AB_CHCMHS005
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School
Hammond Institute *
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Course
CHC52015
Subject
Accounting
Date
Feb 20, 2024
Type
Pages
62
Uploaded by JusticeElephantMaster1013
Level 1, 243 Lonsdale St. Dandenong VIC 3175 Email: info@hammond.edu.au
Web: www.hammond.edu.au Phone: 1800 788 399
Unit Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Contact number Email address Trainer/Assessor name Course and Unit Details Course Code
Course Name Unit code CHCMHS005 Unit name Provide services to people with co-existing mental health and alcohol and other drugs issues 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: ____/_____/______________
Assessment CHCMHS005
Page 2 of 62 Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 2 Case studies S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 3 Simulated Practical S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 4 Work Placement Task S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 5 Work Placement Observation S / NS (First Attempt) S / NS (Second Attempt) Final result C/NYC Date assessed Trainer/Assessor Signature Assessment Conditions Unit purpose/application This unit describes the skills and knowledge required to assess capacity to support people with co-
existing mental health and alcohol and other drugs issues and to work collaboratively to provide support and facilitate links to other services. This unit applies to work with people with co-existing mental health and alcohol and other drugs (AOD) assessments in a range of community services work contexts. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice. What the student can expect to learn by studying this unit of competency ●
Assess capacity to provide support to a person with co-existing mental health and AOD issues ●
Work collaboratively to provide support services to address co-existing issues ●
Facilitate links to further care ●
Collaborate with the person to minimise risk Review and report on support provided Training and assessment resources required for this unit of competency Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 3 of 62 The student will have access to the following: ●
Learner guide ●
PowerPoint presentation ●
Unit Assessment Pack (UAP) ●
Access to other learning materials such as textbooks Submission instructions Your trainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusion Academic Integrity Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: ●
undertake studies and research responsibly and with honesty and integrity ●
ensure that academic work is in no way falsified ●
seek permission to use the work of others, where required ●
acknowledge the work of others appropriately ●
take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: ●
Paraphrasing and presenting work or ideas without a reference ●
Copying work either in whole or in part ●
Presenting designs, codes or images as your own work ●
Using phrases and passages verbatim without quotation marks or referencing the author or web page ●
Reproducing lecture notes without proper acknowledgement. Collusion Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: ●
Work with one or more people to prepare and produce work ●
Allow others to copy your work or share your answer to an assessment task ●
Allow someone else to write or edit your work (without RTO approval) ●
Write or edit work for another student ●
Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 4 of 62 Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Other Important unit specific Information N/A Unit outcome ●
This unit is not graded, and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent. ●
Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT). ●
Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC). Prerequisite/s Nil Co-requisite/s Nil Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 5 of 62 Foundation Skills The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Relevant Legislation ●
Australian Human Rights Commission Act 1986 ●
Age Discrimination Act 2004 ●
Disability Discrimination Act 1992 ●
Racial Discrimination Act 1975 ●
Sex Discrimination Act 1984 ●
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs) ●
Occupational Health and Safety Act 2004 ●
Work Health and Safety Act 2011 Principles of assessment and rules of evidence All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic. AQF Level AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ Further Information For further information about this unit go to https://training.gov.au/Training/Details/CHCMHS005 Additional Information •
This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.) •
Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit. •
Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT). •
Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment. •
Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 6 of 62 Feedback to student Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take. Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should: •
Be provided for each Unit Assessment Task (UAT) •
Guide students to adapt and adjust their learning strategies •
Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs •
Be a pivotal feature of learning and assessment design, not an add-on ritual •
Focus on course and unit learning outcomes •
Guide students to become independent and self-reflective learners and their own critics •
Acknowledge the developmental nature of learning. If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO. For more information, please refer to RTO Student Handbook. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Page 7 of 62 Unit Pre-Assessment Checklist (UPAC) UAT 1 – Unit Knowledge Test (UKT) Purpose of the checklist 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. Section 1: Information for Students ●
Please make sure you have completed the necessary prior learning before attempting this assessment. ●
Please make sure your trainer/assessor 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. Section 2: Reasonable adjustments ●
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. ●
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. ●
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. ●
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. ●
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. ●
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 8 of 62 ●
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
LLN
Speaking
Reading
Writing
Confidence
Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-
English Speaking Background
Speaking
Reading
Writing
Cultural background
Confidence
Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
Indigenous
Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment
Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age
Educational background
Limited study skills
Make sure font size is not too small
Trainer/Assessor should refer to the student’s experience
Ensure that the time available to complete the assessment takes account of the student’s needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Page 9 of 62
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background
Reading
Writing
Numeracy
Limited study skills and/or learning strategies
Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the student’s individual need
Disability
Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies
Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 10 of 62 Unit Assessment Task (UAT) Assessment Task 1 - Unit Knowledge Test (UKT) Assessment type: ●
Questions Assessment task description: ●
This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency. ●
The Unit Knowledge Test is comprised of forty-six (46) questions ●
You must respond to all questions and submit them to your Trainer/Assessor. ●
You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task. ●
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available. Applicable conditions: ●
All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test). ●
You must read and respond to all questions. ●
You may handwrite/use computers to answer the questions. ●
You 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. ●
As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor. ●
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts: ●
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. ●
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment) ●
For more information, please refer to your RTO Student Handbook. Location: ●
This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment. ●
Your trainer/assessor will provide you further information regarding the location for completing this assessment task. Instructions for answering written questions: ●
Complete a written assessment consisting of a series of questions. ●
You will be required to correctly answer all the questions. ●
Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 11 of 62 ●
Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills. ●
Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality. ●
Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used. ●
When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source. How your trainer/assessor will assess your work? ●
This assessment task requires the student to answer all the questions. ●
Answers must demonstrate the student’s understanding and knowledge of the unit. ●
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). ●
If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). ●
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). ●
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: The purpose of this assessment task is to assess the students’ knowledge required to Provide services to people with co-existing mental health and alcohol and other drugs issues Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 12 of 62 Assessment Task 1 - Unit Knowledge Test (UKT) Instructions: ●
This is an individual assessment. ●
To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides. ●
All questions must be answered in order to gain competency for this assessment. ●
You may attach a separate sheet if required. ●
You must include the following particulars in the footer section of each page of the attached sheets: o
Student ID or Student Name o
Unit ID or Unit Code o
Course ID or Course Code o
Trainer and assessor name o
Page numbers ●
You must staple the loose sheets together along with the cover page. ●
You must attach the loose sheets chronologically as per the page numbers. ●
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. Resources required to complete the assessment task: ●
Learner guide ●
PowerPoint presentation ●
Unit Assessment Pack (UAP) ●
Access to other learning materials such as textbooks ●
Access to a computer, the Internet and word-processing system such as MS Word. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 13 of 62 Question 1. Write three holistic and strength-based approaches towards a person's recent AOD and mental health issues?
Question 2. What are three strategies to prevent a relapse for AOD client? Issue Date: June 2023 Approved by: Quality &
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Page 14 of 62 Question 3. What are the three components to minimise the harm for an AOD client? Question 4. Explain the dynamics of empowerment and disempowerment in the power relationship? Write in 80-120 words. Issue Date: June 2023 Approved by: Quality &
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Page 15 of 62 Question 5. Briefly explain the following terms when you deal with an AOD client. Write in 30-80 words each. a.
Practice-based on rights b.
Access c.
Equity d.
Social justice e.
Drug tolerance Question 6. How does specific AOD legislation impact on an individual worker?
Write in
150-180 words.
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Page 16 of 62 Question 7. Mix and match the right law with the year it been passed i.
ACT Mental Health Act 1998 ii.
NSW Mental Health Act 2014 iii.
VIC Mental Health Act 2009 iv.
QLD Mental Health Act 2013 v.
TAS Mental Health Act vi.
SA Mental Health Act 2014 vii.
WA Mental Health Act 2007 viii.
NT Mental Health Act 2015 ix.
Age discrimination Act (cth) 1992 x.
Racial discrimination Act(cth) 1984 xi.
Sex discrimination Act (cth) 1975 xii.
Disability Discrimination Act (cth) 2004 xiii.
National standard of practice for mental health workforce
2013 i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
2016
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Page 17 of 62 Question 8. What are the three risks of long- term alcohol use? Question 9. What are two rights that workers have in the workplace? Issue Date: June 2023 Approved by: Quality &
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Page 18 of 62 Question 10. Describe limitations and responsibilities as per work role boundaries a mental health worker has during provision of care to a person? Write in 100-150 words
Question 11. Who is responsible for children in the workplace, and why? Write in 100-120 words
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Page 19 of 62 Question 12. Identify three issues that are potential risks to the safety of a person suffering from AOD abuse? Issue Date: June 2023 Approved by: Quality &
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Page 20 of 62 Question 13. For each of the below behaviour titles, identify two behaviours for each. ●
Attention-seeking behaviours ●
Self-harming or self-injurious behaviours ●
Noncompliant behaviours ●
Agitation ●
Aggressive behaviours (physical and verbal) ●
Disinhibition Issue Date: June 2023 Approved by: Quality &
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Page 21 of 62 Question 14. Write at least two harms or impacts of long term AOD use of the following ●
Alcohol ●
Tobacco ●
Cannabis Issue Date: June 2023 Approved by: Quality &
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Page 22 of 62 Question 15. What are five preventive measures which can help to avoid risky behaviours? Issue Date: June 2023 Approved by: Quality &
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Page 23 of 62 Question 16. Write at least one harm minimising strategy you can advise someone with a history of
AOD for each of the below:
●
Suffocation
●
Choking on vomit
●
Respiratory depression
●
Accidents
●
HIV/Hepatitis C from needle use
●
Severe dehydration while using ecstasy
●
Heroin
Overdose
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Page 24 of 62 Question 17. List three de-escalation techniques, conflict resolutions, and stages of negotiation skills to manage conflict ●
De-escalation techniques ●
Conflict resolution ●
Negotiation skills Issue Date: June 2023 Approved by: Quality &
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Page 25 of 62 Question 18. Document five signs and symptoms of drug dependency? Issue Date: June 2023 Approved by: Quality &
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Page 26 of 62 Question 19. Document at least three withdrawal signs and symptoms of the following ●
Alcohol ●
Amphetamine ●
Nicotine ●
Opiates ●
Cannabis Issue Date: June 2023 Approved by: Quality &
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Page 27 of 62 Question 20. Document at least 1 (one) risk factor associated with the following mental health drugs and other substance use ●
Stimulants and antidepressants ●
Cannabis and antipsychotics ●
Antipsychotics along with Tobacco ●
Tobacco use along with benzodiazepines ●
Caffeine interaction with lithium Issue Date: June 2023 Approved by: Quality &
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Page 28 of 62 Question 22. Part A. Document three support strategies that you may follow to manage a client with co-existing issues and AOD use. Question 21. Write four strategies to demonstrate respect and dignity towards a person using AOD services as per National practice standards?
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Assessment CHCMHS005
Page 29 of 62 Part B. List three services suitable for people with co-existing issues beyond AOD and mental health
. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 30 of 62 Question 23. Document two techniques and processes for each of the following for a plan of action to address co-existing issues? ●
Developing techniques ●
Developing processes ●
Documentation techniques ●
Documentation processes ●
Implementation techniques ●
Implementation processes Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 31 of 62 Question 25. Identify three codes of practice a worker must follow dealing with AOD client? Question 24. Write three principles used in a motivational interview can bring in the provision of care.
Issue Date: June 2023 Approved by: Quality &
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Assessment CHCMHS005
Page 32 of 62 Question 26. Fill in the blanks ________________ and ____________________ for people experiencing problematic alcohol and other drug use are quite common. a.
Drug support b.
Stigma c.
Discrimination d.
Equity Question 27. Fill in the blanks It is important to focus on _______________________ before the cessation of AOD use in the early days of treatment. a.
Relationship b.
Discrimination c.
Nurse patient relationship d.
Recovery Question 28. Fill in the blanks
During the ______________________
for the consumer, it is important to develop other aspects of
their lives and make sure supports are in place as well for effectiveness of recovery.
a.
Admission
b.
Documentation
c.
Recovery process
d.
None of the above
Question 29. Fill in the blanks
A consumer suffering from AOD does not want to take her antidepressant
anymore. As per
______________________
legislation in Australia and worldwide, the person (unless under compulsory treatment order) has full
rights to refuse to take her medication anymore regardless of a known risk of not taking it.
a.
Consumer support
b.
Practice standards
c.
Dignity of risk
d.
Discrimination
Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 33 of 62 Question 30. Fill in the blanks As an AOD worker, it is your _______________________ to provide a safe environment, or safe access to client’s home even they are intoxicated. a.
Informed consent b.
Duty of care c.
Holistic approach d.
Build up a family trust Question 31. Fill in the blanks As per the United Nations ______________________ everyone is equally allowed the right to choose their lifestyle, social, and economical norms without ____________________. a.
Charter of human rights b.
Discrimination c.
Community standards d.
National standards Question 32. Fill in the blanks There are no separate AOD practice standards, and usually, it's covered under mental health legislation. However, they widely use ____________________ guidelines and strategies for AOD practise standards. a.
Work health safety b.
National Drug strategy c.
Human rights d.
A and B both Question 33. Fill in the blanks
________________ is a process where you need to get permission before sharing any information of
your AOD consumer with any worker or organisation.
a.
Dignity of risk
b.
Duty of care
c.
Informed
consent
d.
Holistic approach
Issue Date: June 2023 Approved by: Quality &
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Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 34 of 62 Question 34. Fill in the blanks If you are aware a consumer with AOD is involved in abuse, negligence or violence either as a victim or aggressor, you are obliged formally report this matter by _____________________ to the relevant authorities. a.
Privacy b.
Consumer support c.
Mandatory reporting d.
Informed consent Question 35. Provide two examples of an organisation policy framework covering AOD consumers? Question 36. Fill in the blanks When discussing a AOD consumers situation, you need to make sure to maintaining their __________________. a.
Privacy b.
Promise c.
Consent d.
Right identity Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 35 of 62 Question 37. Fill in the blanks
AN AOD worker has an obligation to
protect ____________________
details of their client when
they _____________________ their information to a third party. A worker can disclose the
consumer information when there is a ___________________ of danger to the client or someone
else’s life.
a.
Risk
b. Disclose
c.
Confidential
d.
Opportunity
Question 38. Fill in the blanks
According to the Alcohol and Drug foundation, almost ____________ in 20 Australian workers worked under
the influence of alcohol.
a.
One
b. Two
c.
Three
d. Four
Question 39. Write three negative effects on workers resulting from a co-worker affected by AOD as
per WHS.
Issue Date: June 2023 Approved by: Quality &
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Assessment CHCMHS005
Page 36 of 62 Question 40. List three main requirements of good record management when dealing with an AOD consumer Question 41. List two rights and two responsibilities an AOD worker has? Rights: Responsibilities: Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 37 of 62 Question 42. List one right and responsibility of an employer in mental health/AOD Right: Responsibilities Question 43. List one right and responsibility of an individual accessing an AOD service Rights: Responsibilities Question 44. Fill in the blank When a person decides not to use any alcohol or drugs and stop utilising them completely. Its known as __________________________. a.
Weakness b.
Commitment c.
Abstinence d.
Normalise Issue Date: June 2023 Approved by: Quality &
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Page 38 of 62 Question 45. A. What is the role and use of standard screening tools? B. List 3 screening tools Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Page 39 of 62 Question 46. List five stages of change model in mental health or AOD
Issue Date: June 2023 Approved by: Quality &
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Assessment CHCMHS005
Page 40 of 62 Unit Assessment Result Sheet (UARS) Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details Unit code CHCMHS005 Unit name
Provide services to people with co-existing mental health and alcohol and other drugs issues 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: Issue Date: June 202
3
Approved by: Quality &
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Assessment CHCMHS005
Page 41 of 62 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) Issue Date: June 202
3
Approved by: Quality &
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Assessment CHCMHS005
Page 42 of 62 Unit Pre-Assessment Checklist (UPAC) UAT 2 – Case Studies Purpose of the checklist 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. Section 1: Information for Students ●
Please make sure you have completed the necessary prior learning before attempting this assessment. ●
Please make sure your trainer/assessor 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. Section 2: Reasonable adjustments ●
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. ●
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. ●
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. ●
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. ●
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. ●
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 43 of 62 Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
LLN
Speaking
Reading
Writing
Confidence
Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-
English-
Speaking Background
Speaking
Reading
Writing
Cultural background
Confidence
Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
Indigenous
Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment
Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age
Educational background
Limited study skills
Make sure font size is not too small
Trainer/Assessor should refer to the student’s experience
Ensure that the time available to complete the assessment takes account of the student’s needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 44 of 62
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background
Reading
Writing
Numeracy
Limited study skills and/or learning strategies
Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the student’s individual need
Disability
Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies
Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 45 of 62 Unit Assessment Task (UAT) Assessment Task 2 – Case Studies Assessment type: ●
Case Studies Assessment task description: ●
This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency. ●
This assessment task is comprised of a case studies. ●
Student is required to complete one activity. ●
You will receive your feedback within two weeks - you will be notified by your trainer/assessor when results are available. ●
You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task. Applicable conditions: ●
You must read and respond to all criteria of the project. ●
You may handwrite/use computers to answer the criteria of the project. ●
You 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. ●
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. ●
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts: ●
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. ●
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment). ●
For more information, please refer to your RTO Student Handbook. Location: ●
This assessment task may be completed in a classroom, workplace, or independent learning environment. ●
Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the project: ●
You will be required to correctly attempt all activities of this assessment task. ●
You must concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. ●
You must use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 46 of 62 How your trainer/assessor assess your work? ●
This assessment task requires the student to successfully complete and submit a project. ●
Answers must demonstrate the student’s understanding and skills of the unit. ●
You will be assessed according to the provided performance checklist/ performance criteria. ●
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task. ●
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). ●
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). ●
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). ●
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 47 of 62 Assessment Task 2 – Case Study Instructions to complete this assessment task
: ●
Please write responses where applicable using a word processor. ●
You must include the following particulars in the footer section of each page of the attached sheets: o
Student ID or Student Name o
Unit ID or Unit Code o
Course ID or Course Code o
Trainer and assessor name o
Page numbers ●
You must staple the loose sheets together along with the cover page. ●
You must attach the loose sheets chronologically as per the page numbers. ●
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. ●
This submission must be well presented and follow the guidelines and instructions provided. ●
Please follow the format as indicated in the template section below. ●
One of the most important steps that you can take: proofread your answers and code. ●
All RTO policies are in effect, including the plagiarism policy. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 48 of 62 Case Study Sandra has begun providing services for Rachel, who has been diagnosed with a mental health issue and risk of AOD as well. Sandra identifies, after talking to Rachel, that she is currently using amphetamines and some other drugs which are derailing her from her normal lifestyle. Rachel was recently arrested for possession drugs and is worried that she may lose her job if she is convicted of a drug offence. Rachel also tells Sandra that she is two months behind in rent, which is putting significant pressure on her. Question 1. Provide one reason why Rachel’s co-existing mental health and AOD issues may not be identified?
Question 2. What are three signs Sandra has observed that might identify that Rachel is an AOD user? Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
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Assessment CHCMHS005
Page 49 of 62 Question 3. Rachel has been prescribed anti-depressants to help manage her mental health issues. What are the three risks of combining anti-depressants with amphetamines? Question 4. List two screening tools Sandra can use to assess Rachel’s AOD issues. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 50 of 62 Question 5. List three impacts of amphetamine use that Sandra can talk to Rachel about. Question 6. List two impacts that Rachel’s co-existing mental health and AOD issues that are having an effect on her. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 51 of 62 Unit Assessment Result Sheet (UARS) Assessment Task 2 – Case Studies Student and Trainer/Assessor Details Unit code CHCMHS005 Unit name
Provide services to people with co-existing mental health and alcohol and other drugs issues 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: Issue Date: June 202
3
Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 52 of 62 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) Issue Date: June 202
3
Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 53 of 62 Unit Pre-Assessment Checklist (UPAC) UAT 3 – Simulation Practical Purpose of the checklist 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. Section 1: Information for Students ●
Please make sure you have completed the necessary prior learning before attempting this assessment. ●
Please make sure your trainer/assessor 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. Section 2: Reasonable adjustments ●
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. ●
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. ●
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. ●
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. ●
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. ●
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 54 of 62 Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
LLN
Speaking
Reading
Writing
Confidence
Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-
English Speaking Background
Speaking
Reading
Writing
Cultural background
Confidence
Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
Indigenous
Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment
Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age
Educational background
Limited study skills
Make sure font size is not too small
Trainer/Assessor should refer to the student’s experience
Ensure that the time available to complete the assessment takes account of the student’s needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 55 of 62
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background
Reading
Writing
Numeracy
Limited study skills and/or learning strategies
Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the student’s individual need
Disability
Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies
Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 56 of 62 Unit Assessment Task (UAT) Assessment Task 3 – Simulation Practical Assessment type: Simulation Practical Assessment task description: ●
This is the third (3) assessment task you have to successfully complete to be deemed competent in this unit of competency. ●
This assessment task is comprised of a Simulation Practical. ●
Student is required to complete one activity. ●
You will receive your feedback within two weeks - you will be notified by your trainer/assessor when results are available. ●
You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task. Applicable conditions: ●
You must read and respond to all criteria of the project. ●
You may handwrite/use computers to answer the criteria of the project. ●
You 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. ●
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. ●
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts: ●
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. ●
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment). ●
For more information, please refer to your RTO Student Handbook. Location: ●
This assessment task may be completed in a classroom, workplace, or independent learning environment. ●
Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the project: ●
You will be required to correctly attempt all activities of this assessment task. ●
You must concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. ●
You must use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used. How your trainer/assessor will assess your work? ●
This assessment task requires the student to successfully complete and submit a project. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 57 of 62 ●
Answers must demonstrate the student’s understanding and skills of the unit. ●
You will be assessed according to the provided performance checklist/ performance criteria. ●
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task. ●
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). ●
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). ●
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). ●
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 58 of 62 Assessment Task 3 – Simulation Task Instructions to complete this assessment task
: ●
Please write responses where applicable using a word processor. ●
You must include the following particulars in the footer section of each page of the attached sheets: o
Student ID or Student Name o
Unit ID or Unit Code o
Course ID or Course Code o
Trainer and assessor name o
Page numbers ●
You must staple the loose sheets together along with the cover page. ●
You must attach the loose sheets chronologically as per the page numbers. ●
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. ●
This submission must be well presented and follow the guidelines and instructions provided. ●
Please follow the format as indicated in the template section below. ●
One of the most important steps that you can take: proofread your answers and code. ●
All RTO policies are in effect, including the plagiarism policy. Case Scenario Meagan has some mental health issues and has also been using cannabis for more than eight years. Meagan has three young children, who she often brings to appointments at the community centre. Meagan has just had a warning from her manager regarding her current decline in her work performance. Meagan explains this to her community services worker Sandy, that it's due to her frequent smoking breaks, and often she feels sleepy. Meagan’s manager assumes that she uses cannabis during work which leaves her sleepy. Meagan also tells Sandy that she hates her job anyway and thinking of quitting her job to return to university for further studies. Before Meagan leaves, she wants to even the score with her manager, as her manager is making an example of her due to her mental health history. Number of Participants- 1 – 1.
Your role here as a community services worker (Sandy) is to explain to your supervisor (educator) how you will handle this situation. 2.
To the whole task should be completed between 10-15min. 3.
You need to address the risk of harm and discuss them with Meagan due to her long-term use of cannabis. 4.
What are the triggering elements of behaviour? 5.
What law and ethical guidelines will you need to cover in this case 6.
Also explain your obligations regarding Meagan's privacy and confidentiality, duty of care, and duty of risk. 7.
In case of an emergency where you will need to handle a difficult situation, what steps will you take? 8.
What your responsibilities towards Meagan's children's when she brings them to the appointment? 9.
You also need to address preventive measures, de-escalation techniques and suggest that Meagan avoid conflict and use negotiation skills. Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 59 of 62 Observation checklist (Assessor /Trainer to complete) The student has demonstrated performance to the following standards: Comments Attempt 1
Collaborated with the person to minimise the risk ●
Minimised any potential risks, not only to the consumer but to workers and other members involved in the client’s care directly or indirectly ●
Involved the consumer to identify risks associated with their care ●
Early detection of trigger elements which can cause risk and make plans and strategies to minimise the risks ●
Offered and performed evidence-
based practise techniques to de-
intensification an issue ●
Actively participating in the conflict resolution process ●
Used skills and knowledge in a negotiation process to handle a dispute ●
Active responded to an emergency situation and pursue relevant support and services when needed promptly ●
Demonstrated understanding and knowledge towards relevant laws applied towards consumer care ●
Acted In accordance with ethical guidelines as per workplace policy and procedures Showed responsibility towards the duty of care and dignity of risk associated with a consumer support program □ Yes
□ No
Issue Date: June 2023 Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 60 of 62 Unit Assessment Result Sheet (UARS) Assessment Task 3 – Simulation Practical Student and Trainer/Assessor Details Unit code CHCMHS005 Unit name
Provide services to people with co-existing mental health and alcohol and other drugs issues 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: Issue Date: June 202
3
Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 61 of 62 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) Issue Date: June 202
3
Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Assessment CHCMHS005
Page 62 of 62 Unit Assessment Task (UAT) Assessment Task 4 – Work Placement Task Refers the work placement task booklet for this assessment task 4. Unit Assessment Task (UAT) Assessment Task 5 – Work Placement Observation Refers the work placement observation booklet for assessment task 5. Issue Date: June 2023
Approved by: Quality &
Compliance Dept.
Hammond Institute Pty Ltd | TOID: 90720
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Chapter 5- Assignment
2
6
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Sales
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214, 200
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Determine the missing amounts.
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Hint
Last month when Holiday Creations, Incorporated, sold 44,000 units, its sales, variable expenses, and fixed expenses were $176,000,
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2. What is the company's variable expense ratio?
Note: Do not round intermediate calculations.
Chapter 5- Assignment
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1. Contribution margin ratio
References
2. Variable expense ratio
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priced and given the following
information, what is the return on the
market?
Expected
Security
Beta
Return
Katmai Outfitters
0.98
0.128
Wrangell
0.73
0.103
Adventures
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10/25/2021
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