Assessment Submission for CHCCCS017: Grief Support Tasks

Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence Assessment Submission Sheet Course Code and Name CHC43015 Certificate IV in Ageing Support Unit Code and Name CHCCCS017 Provide loss and grief support Assessor Name Student Name Student ID Due Date Please read and sign this assessment submission sheet and submit it together with your assessment to your Assessor by the due date. Student Declaration  I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.  I have read the Plagiarism Policy and Assessment Appeal and Reassessment Policy in the Student Handbook and I understand all the rules and guidelines for undertaking assessments.  I give permission for my assessment material to be used for continuous improvement purposes.  I have kept a copy of my assessment and I am aware that unsigned work may be returned unmarked. Student Signature Date Submitted Assessor Use Only Assessment Items Result Task 1 Knowledge Questions S NS Task 2 Case Study S NS Final Result for this unit C NYC Assessor Declaration:  I am aware that by typing full name in the student signature field is equivalent to a hand-written signature.  I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.  I declare that the student has been advised of the result. AIC_CHCCCS017_V1.1 | Page 1 of 10

Assessor Signature Date Assessed Assessor’s Final Comments CHCCCS015 Provide Individualised support | 2

Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence Assessment Task 1: Knowledge questions Information for students Knowledge questions are designed to help you demonstrate the knowledge which you have acquired during the learning phase of this unit. Ensure that you:  comply with the due date for assessment which your assessor will provide  adhere with AIC’s submission guidelines  answer all questions completely and correctly  submit work which is original and, where necessary, properly referenced  submit a completed cover sheet with your work  avoid sharing your answers with other students. AIC_CHCCCS017_V1.1 | Page 3 of 10

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Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence Questions Provide answers to all of the questions below: 1. Explain the following spectrum of loss situations. When providing your answer, remember that loss is not always just about death. a. Primary loss b. Secondary loss c. Cumulative loss d. Integration of loss 2. The impacts of grief, bereavement and trauma can affect different components of our lives. Provide three examples of how each of the groups below can be affected by grief, bereavement and trauma. Individual Family Community level 3. Identify three ways in which grief, bereavement and trauma can affect a person’s social health and wellbeing. 4. Identify three ways in which grief, bereavement and trauma can affect a person’s emotional health and wellbeing. 5. Describe each of the types of grief below. In your answer, refer to the features and expressions of such grief. Type of grief Definition Complex grief (complicated grief) AIC_CHCCCS017_V1.1 | Page 4 of 10

Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence Disenfranchised grief (hidden grief) 6. Not everyone who experiences grief will deal with disenfranchised grief or complicated grief. There are many who are able to go through the stages of grief and move forward with their life. Identify six common expressions of grief. 7. As you will have seen in your studies, not everyone is able to cope with grief. It is important to be aware of the signs that indicate a person experiencing grief and/or trauma may be considering suicide. Identify six warning signs/reactions of a suicidal person. 8. Identify four appropriate responses that could be used to provide support to a person at risk of suicide. 9. A person’s life, experiences and routines are important to consider in relation to how they respond to loss. The context of their life and their life circumstances can be severely impacted once they experience loss. Discuss the statement above, considering loss in not just the context of death. 10. Identify strategies that can be used in cases where a person requires formal or informal grief and bereavement support. List two strategies for each type of support. Type of support Strategies x 2 Formal support Informal support 11. The communication techniques used when providing formal or informal grief and bereavement support can make all the difference to the person who has experienced loss. Provide four examples of positive and effective communication techniques that can be used for each type of support. AIC_CHCCCS017_V1.1 | Page 5 of 10

Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence Type of support Communication techniques x 4 Formal Informal 12. Identify four types of grief and bereavement care services. As part of your answer, provide links to at least three types of information sources that could be useful for a person experiencing grief and bereavement (such as videos, articles, fact sheets etc). 13. As a worker in the community services sector, the importance of self-care should never be overlooked. Identify four types of self-care strategies you could implement as someone who works with people experiencing loss and grief. In your answer, also include two types of professional support services you could engage with. 14. Explain the stress vulnerability model. In your answer, include reference to how it is applied to loss and grief support. 15. Assume you are working with a person who has recently experienced the sudden and unexpected loss of their life partner. You have been observing their health carefully and have noted that they are not eating well. They have pre-existing conditions that could worsen with ongoing poor nutrition. Explain how you would apply your duty of care to this scenario. 16. Assume the same person above tells you that they want to die and they know exactly how they will do it. This is not the first time this person has threatened to suicide and their history shows there was a suicide attempt many years ago. They try to make you promise to not tell anyone. Explain how laws regarding disclosure and confidentiality apply in this situation. 17. Assume you are working with a person who is new to your workplace and dealing with trauma that stems from a recent car accident in which they were the only survivor, but also in which AIC_CHCCCS017_V1.1 | Page 6 of 10

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Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence they sustained injuries that have reduced mobility on one side of their body. Your observations indicate that the person has recently started abusing alcohol. During a discussion with this person, in which they admit their alcohol use is starting to get out of control, you talk about a number of services that could help them and how the referral process works. Identify what needs to happen in this situation so you are meeting the legal requirements related to disclosure. 18. Using the scenarios above, provide two examples of how you could (intentionally or unintentionally) breach each person’s confidentiality. 19. Explain the concept of ‘work role/professional boundaries’ in the context of working with people experiencing loss, grief, bereavement or trauma. In your answer, discuss your responsibilities and limitations in regards to those you work with. Provide two examples of how the lines can be blurred. 20. This question will require you to provide a detailed response. Read the statement below: Responses to loss, grief and bereavement can vary between social, cultural and ethnic groups. They can also vary due to spiritual and religious beliefs. As part of your answer to this question you will need to:  consider your own responses regarding loss, grief and bereavement  consider how society generally addresses/deals with loss, grief and bereavement (avoiding any reference to cultural and religious/spiritual beliefs)  consider how a culture that is different to your own response to grief and bereavement  consider at least two different religious and/or spiritual beliefs and their response to grief and bereavement (you may like to discuss your own religious or spiritual beliefs, but you are also free to keep these private if you prefer). You can create table with a row for each of the bullet points above or write it in a report-type format. It doesn’t matter how you present your response, just make sure all points are addressed! AIC_CHCCCS017_V1.1 | Page 7 of 10

Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence Assessment Task 2: Case Study Information for students Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Case study is designed to help you demonstrate the knowledge which you have acquired during the learning phase of this unit. Ensure that you:  comply with the due date for assessment which your assessor will provide  adhere with AIC’s submission guidelines  answer all questions completely and correctly  submit work which is original and, where necessary, properly referenced  submit a completed cover sheet with your work  avoid sharing your answers with other students. AIC_CHCCCS017_V1.1 | Page 8 of 10

Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence Grief and Loss Case Study “Robin and Mary” Mary resided in the Residential facility for nearly two years now, after she had a CVA-stroke. She and her husband Robin had been married for 48 years and had a very close relationship. They had no children. Robin would visit Mary twice a day, at lunch and again at dinner time to assist with her meals and share private time together. Mary was confused at times and always seemed very peaceful and relaxed when Robin came to visit. Over the course of a few months, Mary’s condition began to deteriorate. She declined food and fluids for the last several weeks she was alive. Although, Robin did not agree with Mary’s decision to stop eating and drinking fluids he felt his hands were “tied” because Mary’s advanced directive stated she did not want to live anymore. Mary died peacefully a short time later with Robin at her side. The bills from Mary’s two-year Residential home was one of Robin’s biggest troubles. Robin had a small memorial service for Mary at the temple they had attended together for years, but few friends came. Robin had stopped visiting his friends when Mary was admitted to the Residential facility and he became so busy with his twice-daily visits. Robin cried continuously for three days after the memorial service. On most days, he could not decide what to eat or what he was supposed to be doing. Two months after the death of Mary, Robin was only crying occasionally. His appetite was not good and he had lost some weight. He spent a good deal of his time at home looking at pictures of himself and Mary when they were younger. Once a week, he would visit the Residential facility where Mary died and converse with the other residents and Residential facility staff. Five days a week he would go to the cemetery to visit Mary’s grave. The neighbours were concerned about Robin. When they offered to take him out to eat, he became angry, tearful, and declined their invitation. After a year the memorial service, Robin began going to the church, but he had very little interest in church activities. He would visit the cemetery once a week. He would forget things. He started to allow neighbours to visit and spent most of the time recalling about his life with Mary, her illness and her death. He had sleepless nights and would spend many nights wandering around the house. One a half year after Mary died, Robin began feeling more energetic. He would hardly cry of Mary. He began eating regular meals and going out to dinner with the neighbour twice a week. He contacted a few friends he hadn’t seen in last two years and started going out with a friend he hadn’t seen for a while. Two years after Mary died, Robin visited the Residential facility to plant a tree in Mary’s name in the Residential facility front yard and visited Mary’s grave that day. AIC_CHCCCS017_V1.1 | Page 9 of 10

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Australian Ideal College Registered as Australian Ideal College Pty Ltd RTO No.: 91679 | CRICOS Provider Code: 03053G Sydney Campus: Levels 7 & 8, 75 King Street, Sydney NSW 2000 Australia Adelaide Campus: Level 3, 21-23 Rundle Mall, Adelaide SA 5000 Australia Hobart Campus: GRD, 116 Murray Street, Hobart TAS 7000 Australia T: +61 2 92622968(Sydney)|+61 8 8123 5780(Adelaide)|+61 3 6231 2141(Hobart) E: info@aic.edu.au | W: www.aic.edu.au Educating for Excellence Questions: 1. What are the components that affected Robin’s life? 2. Describe Robin’s grief reactions in 5 sentences. 3. Describe Robin’s spectrum of loss situation. 4. Was Robin experiencing normal or difficult grief? And what is/are the reason/s behind such experience? 5. Describe Robin’s grief process and the grief management. 6. Discuss at least 3 factors, affecting Robin’s grief response. 7. Discuss what Mary had decided to do and how that impact on her care. 8. Discuss what could have been done by the community (Residential facility/Church/local community services) that might have assisted Robin’s grief. AIC_CHCCCS017_V1.1 | Page 10 of 10

CHCCCS017 Student Assessment Tasks_V1.1

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