker, and you are responsible for providing trauma- informed care to Peter. For this purpose, you are required to conduct a meeting with Peter to understand the impact of trauma on Peter and assist him in developing strategies to address his specific trauma needs. You are required to perform the following tasks: • Apply practice based on trauma-informed care principles and perspective • Provide the consumer with a safe environment by promoting trustworthiness & transparency by developing strong relationships • Use effective communication strategies and be culturally and age-sensitive • Emphasis on non-judgemental, compassionate responses to disclosures of past and current trauma or abuse • Validate the emotional reactions of the person that signifies the understanding of the impacts of trauma • Recognise the person's strengths and resilience • Identify the impact of the trauma on the person mental health development • Identify any triggers or flashbacks that person faces Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 36 of 76 • Determine the potential for and causes of re-traumatisation, in particular in accessing or receiving services • Identify and address barriers in the trauma care process • Assist consumers in identifying their issues and preferred options to manage the impact of trauma • Develop different strategies to cope with and manage the impact of trauma by identifying the person-specific needs • Determine the capability of the service to respond to people’s trauma issues • Develop strategies to eliminate, minimise and/or manage the impact of triggers to traumatisation and re-traumatisation. • Provide the consumer with an opportunity of choice • Provide support to the consumer in developing skills and knowledge by providing them information on a range of services and available support options • Follow appropriate procedures to assess the options of bringing in specialist support and/or appropriate referral(refer to policy manual) • Obtain consent from the customer to share information with the specialist • Develop individual support plans by integrating the impact of trauma You will be required to complete. You need to complete the role play based on the above-provided instructions and complete the templates provided below. Where the information is not provided to complete the template, you can use the information provided by your participant in the role play. Submit the completed template to your Trainer/Assessor Your Trainer/Assessor will observe your performance and complete the following performance checklist. Timeframe Template: Individual Support Plan Surname: Given Names: Date of Birth: Religion: GP: Psychiatric: Diagnosis: Allergies: Other support involved You are required to complete this activity within 20 min. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 37 of 76 Communication Y N Oral Hygiene Y N Good Hearing Own teeth Good Vision Dentures Clear Speech Assistance required Good Comprehension Specify: Aids Required: Mobility Y N If assistance required, specify Independent Dependent Nutrition Y N Assistance required to eat and drink Y N Likes Assistance required Dislikes Set up Normal diet Cut up Special diet Adaptive aids required: If yes, specify: Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 38 of 76 Long-term Goal: Area of Service Goals Related Tasks Consent (Y or N) Responsibility Timeframe Caseworker signature- Date - Consumer Signature- Date - Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 39 of 76 Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Applied practice based on trauma-informed care principles and perspective including the following: o Safety – emotional as well as physical o Operations and decisions are conducted with the transparency o Provided opportunity for choice o Worked collaboratively with others o Promoted empowerment & choice o Shown respect for diversity o Provided culturally responsive services o Considered traditional cultural connections, and recognises and addresses historical trauma. • Provided the consumer with a safe environment by promoting trustworthiness & transparency by developing strong relationships • Used effective communication strategies and be culturally and age-sensitive • Demonstrated knowledge of active listening and questioning techniques to elicit views and opinions of stakeholders in the discussion. o Used effective speaking and listening techniques: The student was responsive to the listener, considering what the listener knew. Student successfully determined whether the message was getting across Students successfully determine when it is his or her turn to become the listener or speaker. o Demonstrated ability to provide answers based on background knowledge and experiences o Demonstrated ability to construct and purposefully dispense well thought out questions. • Emphasised on non-judgemental, compassionate responses to disclosures of past and current trauma or abuse • Validated the emotional reactions of the person that signifies the understanding of the impacts of trauma Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 40 of 76 • Recognised the person's strengths and resilience • Identified the impact of the trauma on the person mental health development • Identified any triggers or flashbacks that person faces including but not limited to: o A sensory feeling, o An emotional memory, o A reminder of the event, or even an unrelated stressful experience. • Determine the potential for and causes of re- traumatisation, in particular in accessing or receiving services such as: o Anger. o Anxiety. o Feeling overwhelmed, vulnerable, abandoned, or out of control. o Loneliness. o Muscle tension. o Memories tied to a traumatic event. o Pain. o Sadness • Identified and addressed barriers in the trauma care process • Assisted consumers in identifying their issues and preferred options to manage the impact of trauma • Developed different strategies to cope with and manage the impact of trauma by identifying the person-specific needs • Determined the capability of the service to respond to people’s trauma issues • Developed strategies to eliminate, minimise and/or manage the impact of triggers to traumatisation and re-traumatisation. • Provided the consumer with an opportunity of choice • Provided support to the consumer in developing skills and knowledge by providing them information on a range of services and available support options • Followed appropriate procedures to assess the options of bringing in specialist support and/or appropriate referral • Obtained consent from the customer to share information with the specialist • Developed individual support plans by integrating the impact of trauma • Discussed the agreed outcomes at the end of the role play • Completed the given template • Completed the role play in the given timeframe Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 41 of 76 Activity 2: Facilitate and support referral needs Additional scenario Peter has provided you consent to involve the specialist to manage his trauma needs. Now you are required to contact the specialist provide a referral for Peter, and share relevant information with the specialist to assist Peter to manage the impact of trauma. Your task In this activity, you will act as Peter’s Caseworker, and you are required to send an e-mail and organise Peter’s specialist as per the discussion held in activity 1. You are required to discuss with the specialist Peter trauma needs as per consent provided by Peter in activity 1 and support the specialist in providing all the relevant information. One of your classmates will act as the specialist to whom you are required to send an e- mail for the referral. He/she will also respond back to you with their e-mail with the confirmation of the referral received. You will be required to complete. You need to write an e-mail as per the task instructions and submit it to your Trainer/Assessor. Your Trainer/Assessor will observe your performance and complete the following performance checklist. Template- E-mail To : Cc: Bcc: Subject: Date e-mail is sent: Attachments: Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 42 of 76 Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Sent an e-mail to the specialist and requested for referral • Followed appropriate vocabulary, grammatical structure and conventions while writing the e-mail • Submitted the template as per task instructions Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 43 of 76 Activity 3: Follow up with specialist Your task In this activity, you will act as Peter’s Caseworker, and you are required to send an e-mail and follow up with Peter’s specialist. You are required to ask how Peter is doing and if any assistance is required from your side. One of your classmates will act as the specialist to whom you are required to send an e- mail for the follow-up.He/she will also respond back to you with their e-mail with your follow up enquiry. You will be required to complete. You need to write an e-mail as per the task instructions and submit it to your Trainer/Assessor. Your Trainer/Assessor will observe your performance and complete the following performance checklist. Template- E-mail To : Cc: Bcc: Subject: Date e-mail is sent: Attachments: Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 44 of 76 Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Sent an e-mail to the specialist and followed up with the specialist • Followed appropriate vocabulary, grammatical structure and conventions while writing the e-mail • Submitted the template as per task instructions Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 45 of 76 Activity 4: Feedback Part A Your task In this activity, you will act as the caseworker. You are required to send an e-mail and gather feedback from Peter (your consumer) and one of your co-workers on the trauma- informed service practices and identify the key areas for improvement. One of your classmates will play the role of the co-worker, and another classmate will act as Peter (your consumer). You are required to send them feedback e-mail, and they will reply back to you with their feedback. You will be required to complete. You need to write an e-mail as per the task instructions and submit it to your Trainer/Assessor. You are also required to submit the feedback e-mail of your consumer and your co-worker to your Trainer/Assessor. Your Trainer/Assessor will observe your performance and complete the following performance checklist. Template- E-mail To : Cc: Bcc: Subject: Date e-mail is sent: Attachments: Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 46 of 76 Template- E-mail To : Cc: Bcc: Subject: Date e-mail is sent: Attachments: Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Sent an e-mail to the consumer and co-worker and collected feedback • Followed appropriate vocabulary, grammatical structure and conventions while writing the e-mail • Submitted the template as per task instructions Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 47 of 76 Part B Your task In this activity, you will act as the caseworker. You are required to write a report based on the feedback received from Peter and your co-worker in part A on the current service practices and programs for trauma-informed practice and identify the key areas for improvement. You are also required to reflect on your own practices and services. You are required to include the following in your report: • Acknowledge the impact of trauma in the development of the individual support plans • Evaluate the feedback received from consumer and co-worker in Part A • Evaluate the current service practices and programs • Determine the service policies, procedures or practices that could possibly contribute to traumatisation and re-traumatisation (case study and policy manual) • Reflect on your own practices and services You will be required to complete. You need to write a report as per the task instructions and submit it to your Trainer/Assessor. Your Trainer/Assessor will observe your performance and complete the following performance checklist. Template: Report Evaluate the feedback received from consumer and co-worker in Part A Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 48 of 76 Evaluate the current service practices and programs Determine the service policies, procedures or practices that could possibly contribute to traumatisation and re-traumatisation Reflect on your own practices and services Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Evaluated the feedback received from consumer and co-worker in Part A • Evaluated the current service practices and programs • Determined the service policies, procedures or practices that could possibly contribute to traumatisation and re-traumatisation • Reflected on your own practices and services Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 49 of 76 • Followed appropriate vocabulary, grammatical structure and conventions while writing the report • Submitted the template as per task instructions Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 50 of 76 Activity 5: Change management Additional information Your task In this task, you will act as the caseworker, and you are required to collaborate with John and discuss his journey, how he overcame his trauma and living a better life now and develop change strategies and plans to improve the trauma-informed practice. You are also required to evaluate the feedback received in activity 4 and document the strategies in the below-provided template. One of your classmates will act as John, and he will share his experience as per the additional information provided. He will assist you in developing change strategies and plan in order to improve and strengthen trauma-informed practice. You will be required to complete. You need to conduct a role play with a person who has lived experience of trauma and develop strategies based on the discussion and feedback received in activity 4. You are required to complete the below-provided template and submit it to your Trainer/Assessor. Your Trainer/Assessor will observe your performance and complete the following performance checklist. Timeframe John is 43 years old, he was married to Melissa, and they both had two children. Due to a downturn in business 20 years ago, John became stressed and brought his work problems back home, which put strain over their marriage, and both John and Melissa got separated. Melissa took both of their children with her and moved to another country with her parents. John became depressed after all this and chose alcohol to distract himself from his troubles, and one day, things got worse, and he considered ending his own life. He has tried this more than once. But his friend Chris was there for him during this struggle period. Chris invited him to games and went out with him to these games; his wife also supported John and invited him to dinners. All the little things done by Chris and his family have helped John overcome his fears and have improved the situation. Chris also helped John and convinced him to seek professional help in which he was diagnosed with depression. After six months of seeking professional help and support and help from his friend's family, John managed his trauma and is in a better place now. John now sees life from a different perspective and realised that things that might been seen as minor issue for one person might be a more serious issue to other people, and once you open up to someone, you feel relieved, and keeping things inside you can make the situation worse. You are better off to express your feelings and seek assistance when needed. You are required to complete this activity within 20 min. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 51 of 76 Template: Change management strategies and plan Goal Strategies Person responsible Challenges Timeframe Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 52 of 76 Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Developed change strategies and plans to strengthen trauma-informed practice, • Collaborated with a person with lived experience of trauma • Demonstrated knowledge of active listening and questioning techniques to elicit views and opinions of stakeholders in the discussion. o Used effective speaking and listening techniques: The student was responsive to the listener, considering what the listener knew. Student successfully determined whether the message was getting across Students successfully determine when it is his or her turn to become the listener or speaker. o Demonstrated ability to provide answers based on background knowledge and experiences o Demonstrated ability to construct and purposefully dispense well thought out questions. • Discussed the agreed outcomes at the end of the discussion. • Completed the given template • Completed the role play in the given timeframe Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 53 of 76 Activity 6: Peer supervision Your task In this task, you will act as the caseworker, and you are required to participate in peer supervision meetings with two of your colleagues to promote trauma-informed practices ad for self-reflection. You are also required to share resources that promote trauma-informed principles and practices in the workplace. Two of your classmates will act as your colleagues and participate in the peer supervision process. Each group member will take a turn as the supervisee, and the others collectively become the supervisor and will provide feedback to the supervisee. You will be required to complete. You need to conduct a role play based on the discussion provided above. You are required to complete the below-provided template and submit it to your Trainer/Assessor. Your Trainer/Assessor will observe your performance and complete the following performance checklist. Timeframe Meeting minute template Minutes of Meeting Meeting Objective: Attendees: Venue: Date: No Points Discussed Discussion held You are required to complete this activity within 20 min. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 54 of 76 Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Held peer supervision by following the structure, including but not limited to: o Clearly defined roles of the meeting o All participants were respectful of each other and their time speaking o All participants were provided with a specific time to share their views and thoughts o All participants were focused on the peer supervision topic o Everyone received equal time to speak o A brief summary was discussed at the end of the session based on the topics discussed • Shared resources that promote trauma-informed principles and practices in the workplace. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 55 of 76 • Demonstrated knowledge of active listening and questioning techniques to elicit views and opinions of stakeholders in the discussion. o Used effective speaking and listening techniques: The student was responsive to the listener, considering what the listener knew. Student successfully determined whether the message was getting across Students successfully determine when it is his or her turn to become the listener or speaker. o Demonstrated ability to provide answers based on background knowledge and experiences o Demonstrated ability to construct and purposefully dispense well thought out questions. • Discussed the agreed outcomes at the end of the meeting. • Completed the given meeting minutes template • Completed the meeting in the given timeframe Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 56 of 76 Activity 7: Vicarious trauma Additional information Ana keeps a self- reflection journal that helps her make sense of what she experiences at work. Her latest entry reads, 'Today when Mary talked about her son's death, and I felt completely overwhelmed as it reminded me of my brother who passed away, and the grief my whole family went through. I have never really allowed myself to experience such strong reactions before. I felt as though I let Mary down because I focused on my emotions and not what she was going through. I could hardly say anything. I held her hand, just sat there and let her cry. Mary believes this grieving process of her son death is a big issue in her life, and she might not overcome it ever, as it keeps getting stronger and stopping her from performing her day-to-day tasks. She talked a lot and afterwards was kind enough to say it was good to talk to someone who seemed to understand and care. I wish I could have done more for her.' Ana tells her supervisor about this incident and how it made her feel. Her supervisor, Chris, is reassuring in acknowledging that it must have been very difficult for her in that situation and that her reaction was perfectly normal. She also says Ana probably helped Mary more than she thinks. Chris suggests that Ana may have some unresolved issues regarding her grief and that she should consider seeing a grief counsellor. Chris tells Ana that she is a valuable worker and that it is important that she looks after herself and always feels she can ask for help when she needs it. Your task In this activity, you will play the role of Ana and discuss the following points with your supervisor Chris. The role of Chris will be performed by one of your classmates, and he will assist you in overcoming the situation as per the information provided in the additional scenario. During this debrief session with your supervisor, you need to discuss the following points: • Self-care strategies to manage re-traumatisation • A consideration that might make re-traumatisation challenging to manage • Identified barriers associated with trauma-informed care and how to manage them • Identify the emergency level of the situation and seek assistance from the supervisor • How you will engage the consumer in the feedback process on services you provided • Take all steps to maintain the safety of all members in the trauma care practice. • Demonstrate effective communication strategies You will be required to complete. Perform the role-play, act as Ana, and have a debrief session with your supervisor per the above-discussed points. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 57 of 76 You are required to complete the below-provided template and submit it to your Trainer/Assessor. Your Trainer/Assessor will observe your performance and complete the following performance checklist. Timeframe Meeting minute template Minutes of Meeting Meeting Objective: Attendees: Venue: Date: No Points Discussed Discussion held You are required to complete this activity within 20 min. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 58 of 76 Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Developed self-care strategies • Applied self-care strategies in the re-traumatisation process and vicarious trauma • Reflected own practice in a working environment • Identified opportunities to embed trauma care • Recognised barriers in implementing trauma practice • Recognised strategies to enhance the delivery of services • Developed strategies for consumer feedback in service delivery • Taken all steps to maintain the safety of all members in the trauma care practice. • Demonstrated knowledge of active listening and questioning techniques to elicit views and opinions of stakeholders in the discussion. o Used effective speaking and listening techniques: The student was responsive to the listener, considering what the listener knew. Student successfully determined whether the message was getting across Students successfully determine when it is his or her turn to become the listener or speaker. o Demonstrated ability to provide answers based on background knowledge and experiences o Demonstrated ability to construct and purposefully dispense well thought out questions. • Discussed the agreed outcomes at the end of the meeting. • Completed the given meeting minutes template • Completed the meeting in the given timeframe Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 59 of 76 Activity 8: De-escalate potential incidents Additional scenario John is an Indigenous Australian who experienced trauma due to a severe car accident three months ago. John lost his leg in the accident when a semi-trailer ran his car off the road. John also wakes every night, almost every hour, with sweats and heart palpitations. John informs his caseworker he relives the car accident most moments of his waking day. John also, in his conversation with his caseworker, informed that he was in a severe accident as a child when his father ran into a tree while drink-driving. John’s ultimate goal, other than to sleep peacefully and not think about the accident, is to return to the workplace. Case notes of the previous caseworker for John have specified that John becomes violent whenever he feels frustrated, disappointed or threatened. He also specified that it takes John 10 to 15 min to calm down. He prefers to speak out loud when he is frustrated, and the only technique which worked with him as a caseworker is to stay calm and listen to him while he is expressing his feelings. Once he is done, he will realise his actions and most of the time; he apologises for his behaviour as he feels he has no control over his emotions when the incident gets triggered. Your task In this activity, you will act as a new caseworker for John, and you are responsible for providing trauma-informed care to John. One of your classmates will act as John, and he will participate in the role play and become violent and agitated during the discussion. You, as a caseworker, are responsible for staying calm and demonstrating effective de-escalation tactics. You are required to perform the following tasks: • Apply practice based on trauma-informed care principles and perspective • Provide the consumer with a safe environment by promoting trustworthiness & transparency by developing strong relationships • Use effective communication strategies and be culturally and age-sensitive • Emphasis on non-judgemental, compassionate responses to disclosures of past and current trauma or abuse • Validate the emotional reactions of the person that signifies the understanding of the impacts of trauma • Recognise the person's strengths and resilience • Identify the impact of the trauma on the person mental health development • Identify any triggers or flashbacks that person faces • Determine the potential for and causes of re-traumatisation, in particular in accessing or receiving services • Identify and address barriers in the trauma care process • Assist consumers in identifying their issues and preferred options to manage the impact of trauma • Develop different strategies to cope with and manage the impact of trauma by identifying the person-specific needs • Determine the capability of the service to respond to people’s trauma issues Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 60 of 76 • Develop strategies to eliminate, minimise and/or manage the impact of triggers to traumatisation and re-traumatisation. • Provide the consumer with an opportunity of choice • Provide support to the consumer in developing skills and knowledge by providing them information on a range of services and available support options • Develop individual support plans by integrating the impact of trauma • Follow de-escalation procedure and caseworker notes to de-escalate a situation You will be required to complete. You need to complete the activity based on the above-provided instructions and complete the templates provided below. Submit the completed template to your Trainer/Assessor Your Trainer/Assessor will observe your performance and complete the following performance checklist. Timeframe Template: Individual Support Plan Surname: Given Names: Date of Birth: Religion: GP: Psychiatric: Diagnosis: Allergies: Other support involved Communication Y N Oral Hygiene Y N Good Hearing Own teeth Good Vision Dentures Clear Speech Assistance required Good Comprehension You are required to complete this activity within 20 min. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 61 of 76 Aids Required: Specify: Mobility Y N If assistance required, specify Independent Dependent Nutrition Y N Assistance required to eat and drink Y N Likes Assistance required Dislikes Set up Normal diet Cut up Special diet Adaptive aids required: If yes, specify: Long-term Goal: Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 62 of 76 Area of Service Goals Related Tasks Consent (Y or N) Responsibility Timeframe Caseworker signature- Date - Consumer Signature- Date - Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Applied practice based on trauma-informed care principles and perspective including the following: o Safety – emotional as well as physical o Operations and decisions are conducted with the transparency o Provided opportunity for choice o Worked collaboratively with others o Promoted empowerment & choice o Shown respect for diversity o Provided culturally responsive services o Considered traditional cultural connections, and recognises and addresses historical trauma. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 63 of 76 • Provided the consumer with a safe environment by promoting trustworthiness & transparency by developing strong relationships • Used effective communication strategies and be culturally and age-sensitive • Demonstrated knowledge of active listening and questioning techniques to elicit views and opinions of stakeholders in the discussion. o Used effective speaking and listening techniques: The student was responsive to the listener, considering what the listener knew. Student successfully determined whether the message was getting across Students successfully determine when it is his or her turn to become the listener or speaker. o Demonstrated ability to provide answers based on background knowledge and experiences o Demonstrated ability to construct and purposefully dispense well thought out questions. • Emphasised on non-judgemental, compassionate responses to disclosures of past and current trauma or abuse • Validated the emotional reactions of the person that signifies the understanding of the impacts of trauma • Recognised the person's strengths and resilience • Identified the impact of the trauma on the person mental health development • Identified any triggers or flashbacks that person faces including but not limited to: o A sensory feeling, o An emotional memory, o A reminder of the event, or even an unrelated stressful experience. • Determine the potential for and causes of re- traumatisation, in particular in accessing or receiving services such as: o Anger. o Anxiety. o Feeling overwhelmed, vulnerable, abandoned, or out of control. o Loneliness. o Muscle tension. o Memories tied to a traumatic event. o Pain. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 64 of 76 o Sadness • Identified and addressed barriers in the trauma care process • Assisted consumers in identifying their issues and preferred options to manage the impact of trauma • Developed different strategies to cope with and manage the impact of trauma by identifying the person-specific needs • Determined the capability of the service to respond to people’s trauma issues • Developed strategies to eliminate, minimise and/or manage the impact of triggers to traumatisation and re-traumatisation. • Provided the consumer with an opportunity of choice • Provided support to the consumer in developing skills and knowledge by providing them information on a range of services and available support options • Followed de-escalation procedure and caseworker notes to de-escalate a situation • Followed de-escalation strategies including but not limited to: o Listened to what the issue is and the person's concerns. o Offered reflective comments to demonstrate that you have heard what their concerns are. o Stay calm until the person has released their frustration and explained how they are feeling. o Looked and maintained appropriate eye contact to connect with the person. o Noded to confirm that you are listening and have understood. o Expressed empathy • Developed individual support plans by integrating the impact of trauma • Discussed the agreed outcomes at the end of the role play • Completed the given template • Completed the role play in the given timeframe Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 65 of 76 Activity 9: Interpersonal violence Additional scenario Cassy is 54 years old, spent most of her childhood living in a foster home, and had no contact with her family. She was physically and sexually abused by staff while staying at the foster home. When she turned 21, she started a relationship with Gillian, and after two years, they got married and had two children. Gillian was drug-addicted and jobless. He used to hit Cassy whenever she refused to offer him money to buy drugs. Cassy was committed to her relationship, and she hoped she could influence him to stop violence and drugs. But Gillian never stopped hitting her, and when she was pregnant with their third child, Gillian hit her so hard that she slipped down the stairs and became unconscious. A passerby called the Police, and she was taken to the hospital, where she lost her third child due to miscarriage. Child protection was alerted and began visiting the home every week to check on the wellbeing of the children and how Cassy was coping with everything. Gillian was charged with assault, and Cassy was provided with a protection order. But one day, Gillian visited Cassy and tried to take the children with him and hit Cassy with a baseball. Cassy also started drinking alcohol, and when child protection became aware of this, they took the children away to provide them with a safe environment. These incidents made Cassy traumatised, and it is critically important to her that the children return to her care, happy and healthy. Your task In this activity, you will act as a caseworker of Cassy, and you are responsible for providing trauma-informed care to Cassy. One of your classmates will act as Cassy and participate in the role play. She will participate in the discussion by sharing information about her past experiences based on the information provided in the additional information. You are required to perform the following tasks: • Apply practice based on trauma-informed care principles and perspective • Provide the consumer with a safe environment by promoting trustworthiness & transparency by developing strong relationships • Use effective communication strategies and be culturally and age-sensitive • Emphasis on non-judgemental, compassionate responses to disclosures of past and current trauma or abuse • Validate the emotional reactions of the person that signifies the understanding of the impacts of trauma • Recognise the person's strengths and resilience • Identify the impact of the trauma on the person mental health development • Identify any triggers or flashbacks that person faces • Determine the potential for and causes of re-traumatisation, in particular in accessing or receiving services • Identify and address barriers in the trauma care process • Assist consumers in identifying their issues and preferred options to manage the impact of trauma Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 66 of 76 • Develop different strategies to cope with and manage the impact of trauma by identifying the person-specific needs • Determine the capability of the service to respond to people’s trauma issues • Develop strategies to eliminate, minimise and/or manage the impact of triggers to traumatisation and re-traumatisation. • Provide the consumer with an opportunity of choice • Provide support to the consumer in developing skills and knowledge by providing them information on a range of services and available support options • Develop individual support plans by integrating the impact of trauma You will be required to complete. You need to complete the activity based on the above-provided instructions and complete the templates provided below. Submit the completed template to your Trainer/Assessor Your Trainer/Assessor will observe your performance and complete the following performance checklist. Timeframe Template: Individual Support Plan Surname: Given Names: Date of Birth: Religion: GP: Psychiatric: Diagnosis: Allergies: Other support involved Communication Y N Oral Hygiene Y N Good Hearing Own teeth Good Vision Dentures Clear Speech Assistance required You are required to complete this activity within 20 min. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 67 of 76 Good Comprehension Specify: Aids Required: Mobility Y N If assistance required, specify Independent Dependent Nutrition Y N Assistance required to eat and drink Y N Likes Assistance required Dislikes Set up Normal diet Cut up Special diet Adaptive aids required: If yes, specify: Long-term Goal: Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 68 of 76 Area of Service Goals Related Tasks Consent (Y or N) Responsibility Timeframe Caseworker signature- Date - Client Signature- Date - Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Applied practice based on trauma-informed care principles and perspective including the following: o Safety – emotional as well as physical o Operations and decisions are conducted with the transparency o Provided opportunity for choice o Worked collaboratively with others o Promoted empowerment & choice Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 69 of 76 o Shown respect for diversity o Provided culturally responsive services o Considered traditional cultural connections, and recognises and addresses historical trauma. • Provided the consumer with a safe environment by promoting trustworthiness & transparency by developing strong relationships • Used effective communication strategies and be culturally and age-sensitive • Demonstrated knowledge of active listening and questioning techniques to elicit views and opinions of stakeholders in the discussion. o Used effective speaking and listening techniques: The student was responsive to the listener, considering what the listener knew. Student successfully determined whether the message was getting across Students successfully determine when it is his or her turn to become the listener or speaker. o Demonstrated ability to provide answers based on background knowledge and experiences o Demonstrated ability to construct and purposefully dispense well thought out questions. • Emphasised on non-judgemental, compassionate responses to disclosures of past and current trauma or abuse • Validated the emotional reactions of the person that signifies the understanding of the impacts of trauma • Recognised the person's strengths and resilience • Identified the impact of the trauma on the person mental health development • Identified any triggers or flashbacks that person faces including but not limited to: o A sensory feeling, o An emotional memory, o A reminder of the event, or even an unrelated stressful experience. • Determine the potential for and causes of re- traumatisation, in particular in accessing or receiving services such as: o Anger. o Anxiety. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 70 of 76 o Feeling overwhelmed, vulnerable, abandoned, or out of control. o Loneliness. o Muscle tension. o Memories tied to a traumatic event. o Pain. o Sadness • Identified and addressed barriers in the trauma care process • Assisted consumers in identifying their issues and preferred options to manage the impact of trauma • Developed different strategies to cope with and manage the impact of trauma by identifying the person-specific needs • Determined the capability of the service to respond to people’s trauma issues • Developed strategies to eliminate, minimise and/or manage the impact of triggers to traumatisation and re-traumatisation. • Provided the consumer with an opportunity of choice • Provided support to the consumer in developing skills and knowledge by providing them information on a range of services and available support options • Obtained consent from the customer • Developed individual support plans by integrating the impact of trauma • Discussed the agreed outcomes at the end of the role play • Completed the given template • Completed the role play in the given timeframe Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 71 of 76 Activity 10: Promote trauma-informed practices Your task In this activity, you will play the role of the caseworker, and you are responsible for participating in the continuous improvement practices of your organisation. You are required to participate in the meeting with your supervisor and two of your colleagues and contribute towards reviewing the organisation's plans, services, and programs. You are also required to contribute to developing the vicarious trauma policies for your organisation. One of your classmates will act as Supervisor, and two of your classmates will act as your colleagues. The supervisor will ask questions about your personal experiences of vicarious trauma. During the discussion, the first colleague will share his experience of vicarious trauma, on which the second colleague will make inappropriate comments and upset colleague one. You are required to manage this conflict situation during the meeting and bring both parties to mutual agreement. Your supervisor will not look interested in your suggestions with the policy development, and you are required to convince your supervisor that your suggestions are worth considering. You are required to perform the following task • Identify the key issues or incidents in the organisation programs, services and plans • Evaluate the change management plan prepared in activity 5 • Evaluate the organisation de-escalation procedure • Provide your suggestions in the development of vicarious trauma policies to reduce or minimise experiences of trauma • Resolve conflict situation during the meeting • Demonstrate effective conflict resolution and negotiation skills You will be required to complete. You need to conduct a meeting as per the provided instructions in the above section. You also need to take notes during the meeting and record them in the meeting minutes below. Submit the completed meeting minutes to your trainer/assessor. Your Trainer/Assessor will observe you during the discussion and complete the following performance checklist. Timeframe You are required to complete this activity within 20 min. Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 72 of 76 Meeting minute template Minutes of Meeting Meeting Objective: Attendees: Venue: Date: No Points Discussed Discussion held Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 73 of 76 Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments • Participated in the organisation continuous improvement practices • Identified the key issues or incidents in the organisation programs, services and plans • Evaluated the change management plan prepared in activity 5 • Evaluated the organisation de-escalation procedure • Provided your suggestions in the development of vicarious trauma policies to reduce or minimise experiences of trauma. • Demonstrated knowledge of active listening and questioning techniques to elicit views and opinions of stakeholders in the discussion. o Used effective speaking and listening techniques: The student was responsive to the listener, considering what the listener knew. Student successfully determined whether the message was getting across Students successfully determine when it is his or her turn to become the listener or speaker. o Demonstrated ability to provide answers based on background knowledge and experiences o Demonstrated ability to construct and purposefully dispense well thought out questions. • Resolved conflict situation during the meeting • Demonstrated effective conflict resolution and negotiation skills o Allowed all the individuals to explain themselves and actively listen. o Maintained a calm tone. o Showed a willingness to compromise or collaborate. o Remained impartial o Focused on the conflict issue o Identified the solution Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 74 of 76 o Followed up on the solution of the conflict with all parties involved • Discussed the agreed outcomes at the end of the meeting. • Completed the given meeting minutes template • Completed the meeting in the given timeframe Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 75 of 76 Unit Assessment Result Sheet (UARS) Assessment Task 2- Simulation Practical Student and Trainer/Assessor Details Unit code CHCMHS013 Unit name Implement trauma informed care Outcome of Unit Assessment Task (UAT) First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student First attempt: Second attempt: Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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UAP CHCMHS013 Page 76 of 76 Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. • I have kept a copy of all relevant notes and reference material that I used as part of my submission. • I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. • I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. • All appeal options have been explained to me. First attempt Second attempt, if any Student Name Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate. First attempt Second attempt, if any Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System First attempt Second attempt, if any on (date) by (Name) Hammond Institute Pty Ltd | TOID: 90720 Version 2.1-2023 Issue Date: Aug 2023 Approved by: Quality & Compliance Dept.
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Required: Record the payment that Mookie The Beagle Concierge receives from Sandy Copper in payment for services provided Remy. 1. Create Receive Payment. a. From the Navigation Bar, select Projects > Sandy Copper: Remy b. From the Add to project menu, select Receive payment c. Select Payment Date: 01/23/2023 d. Select Payment Method: Check e. Select Deposit to: 1600 Undeposited Funds f. Select Invoice Number 1002 g. After selecting the Invoice, what is the Amount Received displayed? Note: Answer this question in the table shown below. Round your answer 2 decimal places. h. Select Save and close Amount received $ 2. View the Transaction Journal for Receive Payment. a. From the Navigation Bar, select Sales > All Sales tab b. From the Sales Transactions List, select the Sandy Copper: Remy payment just entered c. From the bottom of Receive Payment, select More > Transaction Journal d. What are the Account and Amount Debited? Debit Credit 20.00 Note: Answer this question in the table shown…
Edit View History Bookmarks People Tab Window Help N Academic Tools :: Northern Virgi X 63% Mon 12:07 PM weCS Virginia Community College Syst X N CHAPTER 08 HW NOVA learn.vccs.edu/courses/240149/assignments/4704240?module_item_id=17254910 https://checkout.wileyplus.com/ X des View Policies rse Evaluations Current Attempt in Progress A Policies Cullumber Co. has the following transactions related to notes receivable during the last 2 months of the year. The company does not make entries to accrue interest except at December 31. r.com: 24/7 On- Tutoring Nov. 1 Loaned $53,400 cash to C. Bohr on a 12-month, 9% note. ary Resources Dec. 11 Sold goods to K. R. Pine, Inc., receiving a $5,400, 90-day, 8% note. 16 Received a $9,600, 180-day, 8% note to settle an open account from A. Murdock. 31 Accrued interest revenue on all notes receivable. Journalize the transactions for Cullumber Co. (Omit cost of goods sold entries.) (Credit account titles are automatically indented when amount is entered.…
tomer Care specialist Bloomerang Customer Sup X M Fwd: Claims Support Speci × Indeed Resume x ACG2071 (5)-Managerial x M ezto.mheducation.com/ext/map/index.html?_con-con&external_browser=0&launchUrl=https%253A%252F%252Flms.mheducation.com%252Fmghmiddleware%2! Saved 1 2 points eBook Hint Last month when Holiday Creations, Incorporated, sold 44,000 units, its sales, variable expenses, and fixed expenses were $176,000, $142,560, and $36,400, respectively. Required: 1. What is the company's contribution margin (CM) ratio? 2. What is the company's variable expense ratio? Note: Do not round intermediate calculations. Chapter 5- Assignment Print 1. Contribution margin ratio References 2. Variable expense ratio Mc Graw Hill 1 % 96 @ 12 个 M 31 Prev 1 of 6 Next > C $ % 54 #3 acer <6 925 ° 0 +00 7 8 28 & 69
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w- 202106070805337561 Qv Search in Document Home Insert Draw Design Layout References Mailings Review View + Share a Calibri (Body) 11 A- A- Aa AaBbCcDc AaBbCcDdE AaBb AaBbCcDdEE AaBbCcDdEe AaBbCcDdEe Paste I U v abe X, x² A A Styles Pane Sensitivity Normal No Spacing Heading 1 Heading 2 Title Subtitle Orthodox School ESTIMATED PROFIT AND LOSS ACCOUNT (INCOME STATEMENT) FOR KARACHI TRADERS LTD $ Revenue (5000 units @ $3.00) 15000 Cost of goods sold (@ $1.00 per unit) Gross profit 5000 10000 Overhead expenses 4000 Operating profit (profit before tax and interest) 6000 Finance costs (interest) 2000 Profit before tax 4000 Corporation tax @ 20% Profit for the year 800 3200 Dividends paid 1200 Retained profit 2000 Profit and loss account for Karachi Traders Ltd for the year ending 31 December 2014 20 marks, 40 minutes 1. By amending this profit and loss account (income statement), calculate the new level of retained profits if the following changes actually occurred: • each unit was sold…
G me Insert Design Layout References Management Accounitng-1 Student Activity-Word 6 Mailings Review View Tell me what you want to do... Sign in Shan bri (Body) -11AA Aa E-E-S-3811 Iu・axxx ・ツ・A・ミョ AA = Find- AaBbCcDc AaBbCcDc AaBbC AaBbCcl Replace ·田 1 Normal No Spac... Heading 1 Heading 2 Select- Font Paragraph 2 Styles GI Editing Assignment Problem Anand Kalaimani Al Harthi SAOG located in Muscat Sultanate of Oman involved in manufacturing of Drugs and Pharmaceutical Industry from 1981 to till now. The SAOG Company has provided the following information for the months of September, October, November and December 2023. Month Sales Material Wages Postage Electrical Other September Expense Expense 10,000 6,000 350 1,200 1,000 5,000 October 12,500 7,500 550 2,400 2,000 6,000 November 13,600 8,200 850 3,600 3,000 5,500 December 19,400 9,000 950 4,800 4,000 3,200 Additional information: a) Cash Balance on 1/10/2023 is RO X000000 b) Sales 25 per cent is for Cash in the same month. 50 per…
← → C doctors Chapter 2 Homework: Riley Slo x WP NWP Assessment Player Ul Ap x A Player education.wiley.com/was/ui/v2/assessment-player/index.html?launchid=4131ffcd-b4b1-4c03-9899-2873266f84cf#/question/9 BAR b bartleby w wiley connect MYOCC I CPO →bofa workjam (ulta) workjam ← Chapter 2 Homework Question 10 of 10 Current assets Total assets Current liabilities Long-term liabilities Selected information from the financial statements of Sheridan's Coffee Brewers for the year ended December 31, 2014, appears below: Sales revenue (ulta) school school b bartleby Dividends Net income $165,600 506,000 69,000 82,800 800,400 55,200 123,280 1. The current ratio for 2014 is 2. The debt to assets ratio for 2014 is 3. The working capital for 2014 is Calculate the amounts indicated below relating to the year ended December 31, 2014. The number of shares outstanding at the end of the year was 36,800. Show computations. (Round "Current ratio" and "Earnings per share" to 2 decimal places, e.g.…
Sheffield Corp. uses the percentage-of-receivables basis to record bad debt expense and concludes that 3% of accounts receivable will become uncollectible. Accounts receivable are $430,800 at the end of the year, and the allowance for doubtful accounts has a credit balance of $2,864. (a) Prepare the adjusting journal entry to record bad debt expense for the year. (b) If the allowance for doubtful accounts had a debit balance of $887 instead of a credit balance of $2,864, prepare the adjusting journal entry for bad debt expense.
Continue: BFIN 300 Fal X M Inbox (11,43 X Week 4, We Do/Con A https://blackboard.albany.edu/webapps/assessment/take/take.jsp?course_assessment id=_152523 1&course_id= 157898 1&content id= 60538. To How To Factory Res.. O Honey P MyLab IT | Pearson M Inbox (10,367) - rde. Ot WN. CPU. Google WebAssign - Blackboard Learn K.J. Lee, CFA, an analyst with Water's Edge Securities, estimates the market risk premium is 6.80% and the risk-free rate is 2.10%. She's calculated the beta for Summerfield Tech as 0.94, and she estimates the expected return is: O Type here to search 5:54 PM 10/25/2021
CHAPTER 15 Assignment Exercise 15-1: Comparable Data in a Graph Review Figures 15-1 through 15-5. Each of the five figures presents a graph depicting some type of comparative data. Required Locate healthcare information that can reasonably be compared. (1) Prepare your compara- tive data. (2) Using your data, create one or more graphs similar to those found in Figures 15-1 through 15-5.
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us.wvu.edu/webapps/assessment/take/launch.jsp?course_assessment_id=_349525_1&course_id=_172235_1&content_id= 91004 Musketeers worldhiston H Blackboard M WVU Gmail a Discord Complete History... m HBO Max N Netflix A ALEKS- Musketeers Excel Email am and sieges v Question Completion Status: Florist Grump, Inc., had beginning retained earnings of $137,000. During the year, Florist Grump had net income of $63,000 and declared and paid dividends of $18,000. What will be shown for ending retained earnings on Florist Grump's year-end balance sheet? QUESTION 9 For the year ended December 31, Year 2 For the year ended December 31, Year 1 Revenues $ 7,500 $ 500 Expenses 1,500 Net Income December 31, Year 2 December 31, Year 1 Assets $ 16,500 $ 1,000 500 Liabilities Stock 300 300 Retained Earnings 1.$ 200 Assume Year1 is the company's first year of business and there were $100 dividends in Year 1 and $100 dividends in Year 2. After determining the missing amounts ($ Earnings 1.$ in the above…
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