CHCCCS023 STUDENT WORKBOOK (WORD) (C3).v1.1
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STUDENT ASSESSMENT
BOOKLET
CHCCCS023 SUPPORT INDEPENDENCE AND WELLBEING
Student first name: Cherry May
_____________________________________________________________
Student last name: Pelila
__________________________________________________________________
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ASSESSMENT OVERVIEW This Student Assessment Booklet includes all your tasks for assessment of CHCCCS023 Support independence and wellbeing.
ABOUT YOUR ASSESSMENTS
This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit. Assessment Task
About this task
Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required of this unit. Assessment Task 2: Case studies There are three case studies in this task. You are to read and complete the questions related to each.
Assessment Task 3: Role play You are to participate in a role play with your assessor. Assessment Task 4: Workplace observation There are two parts to this observation task:
Part A: Students are to be observed working with three clients (include their family/carers) to support their independence and wellbeing.
Part B: Students must demonstrate their ability to report two fictional client situations by following their
organisation’s relevant policies and procedures.
Workplace hours
The student must have performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation.
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
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Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit. Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements
Due date
1.
Written questions
2.
Case studies
3.
Role play
4.
Workplace observation
5.
120 hours of direct support work in at least one aged care, home and community, disability or community service organisation.
A
GREEMENT
BY
THE
STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make
sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?
Yes
No
Do you understand the requirements of this assessment?
Yes
No
Do you agree to the way in which you are being assessed?
Yes
No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they? ______________________________________________________________________________________________________
Yes
No
Do you understand your rights to appeal the decisions made in an assessment?
Yes
No
Student name: Cherry May Pelila
______________________________________________________________________
Student signature: cherrypelila
________________________________________ Date: ________________________
Assessor name: ______________________________________________________________________________________
Assessor signature: ___________________________________________________ Date: ________________________
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task. Make sure you have kept a copy of your work.
Name: Cherry May B. Pelila
Date of birth: 12/05/1992
Student ID: 14401704
Unit:
CHCCCS023 Support independence and wellbeing
Student to complete
Assessor to complete
Assessment Task
Resubmissio
n?
Y/N
Stude
nt initials
Sufficient
/
insufficie
nt
Date
Written questions
STUDENT DECLARATION
I Cherry May B. Pelila
______________________________________
declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s. I have correctly referenced all resources and reference texts throughout these assessment tasks. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: cherrypelia
________________________________________________________________________
Student name: Cherry May B. Pelila
___________________________________________________________________
Date: ________________________________________________________________________________________________
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. ______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Assessor signature: __________________________________________________________________________________
Assessor name: ______________________________________________________________________________________
Date: ________________________________________________________________________________________________
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ASSESSMENT TASK 1: WRITTEN QUESTIONS
T
ASK
SUMMARY
:
This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required.
You must answer all questions correctly.
Write your answers in the space provided.
If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering.
You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it.
W
HAT
DO
I NEED
IN
ORDER
TO
COMPLETE
THIS
ASSESSMENT
?
Access to textbooks and other learning materials.
Access to a computer and the Internet (if you prefer to type your answers).
W
HEN
DO
I DO
THIS
TASK
?
You will do this task in the classroom or as homework – your assessor will advise.
Write in the due date as advised by your assessor: WHAT
DO
I NEED
TO
DO
IF
I GET
SOMETHING
WRONG
?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
Answer the questions that were incorrect in writing.
Answer the questions that were incorrect verbally. W
RITTEN
ANSWER
QUESTION
GUIDANCE
T
he following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’.
These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies…’.
Analyse – when a question asks you to ‘analyse’, you should do so in detail, identifying important points and key features. Generally, you are expected to write a response of one to two paragraphs in length.
Compare – when a question asks you to ‘compare’, you will need to show how two or more things are similar, ensuring you also indicate the relevance of the consequences. Generally, you are expected to write a response of one or two paragraphs in length.
Contrast – when a question asks you to ‘contrast’, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response of one or two paragraphs in length.
Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.
Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features and express some form of critical judgment. Generally, you are expected to write a response of one or two paragraphs in length.
Evaluate – when a question asks you to ‘evaluate’, you should do so putting forward arguments
for and against something. Generally, you are expected to write a response of one or two paragraphs in length.
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Examine – when a question asks you to ‘examine’, this is similar to ‘analyse’. You will need to provide a detailed response with key points and features and provide a critical analysis. Generally, you are expected to write a response of one or two paragraphs in length.
Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of two or three sentences in length.
Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information. Generally, you are expected to write a response of two or three sentences in length.
List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated.
Outline – when a question asks you to ‘outline’, this means giving only the main points. Generally, you are expected to write a response of two or three sentences in length.
Summarise – when a question asks you to ‘summarise’, this is similar to ‘outline’, only giving the main points. Generally, you are expected to write a response of two or three sentences in length.
Instructions to students:
Provide answers to each of the questions.
Q
UESTION
1 Complete the table below in relation to human needs.
Human need
Brief definition of need
How meeting this need contributes to wellbeing
Physical
generally refers to anything related to the body or the material world, particularly in the context of the physical aspect of human beings.
Meeting physical needs contributes significantly to overall well-being. When basic physical needs are adequately fulfilled, individuals are more likely to experience good health, increased energy levels, and
a sense of comfort and security. This includes meeting necessities such as proper nutrition, sufficient hydration, regular exercise, adequate rest, and a safe and comfortable living environment.
Psychological
refers to anything related to the mind or mental processes, including
thoughts, emotions, and behaviors.
meeting psychological needs involves addressing the emotional and cognitive aspects of an individual's mental health. This includes fulfilling needs such as:
Emotional Support, Autonomy and Control, Sense of Purpose and Meaning, Coping Strategies, Continuous Learning and Growth.
When these psychological needs are
met, individuals are more likely to experience positive mental health outcomes, reduced stress, greater life satisfaction, and improved overall well-being.
Spiritual
refers to matters related to the Meeting spiritual needs is a deeply
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Human need
Brief definition of need
How meeting this need contributes to wellbeing
human spirit or soul, often involving a sense of connection to something greater than oneself. It encompasses a range of beliefs, values, and practices that give individuals a sense of purpose, meaning, and connection to the transcendent, whether that be through organized religion, personal
philosophy, or a connection with nature.
personal and individualized aspect of well-being. For some, this may involve participation in organized religion, while others may find spiritual fulfillment through nature, personal reflection, or a philosophical outlook.
Cultural
refers to the shared beliefs, values, customs, practices, and behaviors that characterize a particular group or community. Culture encompasses
various aspects of human life, including language, traditions, art, religion, and social structures.
meeting cultural needs involves recognizing and engaging with the cultural dimensions that are significant to an individual or a community.
Social
refers to anything related to society,
human interaction, or the relationships individuals have with one another. It encompasses a wide range of social connections, including relationships with family, friends, community members, and society at large.
Meeting social needs involves actively nurturing and maintaining relationships, participating in social activities, and fostering a sense of community. It is a fundamental aspect of overall well-being, emphasizing the importance of social connections for emotional, psychological, and physical health.
Sexual
refers to anything related to sex or sexuality, encompassing aspects of human behavior, identity, and relationships associated with sexual attraction, expression, and intimacy.
Meeting sexual needs contributes to
overall well-being in several ways:
Physical Health
Emotional Well-Being
Relationship Satisfaction
Self-Esteem and Body Image
Stress Reduction
Quality of Life
meeting sexual needs involves consensual and respectful interactions, communication, and understanding between individuals.
Q
UESTION
2
a)
How can a person’s financial situation affect their wellbeing? Provide an example.
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A person's financial situation can have a significant impact on their overall wellbeing, influencing
various aspects of their life, including physical and mental health, relationships, and overall quality of life.
Example:
Imagine a person, who is struggling with financial difficulties. They have a low-paying job, high levels of debt, and struggle to make ends meet. In this scenario, several aspects of this person wellbeing may be affected by Stress and Mental Health, physical health even relationships.
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b)
How can a person’s career or occupation affect their wellbeing? Provide an example.
A person's career or occupation can have a profound impact on their overall wellbeing. The nature of the work, job satisfaction, work-life balance, and career prospects all contribute to an individual's sense of fulfillment and happiness.
Example
A person living paycheck to paycheck may experience chronic stress worrying about their financial security, which can lead to sleep problems, poor diet, and lack of exercise, all of which can negatively impact their physical health.
c)
In what ways could the financial situation of a person with a disability impact their physical and psychological health and wellbeing?
the financial situation of a person with a disability can greatly impact their physical and psychological health and wellbeing. They may face additional costs related to their disability, such as medical expenses, assistive devices, or personal care assistance. If they are unable to afford these costs, it can negatively impact their quality of life and overall wellbeing.
d)
How may a sudden change in lifestyle affect a person’s wellbeing? Provide an example.
A sudden change in lifestyle can also affect a person's wellbeing. This could be due to a variety of factors, such as a job loss, a major illness, or a significant life event like a divorce or the death
of a loved one. These changes can cause stress, anxiety, and depression.
Example
A person who suddenly loses their job may experience a significant decrease in income, leading to financial stress. This can impact their ability to afford necessities and can lead to mental health issues like anxiety and depression.
Q
UESTION
3
What is self-actualisation? Provide an example.
Self-actualization is a concept in psychology that refers to the realization and fulfillment of one's talents, potential, and capabilities. It is the process of becoming the best version of oneself and achieving personal growth, self-discovery, and a sense of purpose. The term was popularized by psychologist Abraham Maslow as the highest level in his hierarchy of needs.
Examples of self-actualization can include pursuing creative endeavors, seeking personal growth and fulfillment, striving for peak experiences, and contributing to the well-being of others and society. It can also involve the pursuit of knowledge, self-discovery, and the development of one's unique abilities and interests.
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Q
UESTION
4
a)
In the table below, list indicators you may observe in a person who is subject to abuse. You must list at least three indicators for each form of abuse.
Type of abuse
Indicators of abuse (at least 3 for each type)
Financial
Unexplained withdrawals from the victim's bank accounts
Sudden changes in financial condition
Unpaid bills or lack of medical care, although the victim should have enough money to cover these expenses
Sexual
Unexplained STDs or other unexplained genital infections
Difficulty walking or sitting
Changes in behavior, such as increased aggression or withdrawal
Physical
Unexplained injuries like bruises, fractures, or burns
Injuries that don't match the given explanation
Frequent visits to the hospital or doctor
Psychological
Changes in mood or behavior
Social withdrawal or loss of interest in activities
Difficulty sleeping or changes in sleeping patterns
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b)
If you suspected that a client was being abused, do you have an obligation to report it? Explain your answer.
If you suspect that a client is being abused, it is generally considered ethically and legally responsible to report your concerns to the appropriate authorities. Reporting helps protect vulnerable individuals from harm and ensures that they receive the necessary support and intervention.
Q
UESTION
5
In the table below, list some indicators you may observe in a person who is exhibiting emotional issues. You must list at least three indicators for each type of issue:
Emotion Indicators of emotional issues (at least 3 for each type)
Prolonged sadness
Persistent feelings of sadness or hopelessness
Loss of interest in activities once enjoyed
Changes in appetite or weight
Distress
Frequent crying or emotional outbursts
Difficulty concentrating or making decisions
Physical symptoms such as headaches or stomachaches
Anxiety
Excessive worry or fear
Restlessness or feeling on edge
Difficulty sleeping or nightmares
Lack of engagement
Withdrawal from social activities
Lack of motivation or energy
Difficulty in maintaining relationships
Heightened level of emotional expression
Overreacting to situations
Frequent mood swings
Expressing emotions in an exaggerated manner
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Q
UESTION
6 a)
List three health risks involved in poor dental hygiene.
1. gum Disease (Periodontitis)
2. Tooth Decay (Cavities)
3. systemic Health Issues
b)
List five ways that exercise improves health. 1. Cardiovascular Health
2. Weight Management
3. Muscle and Bone Health
4. Mental Health
5. Disease Prevention
c)
List three reasons why support with personal hygiene is important.
1. Prevention of Infections and Illness
2. Promotion of Mental and Emotional Well-Being
3. Social and Interpersonal Relationships
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d)
List four common diet-related health problems experienced by older people.
1. Malnutrition
2. Osteoporosis
3. Heart Disease and Hypertension
4. Type 2 Diabetes
e)
List four things that can improve mental health outcomes.
1. Social Connections and Support
2. Regular Physical Activity
3. Healthy Nutrition
4. Stress Management and Mindfulness
Q
UESTION
7
a)
In one paragraph, describe a common myth that surrounds sexuality in older people, and why this myth is not true.
A common myth surrounding sexuality in older people is the belief that they lose interest in or cease
engaging in sexual activity altogether as they age. This misconception stems from societal stereotypes and ageist attitudes. In reality, many older individuals maintain a healthy and active sex
life well into their later years. Contrary to the myth, numerous studies have shown that sexual desire, intimacy, and satisfaction are important aspects of well-being for older adults. Factors such as good physical health, emotional connection, and open communication with partners contribute to
continued sexual activity and enjoyment in later life. Acknowledging and dispelling such myths is crucial for fostering a more inclusive and accurate understanding of sexuality across the lifespan.
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b)
In one paragraph, describe a common myth that surrounds sexuality in people with disabilities, and why this myth is not true.
A prevalent myth about people with disabilities is that they are asexual or not capable of having a sexual relationship. This is a misconception because disability does not inherently affect a person's sexual desire or their ability to engage in sexual relationships. People with disabilities can and do have fulfilling sexual lives. The barriers they often face are more societal and attitudinal, such as stereotypes and lack of accessibility, rather than physical.
c)
Describe at least three issues a client who is intersex or transgender may experience during their everyday living.
1. Discrimination and Stigma: They often face discrimination and stigma due to societal norms and misconceptions about their identities. This can affect their mental health, relationships, and opportunities in life.
2. Healthcare: They may encounter difficulties in accessing appropriate healthcare, including general health services and gender-affirming care. Healthcare providers may lack the necessary knowledge or hold biases that create barriers to care.
3. Legal and Administrative Challenges: They may face challenges in obtaining identification documents that reflect their true gender, which can affect their ability to access services, travel, and
exercise their rights.
Q
UESTION
8
Jake is one of your clients and he is worried about ‘coming out’. His family is very religious and he doesn’t feel they will understand or accept him if he tells them the truth. Jake is in a serious relationship and his partner is putting pressure on him to announce the relationship to both families.
a)
Identify the issues Jake is experiencing because of his sexuality.
Discrimination: Jake may face discrimination in various aspects of his life, such as work, school, or housing, due to his sexuality.
Social Isolation: If Jake's sexuality is not accepted by his family, friends, or community, he may feel isolated or rejected.
Mental Health Issues: The stress of dealing with discrimination and isolation can lead to mental health issues, such as depression or anxiety.
Internalized Homophobia: Jake may have internalized negative societal attitudes towards homosexuality, leading to feelings of shame or self-loathing.
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b)
Explain how you, as Jake’s care worker, would support him while he is experiencing these issues.
As Jake's care worker, my role would be to provide him with the necessary support and assistance he needs to manage his issues. Here's how I would go about it:
1. Understanding Jake's Needs
Firstly, it's crucial to understand Jake's specific needs and challenges. 2. Developing a Care Plan
Based on the understanding of Jake's needs, I would develop a care plan. 3. Implementing the Care Plan
Once the care plan is developed, the next step is to implement it.
4. Emotional Support
In addition to practical support, it's also important to provide emotional support. This could involve:
5. Advocacy
As Jake's care worker, I would also act as his advocate. c)
List a support network that Jake could contact.
The Trevor Project: This organization provides crisis intervention and suicide prevention services to LGBTQ+ youth. The Trevor Project
GLSEN: This organization works to create safe and inclusive schools for all, regardless of sexual orientation, gender identity, or gender expression. GLSEN
PFLAG: This organization offers support for LGBTQ+ individuals and their families. PFLAG
LGBT National Help Center: This organization provides confidential peer-support, information, and local resources. LGBT National Help Center
Q
UESTION
9
Lois has had a stroke, which has left her paralysed down her right side. Her needs are being assessed. Through the assessment process, it has been noted that Lois has the following needs:
Lois is very keen to remain living in her home. Her son comes in to visit twice a week and there are neighbours who can assist with shopping etc.
She needs assistance to shower and dress.
Lois is right handed so paralysis on right hand side is restricting her ability to do many activities of daily living.
Lois finds it difficult to walk with the crutches she was given when coming out of hospital. She is able to walk but does not think the crutches give her enough stability.
Lois is worried about her security. She wonders about getting a personal alarm.
She enjoys knitting but finds this impossible while her right hand is paralysed. She feels she needs something to do – perhaps learn a new language.
Lois loves her garden. It is breaking her heart to see all the weeds growing.
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a)
List at least eight resources that would assist Lois to remain as independent as possible.
1. Home Health Care Services
2. Assistive Devices
3. Meal Delivery Services
4. Transportation Services
5. Home Modification Services
6. Support Groups
7. Occupational Therapy
8. Telemedicine Services
b)
What strategies could be put in place to increase Lois’s strength that she has lost due to the stroke? List three strategies and explain how these would benefit Lois and how the carer could support Lois in each process.
Strategies for Lois
Benefits
Carer support
Physical Therapy
Regular sessions with a physical therapist can help Lois regain muscle strength and coordination
The carer can support Lois by helping her attend appointments and practice exercises at home
Nutrition
A diet rich in protein and other nutrients can support muscle recovery.
The carer can help Lois plan and prepare healthy meals.
Regular Exercise
Gentle exercises, such as walking or water aerobics, can help Lois gradually rebuild her strength.
The carer can support Lois by encouraging her to exercise regularly and ensuring she does so safely.
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c)
Lois has indicated that she is worried about her personal safety. Identify three strategies that could
be put in place to increase Lois’s sense of security through use of safe and predictable routines.
1. Establishing a Routine: Predictable routines can help Lois feel more in control and secure. The carer can help Lois establish and stick to a daily routine.
2. Home Security Measures: Installing locks, alarms, or a security system can help Lois feel safer at home. The carer can help Lois choose and install appropriate security measures.
3. Emergency Plan: Having a plan in place for emergencies can help Lois feel prepared. The carer can help Lois create an emergency plan, including important phone numbers and evacuation routes.
Q
UESTION
10
Various changes occur in human development across the lifespan. Identify two changes for each category.
Lifespan stage
Physical
Emotional
Infancy
Rapid growth in height and weight
Development of motor skills such as crawling and walking
Development of basic emotions such as joy, anger, and fear
Formation of attachment to primary caregivers
Early/Middle childhood
Continued growth in height and weight, but at a slower pace than in infancy
Development of fine motor skills, such as writing and drawing
Development of more complex
emotions, such as pride and embarrassment
Beginning to understand others' emotions and perspectives
Adolescence
Puberty, including growth spurts and development of secondary sexual characteristics
Changes in body composition, such as increased muscle mass in boys and increased body fat in girls
Increased emotional volatility and sensitivity
Development of identity and self-concept
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Lifespan stage
Physical
Emotional
Adulthood/
Late adulthood
Gradual decline in physical abilities, such as strength and endurance
Changes in appearance, such as graying hair and wrinkles
Increased emotional stability and maturity
Changes in roles and responsibilities, such as becoming a parent or a caregiver for aging parents
Old age
Further decline in physical abilities, including mobility and sensory functions
Increased risk of chronic diseases, such as heart disease and arthritis
Potential for emotional challenges related to aging, such as grief over loss of loved
ones or anxiety about death
Possible increase in positive emotions and satisfaction with
life
Q
UESTION
11
a)
The following is a list of different service delivery models. In one to two sentences, explain each of the models.
Service delivery model
Explanation of model
Residential care
This model provides long-term care for individuals who cannot live independently, often due to physical or mental health conditions. It includes services like nursing homes, assisted living, and group homes.
Integrated care
This model aims to coordinate physical and mental health services to provide comprehensive care. It focuses on treating the whole person rather than individual symptoms or conditions.
Outreach services
These services are designed to reach individuals who may not seek help
on their own, often due to barriers like homelessness, poverty, or stigma. They can include mobile clinics, street outreach, and telehealth services.
Acute care
This model provides short-term treatment for severe injuries or illnesses, urgent medical conditions, or during recovery from surgery. It includes services like emergency departments, urgent care clinics, and hospital stays.
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Service delivery model
Explanation of model
Least restrictive principle
This principle guides service delivery to ensure individuals receive care in the least restrictive environment possible. It promotes independence and integration into the community while still providing necessary support.
Person-centred planning
This model involves the individual in planning and decision-making about their care. It respects the individual's preferences, needs, and values, and aims to improve their quality of life.
Strength-based approach
This approach focuses on the individual's strengths and abilities rather than their deficits or problems. It encourages individuals to use their personal strengths to overcome challenges and achieve their goals.
b)
List three different models of funding for community services organisations.
1. Government Funding
2. Philanthropic Funding
3. Corporate Sponsorships
Choose a relevant organisation in your industry and explain how funding or payment options work. You
may like to choose the organisation you work for, or are doing your work placement at, or you can research an organisation using the Internet. Churches of Christ Homesteads
general overview of common funding and payment options that are often applicable in the aged care sector.
Government Subsidies:
Many aged care facilities receive funding from government programs or agencies. This can include subsidies for residential aged care and other support services. The government provides financial support to make aged care services more accessible.
Means-Tested Fees:
Aged care facilities may implement means-tested fees, where residents contribute to the cost of their care based on their financial capacity. The government assesses income and assets to determine the level of financial contribution.
Accommodation Payments:
Residents in aged care facilities may be required to make accommodation payments, which can
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vary based on factors such as the type of room and the amenities provided. These payments may be refundable or non-refundable.
Private Pay:
Residents or their families who do not qualify for government subsidies or who wish to have additional services may choose to privately pay for aged care services. This involves covering the costs out of pocket without relying on government assistance.
Insurance and Annuities:
Some individuals may have private insurance or annuities designed to cover the costs of residential aged care. Long-term care insurance, for example, may provide coverage for accommodation and care services.
Charitable Assistance:
Churches of Christ Homesteads, being associated with a religious organization, may offer charitable assistance or financial support to residents in need. This assistance could involve reduced fees or additional services provided on a charitable basis.
Q
UESTION
12
For each of the following groups of people, identify a beneficial community network.
Clients with alcohol addictions
Alcoholics Anonymous (AA): This is a worldwide organization designed to help people who believe they have a problem with alcohol. AA offers a program of recovery through mutual support and the sharing of experiences. More information can be found on their website.
Arthritis sufferers
Alcoholics Anonymous (AA): This is a worldwide organization designed to help people who believe they have a problem with alcohol. AA offers a program of recovery through mutual support and the sharing of experiences. More information can be found on their website.
Italian men
Alcoholics Anonymous (AA): This is a worldwide organization designed to help people who believe they have a problem with alcohol. AA offers a program of recovery through mutual support and the sharing of experiences. More information can be found on their website.
Sudanese women
Alcoholics Anonymous (AA): This is a worldwide organization designed to help people who believe they have a problem with alcohol. AA offers a program of recovery through mutual support and the sharing of experiences. More information can be found on their website.
A person with Cerebral Palsy
Alcoholics Anonymous (AA): This is a worldwide organization designed to help people who believe they have a problem with alcohol. AA offers a program of recovery through mutual support and the sharing of experiences. More information can be found on their website.
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Aboriginal and Torres Strait Islander people with a disability
Alcoholics Anonymous (AA): This is a worldwide organization designed to help people who believe they have a problem with alcohol. AA offers a program of recovery through mutual support and the sharing of experiences. More information can be found on their website.
Q
UESTION
13
Research the Internet and list the standards for the following areas of community services:
Area of community
services
Name of standards
Web address
Palliative care
National Consensus Project's Clinical Practice Guidelines for Quality Palliative Care
National Consensus Project
Disability Services
National Standards for Disability Services (NSDS)
Australian Government Department of Social Services
Residential Aged Care
Aged Care Quality Standards
Australian Aged Care Quality Agency
Mental Health Services
National Standards for Mental Health
Services (NSMHS)
Australian Government Department of Health
Services against sexual violence
National Standards for Crisis Centres
Rape, Abuse & Incest National Network (RAINN)
Q
UESTION
14
a)
Identify two reasons why clients in community care may feel disempowered.
1. Lack of Involvement in Decision-Making:
Clients may feel disempowered when they perceive a lack of involvement in decisions related to their care. If caregivers or service providers make decisions without consulting or considering the preferences, values, or needs of the clients, it can lead to feelings of disempowerment.
2. Limited Access to Information and Resources:
Disempowerment can also result from limited access to information and resources. If clients are not adequately informed about their rights, available services, or alternative care options, they may feel
powerless to advocate for themselves or make informed choices.
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b)
Identify two strategies that can enable clients to be empowered in relation to their care.
1. Promote Active Participation: Encourage clients to take an active role in their care. This can be achieved by involving them in decision-making processes, providing them with information about their condition and treatment options, and encouraging them to ask questions and express their concerns.
2. Respect and Validate Their Experiences: Treat clients with respect and dignity at all times. Listen to their concerns and validate their experiences. This can help them feel valued and respected, which can in turn empower them to take an active role in their care.
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Q
UESTION
15
Ayesha is a client who wears a head covering due to her religious beliefs, and she is not originally from Australia. She has joined a community arts and craft class on Wednesday afternoons. Mary, who takes the class, treats Ayesha differently to the other women attending the class, speaking to her rudely and not paying her much attention. She has been overhead talking to one of the other ladies in the class how head coverings do not align with Australian values and Ayesha needs to start acting like an Australian now she is in Australia.
a)
Explain what is wrong with Mary’s behaviour.
assuming that Mary's behavior is inappropriate or harmful in a community center context, there could be several issues:
Violation of rules and regulations: If Mary's behavior goes against the community center's code of conduct, it is problematic. This could include actions like bullying, harassment, or any form of discrimination.
Disrespect towards others: If Mary is disrespectful towards other community center members
or staff, this is unacceptable. Respect for others is a fundamental principle in any community
setting.
Unsafe behavior: If Mary's actions are endangering her safety or the safety of others, this is a serious issue.
b)
Explain the community centre’s responsibility when they find out about Mary’s behaviour. Identify the legislation that is being breached in this instance. (Refer to your own state or territory’s legislation.)
When the community center becomes aware of Mary's behavior, they have several responsibilities:
Investigation: The center should investigate the issue thoroughly and impartially. This may involve speaking to Mary, any victims, and any witnesses.
Action: Depending on the findings of the investigation, the center should take appropriate action. This could range from a warning to expulsion from the center, depending on the severity of Mary's behavior.
Support: The center should provide support to any individuals affected by Mary's behavior. This could include counseling or other forms of assistance.
In terms of legislation, the specific laws breached would depend on the nature of Mary's behavior and the jurisdiction in which the community center is located. However, some potential laws that could be relevant include:
Anti-Discrimination Act: If Mary's behavior involves discrimination on the basis of race, sex, age, disability, or other protected characteristics, this could breach anti-discrimination laws.
Occupational Health and Safety Act: If Mary's behavior is creating an unsafe environment, this could breach health and safety laws.
Q
UESTION
16
Rachel used to work with Aleia, a young woman with a disability who struggled with alcohol addiction. She has not worked with Aleia for more than a year, as her case was transferred to another worker when she moved to another area. One of Rachel’s colleagues tells her that she saw Aleia at the local shops with her mother recently and Aleia was heavily pregnant. Rachel looks for Aleia on Facebook and sees that her profile picture is of her newborn baby. But her page is locked down with all privacy settings and there is nothing else to discover. She also looks up
the boyfriend and some other friends and family members whose names she can remember.
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Rachel is worried that Aleia could have started drinking again during her pregnancy. She looks through the computer system and finds Aleia’s phone number and address. She wants to make sure both Aleia and the baby are okay, so after work she drives to Aleia’s home.
a)
Do you think Rachel has overstepped her work role boundaries? Explain your answer, including Rachel’s responsibilities as a worker and Aleia’s rights as a client.
In this case, Rachel may have overstepped her boundaries if she:
Interferes in Aleia's personal decisions that are not directly related to the services she provides.
Shares too much of her own personal information with Aleia, blurring the professional relationship.
Takes on responsibilities that should be handled by Aleia or other professionals.
As a worker, Rachel's responsibilities include:
Providing professional services within her area of expertise.
Respecting Aleia's autonomy and right to make her own decisions.
Maintaining a professional relationship and setting clear boundaries.
Aleia, as a client, has the right to:
Receive professional services without undue interference in her personal life.
Privacy and confidentiality.
Respect and dignity.
b)
Explain the responsibility of an organisation when it comes to their employees maintaining proper work role boundaries.
Organisations have a responsibility to ensure their employees maintain proper work role boundaries.
This includes:
Providing clear guidelines on what constitutes appropriate professional behavior.
Training employees on these guidelines and the importance of maintaining boundaries.
Monitoring employee behavior and taking corrective action if boundaries are overstepped.
Supporting employees in managing difficult situations where boundaries may be blurred.
Q
UESTION
17
Frances is an elderly resident of an aged care residence. She still has good cognitive ability but her physical ability is very frail. Monday, Wednesday and Friday a personal care worker assists Frances with a shower. This is fine except that she would really like a shower on the weekend so she feels nice and fresh for her visitors. There is not enough staffing to add a shower to Frances’ schedule. The bathroom has a non-slip floor and there are grab rails and a shower stool. Frances decides she will give herself a shower on Saturday mornings – she is very careful and manages to shower herself. Frances feels very independent and good about herself.
Later when she tells a staff member, they say ‘That was very silly of you – what if you had fallen?’ Another staff member tells her ‘Good on you, well done. I know how careful you always are not to fall – I think you will be fine.’
She decides to do this on a regular basis on Saturday mornings – after all she is an adult and shouldn’t be spoken to like a child.
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a)
Discuss the care facility’s responsibility to allow Frances’ her dignity of risk in this regard.
The concept of "dignity of risk" refers to the right of individuals, particularly those in care facilities, to make their own choices about their lives, even if those choices may involve some risk. This concept is particularly important in the context of aged care, where individuals like Frances may have their autonomy limited due to concerns about their safety or wellbeing.
The care facility has a responsibility to balance Frances' safety with her right to make decisions about her own life. This includes:
Respecting Frances' autonomy: Frances has the right to make decisions about her own life, even if those decisions involve risk. The care facility should respect this right and allow Frances to take calculated risks where appropriate.
Providing informed consent: The care facility should ensure that Frances is fully informed about the potential risks and benefits of her decisions. This includes providing clear, understandable information and answering any questions Frances may have.
Supporting Frances' decision-making: The care facility should provide support and assistance
to Frances in making her decisions. This could include providing resources, facilitating discussions, or helping Frances to understand her options.
b)
How important do you think it is for people to make their own decisions wherever possible? Explain
your answer.
The ability to make one's own decisions is a fundamental aspect of human dignity and autonomy. It is extremely important for several reasons:
Personal growth: Making decisions, including mistakes, is a key part of personal growth and development. It allows individuals to learn from their experiences and become more confident and capable.
Self-determination: Making decisions allows individuals to control their own lives and pursue their own goals and values. This is a fundamental aspect of human dignity and self-respect.
Quality of life: Individuals who are able to make their own decisions often have a higher quality of life. They are more likely to feel satisfied with their lives and have a sense of purpose and direction.
Q
UESTION
18
Refer to your state or territory’s legislation and identify five professionals who are prescribed as mandatory reporters.
1. Teachers and School Staff:
Teachers, school principals, and other school staff members are generally mandatory reporters. They are required to report any suspicions or knowledge of child abuse or neglect that they encounter in the course of their work.
2. Medical Practitioners:
Medical practitioners, including doctors, nurses, and other healthcare professionals, are obligated to report any signs or suspicions of child abuse or neglect that they become aware of while providing medical care to a child.
3. Police Officers:
Police officers are mandatory reporters and must report any information or evidence of child abuse or neglect that comes to their attention during the course of their duties.
4. Police Officers:
Police officers are mandatory reporters and must report any information or evidence of child abuse or neglect that comes to their attention during the course of their duties.
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5. Police Officers:
Police officers are mandatory reporters and must report any information or evidence of child abuse or neglect that comes to their attention during the course of their duties.
Q
UESTION
19
a)
Describe what is meant by your duty of care to your clients.
Duty of care refers to the legal and ethical obligation to take reasonable measures to ensure the safety, well-being, and best interests of individuals under one's care or supervision. In various professions, including healthcare, social work, and counseling, professionals have a duty of care to their clients.
b)
Describe what is meant by your employer’s duty of care to their clients and employees.
An employer's duty of care extends to creating a safe and supportive environment for both clients and employees. This involves taking proactive measures to prevent harm, providing necessary resources, fostering a culture of respect and professionalism, and ensuring compliance with legal and ethical standards in both client care and employment practices. Q
UESTION
20
a)
Discuss the importance of privacy and confidentiality of your client’s information.
Privacy and confidentiality are fundamental principles in client care across various professions, including healthcare, counseling, social work, and other fields. Maintaining the privacy and confidentiality of client information is crucial for several reasons:
Trust and Therapeutic Relationship:
Privacy and confidentiality build trust between clients and professionals. Clients are more likely to share sensitive and personal information when they trust that their information will be handled with care and will not be disclosed without their consent. A strong therapeutic relationship is built on trust and mutual respect.
Open Communication:
Clients may be more open and honest about their thoughts, feelings, and experiences when they feel assured that their information is kept confidential. This openness is essential for accurate assessments, effective treatment planning, and the development of appropriate interventions.
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Autonomy and Informed Consent:
Respecting clients' autonomy involves providing them with the information they need to make informed decisions about their care. Maintaining privacy allows clients to exercise their right to informed consent, ensuring they have control over the sharing of their personal information and are actively involved in decision-making processes.
Legal and Ethical Obligations:
Many professional codes of ethics and legal regulations mandate the protection of client confidentiality. Professionals are bound by ethical standards to safeguard client information and may face legal consequences if confidentiality is breached without proper justification.
Cultural Sensitivity:
Respecting privacy is especially important in culturally diverse settings. Different cultures may have varying expectations regarding privacy and disclosure. Professionals need to be sensitive to these cultural nuances to provide client-centered and culturally competent care.
Stigma Reduction:
Maintaining confidentiality helps reduce the stigma associated with seeking mental health or medical care. If clients fear that their personal information may be disclosed, they may be hesitant to seek help. Ensuring privacy contributes to creating a safe and non-judgmental environment for clients.
Professional Integrity:
Upholding privacy and confidentiality is a fundamental aspect of professional integrity. It demonstrates a commitment to ethical conduct and a high standard of professionalism, which is essential for maintaining the reputation and trustworthiness of the profession.
Legal Privilege and Protection:
In many jurisdictions, client-therapist relationships are legally privileged, meaning that communications between a client and a professional are protected from being disclosed in legal proceedings. This legal protection reinforces the importance of confidentiality in client care.
b)
Give an example of how a client’s privacy may be breached in your industry.
Example: Unauthorized Disclosure of Medical Information
Imagine a scenario where a medical receptionist unintentionally breaches a client's privacy:
Situation:
Sarah, a medical receptionist at a busy clinic, receives a call from a person claiming to be the client's family member. The caller requests information about the client's recent medical test results.
Breach:
Without verifying the identity of the caller or confirming the client's consent to share information, Sarah provides details about the client's medical condition, test results, and upcoming Consequences:
The unauthorized disclosure of sensitive medical information violates the client's right to privacy.
The client may feel betrayed, violated, or embarrassed, leading to a breakdown of trust in the healthcare provider.
It could have legal consequences, as healthcare professionals are bound by confidentiality and privacy laws, such as the Health Insurance Portability and Accountability Act (HIPAA) in the United States.
Prevention and Response:
Training staff on privacy policies and procedures, emphasizing the importance of verifying identities before sharing information.
Implementing secure communication practices, such as requiring additional verification steps for
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phone inquiries.
Conducting regular audits and assessments to identify and address potential vulnerabilities in privacy practices.
c)
Describe two circumstances under which a worker can, in compliance with the law, disclose confidential information to others.
Risk of Harm to Self or Others:
One of the most recognized exceptions to confidentiality involves situations where there is a credible and imminent risk of harm to the client or others. If a worker becomes aware that a client poses a serious threat to their own safety or the safety of others, they may be legally obligated to disclose relevant information to prevent harm.
For example, if a mental health professional learns that their client has expressed immediate plans to harm themselves or someone else, they may need to breach confidentiality to notify appropriate authorities or take necessary actions to ensure safety.
Legal Requirements and Court Orders:
Workers may be required to disclose confidential information in response to a valid legal requirement or court order. Legal obligations can vary depending on the jurisdiction and the nature of the information. In some cases, professionals may receive subpoenas or court orders compelling them to provide information.
For instance, in legal proceedings, a worker may be required to testify and disclose relevant information. However, it's crucial to comply with legal processes and seek guidance from legal professionals to ensure that the disclosure aligns with legal requirements.
Q
UESTION
21
Use the Internet to access the Universal Declaration of Human Rights. Explain how Article 25 is relevant to people in a community/residential or homecare setting.
Article 25 of the Universal Declaration of Human Rights states that everyone has the right to a standard of living adequate for health and well-being. In a community/residential or homecare setting, this means that individuals have the right to access necessary healthcare services, and to live in a safe and healthy environment.
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Q
UESTION
22
List three situations involving a client’s physical health that would be beyond the scope of your own role, and what you would do in each of those situations.
1. If a client has a medical emergency, such as a heart attack. In this case, you should call for emergency medical assistance.
2. If a client needs a medical procedure that you are not qualified to perform. You should refer them to a qualified healthcare professional.
3. If a client has a health condition that requires specialized care. You should ensure they are referred to a specialist in that area.
What do I need to hand in for this task?
Have I completed this?
Your answers to each question
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2
Students: Please fill out this cover sheet clearly and accurately for this task. Make sure you have kept a copy of your work.
Name: Cherry May Pelila
Date of birth: 12/05/1992
Student ID: 14401704
Unit:
CHCCCS023 Support independence and wellbeing
Student to complete
Assessor to complete
Assessment Task
Resubmissio
n?
Y/N
Stude
nt initials
Sufficient
/
insufficie
nt
Date
Case studies
Case study 1 – Claude and Ray
Case study 2 – Harry
Case study 3 – Billy
STUDENT DECLARATION
I Cherry May B. Pelila
______________________________________
declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s. I have correctly referenced all resources and reference texts throughout these assessment tasks. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ___________________________________________________________________________________
Student name: _______________________________________________________________________________________
Date: ________________________________________________________________________________________________
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. ______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Assessor signature: __________________________________________________________________________________
Assessor name: ______________________________________________________________________________________
Date: ________________________________________________________________________________________________
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ASSESSMENT TASK 2: CASE STUDIES
T
ASK
S
UMMARY
:
Complete the questions that follow each case study.
W
HAT
DO
I NEED
IN
ORDER
TO
COMPLETE
THIS
ASSESSMENT
?
Access to textbooks and other learning materials.
Access to a computer and the Internet (if students prefer to type their responses).
Access to their workplace’s (or work placement) policies and procedures.
W
HEN
DO
I DO
THIS
TASK
?
You will do this task in the classroom or as homework – your assessor will advise.
Write in the due date as advised by your assessor: WHAT
DO
I NEED
TO
DO
IF
I GET
SOMETHING
WRONG
?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
Answer the questions that were incorrect in writing and resubmit entire assessment.
Answer the questions that were incorrect verbally. I
NSTRUCTIONS
:
Read the case studies provided and answer the questions. You will need to have access to your organisation’s (this may be your workplace or your work placement service) policies and procedures to
assist you in answering specific questions. C
ASE
S
TUDY
1 – C
LAUDE
AND
R
AY
Claude is a new client at New Greens Care Facility. He has come into care as he has had a stroke, and his male partner Ray is no longer able to look after him. Claude is finding it very difficult to adjust to life at the facility. Ray’s sister brings him in to visit Claude once a month as he is unable to drive, but she has never been able to accept their homosexual relationship. After 20 minutes or so she insists on leaving.
Claude confides to his carer that he misses Ray terribly. He might as well not come to visit anymore as Ray’s sister glares at them if they so much as hold hands and says they are disgusting. He yearns
just to share some love and affection.
1.
What effect do you think Claude’s separation from Ray is having on his emotional wellbeing?
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Claude's separation from Ray is likely causing significant emotional distress. This could manifest in several ways:
Loneliness: Claude may feel isolated and alone without Ray's companionship.
Anxiety: Uncertainty about the future of their relationship could cause anxiety.
Depression: Prolonged separation could lead to feelings of sadness or hopelessness.
2.
What effect do you think Ray’s sister is having on Claude’s emotional and psychological wellbeing?
Ray's sister could be having a negative impact on Claude's emotional and psychological wellbeing, especially if she is unsupportive or hostile. This could lead to:
Stress: Dealing with conflict or negativity can cause significant stress.
Low Self-Esteem: If Ray's sister is critical or dismissive, it could damage Claude's self-
esteem.
Fear: If Ray's sister poses a threat to their relationship, Claude may live in fear of losing Ray.
3.
Suggest at least three strategies that could be put in place to enable Ray to visit so that the pair can enjoy some intimate time together.
1.
Negotiate with Ray's Sister: If possible, having a conversation to explain the importance of their relationship and arrange visitation times could be beneficial.
2.
Seek Legal Advice: If Ray's sister is preventing visits, it might be necessary to seek legal advice or intervention.
3.
Use Technology: If physical visits aren't possible, they could use video calls or other technology to maintain their connection.
4.
If nothing is done to bring Claude and Ray together, how might this effect Claude’s health over a period of time? Suggest four possible effects.
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If nothing is done to bring Claude and Ray together, it could have several negative effects on Claude's health:
1.
Mental Health Issues
: Prolonged stress, anxiety, and depression can lead to serious mental health issues.
2.
Physical Health Problems
: Chronic stress can lead to physical health problems like heart disease or weakened immune system.
3.
Substance Abuse
: Claude might turn to alcohol or drugs to cope with his feelings.
4.
Suicidal Thoughts
: In extreme cases, prolonged emotional distress can lead to suicidal thoughts or actions.
5.
Research community support organisations that Ray or Claude could contact to obtain advice about their problems. List two organisations and provide their web addresses.
1.
The Samaritans: They offer emotional support to anyone in emotional distress, struggling to cope, or at risk of suicide. Website
2.
Relate: They provide relationship support and counselling. Website
Ray and Claude manage to get some time together – in fact, Ray is going to stay overnight. A trundle bed has been wheeled into Claude’s room for him to sleep in. 6.
Apart from supplying a trundle bed, what support could you give Claude to provide a suitable environment where they will feel secure, private and comfortable?
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Apart from supplying a trundle bed, there are several ways to provide a suitable environment for Claude:
Privacy: Install curtains or room dividers to create a private space.
Comfort: Provide comfortable bedding, pillows, and blankets. Ensure the room temperature is suitable.
Security: Install locks on doors and windows, provide a personal safe for valuables.
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You stop in to check on Claude and Ray and notice that they have set out and lit a lot of candles. While you think that is very romantic, you ask them to extinguish a number of candles, specifically those on the window sill and some on the floor.
Ray starts to put them out but Claude asks you why they need to.
7.
Explain what you would say to Claude, taking into consideration your organisation’s relevant workplace procedures. In your response, including the name of the organisation’s procedures that you would follow.
When communicating with Claude, it's important to follow the Client Communication Procedure of our organisation. I would explain to Claude that we are committed to providing a safe, private, and comfortable environment. I would also assure him that his concerns and preferences are important to us and will be taken into consideration.
8.
Claude asks you what else they could use instead of all the candles. Identify two alternatives that would meet workplace procedures. Candles can pose a fire risk, so alternatives could be:
LED Candles
: These provide the same ambiance as real candles but without the fire risk.
Fairy Lights
: These can create a warm and cozy atmosphere.
You tell Claude and Ray you are finishing up your shift, and wish them a lovely evening. About 15 minutes later you leave the building and head to your car. You glance in the direction of Claude’s windows and can make out the flicker of candles on the window sill. 9.
What should you do, based on your workplace’s procedures?
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Based on our workplace's Safety and Security Procedures, I would replace the candles with safer alternatives and ensure that Claude's living space meets all safety standards.
Claude is much happier now Ray is able to visit regularly. However the other day they got a bit carried away in the dining room and offended some of the other residents who complained that their
behaviour was putting them off their dinner!
10. How would you deal with this issue?
To deal with this issue, I would:
Discuss the issue with Claude and explain the reasons for the changes.
Provide alternatives that meet both Claude's needs and workplace safety standards.
Follow up to ensure that Claude is satisfied with the changes.
11. Given that your own values and attitudes about sexuality may be different than that of your clients
or your co-workers, how do you go about making sure you do not impose your views onto others?
To ensure I do not impose my views onto others, I would:
Practice active listening and empathy.
Respect the diversity and individuality of each client and co-worker.
Follow the Code of Conduct and Ethics Policy of our organisation, which emphasize respect for others' values and attitudes.
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\
C
ASE
S
TUDY
2 – H
ARRY
Harry has recently entered care. Through the assessment process it has been noted that Harry has the following needs:
Needs assistance to get out of his chair.
Has recently had hip replacement. Recovery has been slow and muscles are badly wasted.
Likes to shower everyday but requires assistance.
Incontinent.
Enjoys reading novels, chess and reading the newspaper.
1.
In what way do you think Harry’s physical disabilities may impact on his overall wellbeing?
Harry's physical disabilities may impact his overall wellbeing in several ways. He may experience feelings of frustration or depression due to his inability to perform tasks independently. His social interactions may also be limited, leading to feelings of isolation. His physical health may deteriorate further due to lack of exercise and movement.
2.
Make a list of resources that will be needed to suit Harry’s needs. List at least 10.
The resources needed to suit Harry's needs include:
1.
A wheelchair or walker to assist with mobility.
2.
A raised toilet seat and grab bars in the bathroom for safety.
3.
A shower chair to assist with daily showers.
4.
Incontinence products such as pads or adult diapers.
5.
A comfortable chair with good back support.
6.
A hip kit with tools to assist with dressing and reaching items.
7.
Physical therapy services to help regain strength and mobility.
8.
Occupational therapy services to assist with daily living activities.
9.
Access to books, newspapers, and chess sets for leisure activities.
10. A care plan developed by a healthcare professional to guide his care.
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3.
What strategies could be put in place to increase Harry’s strength that he has lost due to the hip replacement? List three strategies and explain how these would benefit Harry and how the carer could support Harry in each process.
Strategies for Harry
Benefits
Carer support
Physical Therapy
A physical therapist can develop a personalized exercise program to help Harry regain strength in his muscles.
The carer can assist Harry in performing these exercises regularly.
Nutritional Support
A balanced diet rich in protein can help rebuild muscle mass.
The carer can ensure Harry is eating
nutritious meals.
Regular Movement
Encouraging Harry to move as much
as possible, even if it's just small movements, can help improve muscle strength.
The carer can assist Harry in moving
around his living space.
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4.
What strategies will be used to monitor Harry’s physical status?
To monitor Harry's physical status, regular assessments by healthcare professionals should be conducted. These could include physical examinations, mobility assessments, and monitoring of vital signs. The carer should also observe Harry daily for any changes in his physical abilities or overall health.
5.
What are two other activities that Harry would enjoy that would suit his physical limitations?
Two activities that Harry might enjoy, given his physical limitations, could be listening to audiobooks
or participating in a seated yoga class.
6.
How will you ensure you include Harry in the decisions surrounding his activities and care? Provide at least two strategies.
Involving Harry in Decisions
1.
Open Communication: Regularly discuss with Harry his preferences, needs, and concerns.
2.
Shared Decision-Making: Involve Harry in making decisions about his care and activities.
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7.
Why is it important to involve Harry in the types of activities he is going to be involved in?
To promote independence and be encouraged to interact towards other people.
After two months in the residence, you notice that Harry is not relying on his walking frame anymore
for short walks to the bathroom or the dining room. His muscles seem to be getting stronger and he is very pleased with himself when he doesn’t rely on his walking frame.
8.
How will you assist Harry to be as independent as possible while ensuring he uses available support when it is necessary?
Encourage Harry to do what he can independently, but be ready to assist when necessary. Provide tools and resources that can help him perform tasks on his own.
9.
What will you do with your observations of Harry’s improved physical strength and his ability to walk unassisted for short periods.
These observations should be documented and communicated to Harry's healthcare team. They can
be used to adjust his care plan and set new goals.
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Harry has just started leaving the residence once per month for a day to visit his daughter and her husband on her farm. They come and pick him up and then bring him back after the day is over. You
notice after one of these trips that he has bruises all over his upper arms. You ask him how he got the bruises and he just shrugs it off and says it’s nothing, he hasn’t even noticed them. Harry is rather melancholy but you can see he is upset and he keeps rubbing the bruises.
10. What will you do in this situation and why? Use your organisation’s policies and procedures in this case to guide your answer. In your answer, please identify the name of the organisational procedure you would follow.
In this situation, I would follow the organization's policy on patient care and communication, ensuring that all observations and changes in Harry's condition are properly documented and communicated to the relevant parties.
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C
ASE
S
TUDY
3 – B
ILLY
Billy is 25 years old and is very overweight. Because of this, mobility is difficult, his breathing is laboured and the doctor is concerned about his heart. Billy has an intellectual disability which makes
communication difficult. Billy’s doctor has asked that he be given a diet and exercise program. He lives at home with his mother but he comes to your facility on a part-time basis. 1.
Write a goal for Billy’s individual diet and exercise plan in relation to his diet and nutrition.
Billy's Individual Diet and Exercise Plan Goal Billy's goal should be to achieve and maintain a healthy
weight through a balanced diet and regular exercise. This includes reducing intake of high-calorie, low-nutrient foods and increasing physical activity.
2.
What are the objectives of the diet and exercise that are planned for Billy?
Improve Billy's overall health and wellbeing
Reduce risk of weight-related health issues
Promote healthy eating habits
Encourage regular physical activity
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3.
Identify the three body systems being affected by Billy’s weight.
1. Musculoskeletal system
2. Endocrine system
3. Cardiovascular system
4.
What actions may be specified in Billy’s care plan to help him maintain a healthy environment at home? Name three.
1. Remove unhealthy food options from the home
2. Encourage family participation in physical activities
3. Ensure a safe and comfortable space for exercise
5.
List three actions that may be specified in Billy’s care plan to support him with his exercise and to encourage self-help as much as possible.
Set achievable exercise goals
Encourage Billy to participate in activities he enjoys
Provide positive reinforcement for progress
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6.
What aids could Billy use to assist him with mobility? How could these aids be used so he doesn’t come to rely on them too much?
Billy could use aids such as a walking stick or a walker. These aids should be used as tools for improvement, not as crutches. Gradual reduction in their use as Billy's strength and balance improve can prevent over-reliance.
7.
What assistance can be given to Billy to help him to recognise his strengths and achievements through the program?
Regular feedback sessions highlighting Billy's progress and achievements can help. Also, setting measurable goals can provide clear indicators of success.
8.
To what support services could Billy be referred in order to obtain expert advice and assistance that is outside your scope of practice? Name at least three.
Dietitian or nutritionist
Physical therapist
Mental health counselor
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9.
What documentation should be kept to track progress towards Billy’s goals?
Progress should be documented in a health and fitness journal, tracking dietary intake, exercise, weight changes, and overall health improvements.
You notice one day that Billy is not his normal self. When you walk with him to an activity that is planned for the afternoon, he becomes very short of breath and distressed. He stops walking and refuses to carry on. After a short break he is able to continue walking, but you can tell he is still distressed. He is very quiet and doesn’t do much during the activity. When his mother arrives to pick him up after the activity, she mentions that she is struggling to keep Billy out of the pantry and fridge. She tells you he often becomes angry if she denies him junk food, so she has been giving in to him.
10. Explain how you will follow your organisation’s procedures based on what you have observed during your time with Billy and what his mother has said. In your answer, you will also need to explain why your actions are important. Write down the name of the procedures you would follow. Based on observations and discussions with Billy's mother, I would follow the organisation's procedures for client assessment, care planning, and progress tracking. These actions are important
to ensure Billy's safety and wellbeing.
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Billy’s mother tells you that Billy has been walking awkwardly and she has seen him rubbing his feet
and ankles. She asks you what you think could be wrong and what she can buy at the chemist to make things better for him.
11. Considering your work role, explain how you would respond to Billy’s mother in this situation and what you need to do with this information. As a professional, I would listen to Billy's mother's concerns, provide reassurance, and explain the care plan. I would also document the conversation and share it with my supervisor or team, as per the organisation's policy.
What do I need to hand in for this task?
Have I completed this?
Your answers to all questions for each case study
Copies of each policy and procedure referred to in your responses
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3
Students: Please fill out this cover sheet clearly and accurately for this task. Make sure you have kept a copy of your work.
Name: Cherry May Pelila
Date of birth: 12/05/1992
Student ID:14401704
Unit:
CHCCCS023 Support independence and wellbeing
Student to complete
Assessor to complete
Assessment Task
Resubmissio
n?
Y/N
Stude
nt initials
Sufficient
/
insufficie
nt
Date
Role play STUDENT DECLARATION
I Cherry May B. Pelila
_____________________________________
declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s. I have correctly referenced all resources and reference texts throughout these assessment tasks. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: cherrypelila
_______________________________________________________________________
Student name: Cherry May B. Pelila
___________________________________________________________________
Date: 22/01/2024
____________________________________________________________________________________
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. ______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Assessor signature: __________________________________________________________________________________
Assessor name: ______________________________________________________________________________________
Date: ________________________________________________________________________________________________
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ASSESSMENT TASK 3: ROLE PLAY T
ASK
S
UMMARY
:
In this task you are required to participate in a role play with your assessor.
W
HAT
DO
I NEED
IN
ORDER
TO
COMPLETE
THIS
ASSESSMENT
?
Access to textbooks and other learning materials
Space for a role play.
W
HEN
DO
I DO
THIS
TASK
?
You will do this task in the classroom.
Write in the due date as advised by your assessor. WHAT
DO
I NEED
TO
DO
IF
I GET
SOMETHING
WRONG
?
If your assessor identifies that you have not demonstrated the required skills, techniques and knowledge of this task, they will give you feedback and ask you to do the task again.
I
NSTRUCTIONS
:
For this task, you will participate in a role play to demonstrate that you can support independence and
wellbeing. Your assessor will play the role of Cathy, and you will play the role of a leisure and lifestyle assistant. You are a leisure and lifestyle assistant at a disability support centre. One of the people you provide care for is a 19-year-old named Cathy. Cathy has a spinal cord injury and is paralysed from the waist
down so she makes use of a powered wheelchair. Before Cathy had her accident, she loved dancing and she was involved in dancing competitions. Immediately after Cathy’s accident one year ago, she suffered terrible depression at the thought of never being able to walk, or dance, again. She lives at home with her parents but she visits the disability centre twice per week in the afternoons to socialise with other people in a similar situation to her own, and to engage in activities.
Cathy enjoys most of the activities she participates in at the centre. She is not so fond of the arts and crafts activities on a Wednesday, but this is the only class offered during the time on Wednesday she visits the centre. She especially loves the physical activities which are tailored to upper body fitness and ball sports, however, she only attends one of these classes per week and the
centre runs three. Recently however, she has confided in you that she would love to find out about wheelchair dancing as a sport. She has been struggling to adapt to her new life since the accident and has been struggling with her depression on and off. The fact that she is not playing competitive sports anymore affects her greatly.
Do some research so you can provide some information to Cathy about where she can participate in wheelchair dancing in your local area (use the nearest city location if you are in a rural area) and have it ready to bring to the role play.
Cathy has asked you for help in accessing information about wheelchair dancing and will need to take some form of information with you like an iPad, laptop, brochures or printed information. You are going
to sit in the lounge of the centre and discuss options for her together. Your assessor will provide you with a date and time for the roleplay. Meet with your assessor who will play the role of Cathy, you will play the role of the leisure and lifestyle assistant. You need to ensure the environment is suitable for Cathy and her wheelchair and deal with any potential hazards before the time.
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During the role play your assessor will be looking to see that you:
Promote participation in activities that suit Cathy’s interests and needs
Support her to discuss her own preferences and express her identity without imposing own viewpoint
Consider her needs, stage of life, development and strengths
Encourage her to continue building her independence
Support her to identify and acknowledge her own strengths and manage her own activities
Promote self-esteem and confidence
Use supportive and effective communication
You will need to discuss Cathy’s preferences, ideas and various options with her. Take notes during the
meeting and plan to set some short-term and long-term goals with Cathy. Think about her interests and how these could be better catered for when she visits the centre. After the role play, your assessor will ask you some verbal questions related to the role play. What do I need to hand in for this task?
Have I completed this?
You need to submit information you have researched about wheelchair dancing to your assessor during the role play
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© 2015 Eduworks Resources, a division of RTO Advice Group Pty Ltd
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4
Students: Please fill out this cover sheet clearly and accurately for this task. Make sure you have kept a copy of your work.
Name: Cherry May Pelila
Date of birth:
Student ID: 14401704
Unit:
CHCCCS023 Support independence and wellbeing
Student to complete
Assessor to complete
Assessment Task
Resubmissio
n?
Y/N
Stude
nt initials
Sufficient
/
insufficie
nt
Date
Workplace observations
Part A
Part B
STUDENT DECLARATION
I Cherry May B. Pelila
______________________________________
declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s. I have correctly referenced all resources and reference texts throughout these assessment tasks. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: cherrypelila
_______________________________________________________________________
Student name: Cherry May B. Pelila
___________________________________________________________________
Date: 22/01/2024
____________________________________________________________________________________
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087
C
6
FB
2
D
53
F
7
A
4
DEA
24588419557
A
24
AB
3
C
47
A
6.
DOCX
© 2015 Eduworks Resources, a division of RTO Advice Group Pty Ltd
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. ______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
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______________________________________________________________________________________________________
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______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Assessor signature: __________________________________________________________________________________
Assessor name: ______________________________________________________________________________________
Date: ________________________________________________________________________________________________
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