CHCADV001 Assessment 1 Knowledge

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TAFE NSW - Sydney Institute *

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Law

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Feb 20, 2024

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Assessment CHCADV001 Facilitate the interests and rights of clients Assessment 1 Knowledge Learner Declaration In submitting this assessment I declare, ▪ This assessment is my own work. There has not been any collusion. Any material sourced from elsewhere is referenced, acknowledging the author, website, work and page. It does not breach the Copyright Act. This applied to printed and electronic information. ▪ I understand plagiarism (not acknowledging another person’s work) will be considered grounds for a result of Not Competent and possible disciplinary action. ▪ I agree TAFE NSW may keep a copy of my assessment evidence for record keeping and auditing purposes only. ▪ I have kept a secure copy of the submitted work (except portfolios, resource kits, etc) Name Boddie Arthur Signature B Arthur TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 1 of 10 Unit Code: CHCADV001

Knowledge Assessment Learner Details Learner Name [Learner Name] Assessment Event Details Unit Code CHCADV001 Unit Title FACILITATE THE INTERESTS AND RIGHTS OF CLIENTS Assessment Event 1 of (Number of Events) 3 Mode of Delivery Blended Assessment Method Written task Due Date Refer to your Individual Training Plan (ITP) Assessor Details Name of Assessor Lynette Gibb Assessor email Lynette.gibb@tafensw.edu.au Assessor phone 02 60582923 Assessment Instructions Learner Instructions To achieve a satisfactory result the learner must answer each question with an appropriate/correct response and submit this assessment by the due date. Assessment Conditions Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. Simulations must reflect the real-life working environment. What you need to submit Answer each question with an appropriate/correct response Answers are to be completed on this assessment document as provided, or typed on unlined A4 paper, or neatly handwritten on lined A4 paper, using a black or blue pen. All pages must be numbered and the Learner’s name must be on every page. All answers must indicate the question number. Learner to acknowledge sources where relevant using Harvard or in-text citation This cover page, including the signed Learner Declaration, must be attached to the front of the assessment you submit. Resources/Materials required Use of suitable facilities, equipment and resources used in the workplace Relevant organisation policies and procedures Current legislation, regulations and codes of practice Recommended texts, resources and readings Access to internet Was reasonable adjustment in place for this learner? ☐ Yes ☐ No If yes, explain the arrangements and Disability Consultant involvement TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 2 of 10 Unit Code: CHCADV001

CHCADV001 Facilitate the interests and rights of clients This knowledge assessment is used by the assessor to assess the learner’s knowledge. This assessment forms one piece of evidence and should be used in conjunction with other forms of evidence in the assessment process. The learner must answer each question with an appropriate response to achieve a satisfactory result. Unless otherwise stated, a suggested word count of approximately 50-80 words is required for each question. Part A Terminology Q1 In your own words, provide definitions for these terms. a Duty of Care: it is your duty of care to look after the person or client that you are working with. You are to make sure that everyone’s safety and wellbeing is ok. b Informed consent: Being told of all the information and giving them permission. c Disempowerment: to make the other person feel unimportant and not give them any authority and to make them feel weak. d Disclosure: Making information available to the person that you are talking to. e Discrimination: Making comments about another person on their looks and what colour their skin is. EDITED: B) Informed consent: Disclosure of information, competency of the patient, to make a decision. D) Disclosure: disclosure . If you make a disclosure , you reveal information not previously known — either because it's new information or because it's been kept secret. ... If you make a disclosure , you put something out in the open, usually information that was formally secret. E) Discrimination: In human social behaviour, discrimination is prejudiced treatment or consideration of, or making a distinction towards, a person based on the group, class, or category to which the person is perceived to belong. TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 3 of 10 Unit Code: CHCADV001

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Part B Short answer questions It is anticipated, other than questions requiring completion of a table or where a word count has been indicated, all other answers in Part B should have a word count of approximately 100 words. Q2 List four (4) common types of advocacy and provide a description of each.  Self-advocacy: Self-advocacy refers to an individual’s ability to effectively communicate his or her own interests, desires, needs and rights. It recognises that people are experts by experience and involves them in speaking out for themselves about the things that are important to them. It means that people are able to ask for what they want and need and to tell others about their thoughts and feelings.  Group advocacy: Group advocacy involves people with shared experiences, positions or values coming together in groups to talk and listen to each other and speak up collectively about issues that are important to them. These groups aim to influence public opinion, policy and service provision. They vary considerably in size, influence and motive. Representatives of local groups are often included on planning committees and involved in the commissioning and monitoring of health and social care services.  Peer advocacy: Peer advocacy refers to one-to-one support provided by advocates with a similar disability or experience to a person using services. Trained and supported volunteers often provide peer advocacy as part of a coordinated project. Peer advocacy schemes argue that they are particularly well placed to empathise with the needs of people, to approach them as their equals and to feel strongly about, and fight hard for, their needs.  Citizen advocacy: Citizen Advocacy aims to involve people in their local community by enabling them to have a voice and to make decisions about the things that affect their lives. Citizen advocacy partnerships are long term, not time-limited, and last for as long as the citizen advocate and the individual want them to. Citizen advocates are ordinary members of the local community. They are unpaid and usually operate with support from a coordinated scheme. REFERENCE https://www.scie.org.uk/care-act-2014/advocacy-services/commissioning-independent- advocacy/inclusion-empowerment-human-rights/types.asp Edited: I would work one on one with the person, by this I mean if my client couldn’t make the appointment time I would still ring the other agency and tell them what is going on as they will still need to know, this could help them understand the situation a lot better. Q3 What strategies can you use to assist a client to identify their own needs, choices, rights and responsibilities?  Encourage them: EDITED help them make the right decisions .  Support them: EDITED help them with whatever decisions that they make.  Help them: EDITED make sure that they know what that they are doing.  Give them advice: EDITED give them the advice on what we think may help the client as this could be good for them. TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 4 of 10 Unit Code: CHCADV001

Q4 Complete the table below by providing examples of client needs relevant to your organisation or service. Domain Example Physical Someone that has a disability such as Huntington’s disease. Medical Needing to take medication on a daily basis. Financial Organising money for certain things like rent, food and bills. Legal Getting them advice and potentially a payment plan if needed. Social Getting them involved in groups around the community. Cultural/spiritual Getting them involved with other people from the community that are involved in that type of culture. Employment Helping them find a job. Q5 What strategies can you use to determine a client’s ability to advocate for themselves?  how well they can speak to you or other people  how much information they can understand  ask them how they would handle the situation Q6 What actual or potential barriers may exist to hinder a client’s ability to advocate for themselves? TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 5 of 10 Unit Code: CHCADV001

 Their lack of understanding of the situation  Not being able to voice their concerns  Struggle to think sometimes Q7 Complete the table below by providing advocacy services available in your region or state. Answers will vary particularly according to location, but may be similar Domain Service Web address or contact Aged Care Intereach Deniliquin (03) 5881 5440 Disability Kurrajong Deniliquin (03) 5881 2624 Public advocates or guardians Francis Kelly & Grant Lawyers (03) 5881 2066 Financial Premier Financial Planning & Investment Services (03) 5881 6005 Q8 Provide an example of when the rights of client may cause a situation of actual or potential risk to the client or others.  If there is a conflict of interest with clients and caseworkers and the caseworker doesn’t do anything about the conflict. This can lead to all kinds of trouble for both client and worker.  If the caseworker doesn’t abide by the confidentiality of the client.  A client leaves his oven on and the case worker may not know this and may lean on the oven and get burnt or the potential to get burnt from it.  A client comes into the office all worked up because he has received some bad news and he threatens to hurt people Q9 For the example you have provided, suggest strategies to minimise the potential harm to the client, yourself or others who may be affected. TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 6 of 10 Unit Code: CHCADV001

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 Making sure that if there is a conflict of interest that you get out of that situation because you shouldn’t work with a friend.  Just remind the client that when they are finished cooking that they need to turn off the oven as this could potentially lead to the house catching fire.  If the client is worked up and threatens to hurt someone, try to calm them down, things you could do are, do you want a coffee? Let’s go for a walk to the park, Did you watch the footy on the weekend? Q10 When supporting a client to lodge a written complaint what information should include and what processes should you then follow? (Word count of approximately 200 - 300 words)  Depending on what the complaint is about will depend on what type of information you will give them. If it is a complaint is about a person or caseworker being verbally abusive or downgrading the client, we can help them with what to write and how to write it.  If they can’t write they could even give you the information and then you write it for them.  Make sure that you tell them that if they go ahead with the complaint that it may be taken up in court, make sure that you tell them about what else could happen.  Make sure that they get all the details 100% correct because if it is not correct then they could be banned from that place.  If they are willing to write it make sure that they have spelt all the words correctly and then go through it with them just to make sure that it makes sense with them and you.  If you have any witnesses make sure that you put their names down in the complaint so that they can give evidence on what has possibly happened, the more information you can put down on the complaint the more serious the company may take the complaint.  Make sure that you are clear on the outcome that you want to be achieved  Ask for help if you need help  Make sure that you have their contact details such as address, DOB, phone contact  When or where it happened  Details of how I am connected to the client  Name the organisation you are making a complaint against Q11 What is the difference between advocacy, mediation and conciliation? Advocacy: You are talking on behalf of someone that may have trouble understanding the situation. Providing support directly to clients or users of services. Mediation: you may be talking over a dispute to try and come to an agreement. A neutral third party assists disputing parties in resolving conflict through the use of specialized communication and negotiation techniques. Conciliation: Trying to resolve something with other people. The conciliator is more like an interventionist who provides probable solutions to the parties concerned, to settle disputes How is advocacy different from mediation and conciliation? TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 7 of 10 Unit Code: CHCADV001

Mediation and Conciliation refer to the dispute resolution process in which two or more parties attempt to reach an amicable agreement with the help of a third party. ... The conciliation is free for the parties. Mediation is a chargeable service. Part C Research questions Q12 Select ONE of either  Universal Declaration of Human Rights OR  United Nations Declaration on the Rights of Indigenous Peoples OR  United Nations Convention on the Rights of the Child 1 Research this document and provide information about the following.  History  Significance and impact  How and where is this reflected in Australian Commonwealth and/or State or Territory law? Provide examples of legislation relevant to your service or organisation.  Evidence of how these rights have been embedding in your organisation or service policies and procedures, to facilitate client rights and interests, and the rights of workers Word count of approximately 300-500 words is expected. You must include referencing within your essay and a written APA style bibliography to acknowledge sources. United Nations Convention on the Rights of the Child  History: The UN General Assembly adopted the Convention and opened it for signature on 20 November 1989 (the 30th anniversary of its Declaration of the Rights of the Child ). It came into force on 2 September 1990, after it was ratified by the required number of nations. Currently, 196 countries are party to it, including every member of the United Nations except the United States .  Reference: https://en.wikipedia.org/wiki/Convention_on_the_Rights_of_the_Child Significance and impact: Nations that ratify this convention are bound to it by international law. Compliance is monitored by the UN Committee on the Rights of the Child, which is composed of members from countries around the world. Once a year, the Committee submits a report to the Third Committee of the United Nations General Assembly, which also hears a statement from the CRC Chair, and the Assembly adopts a Resolution on the Rights of the Child. Governments of countries that have ratified the Convention are required to report to, and appear before, the United Nations Committee on the Rights of the Child periodically to be examined on their progress with regards to the advancement of the implementation of the Convention and the status of child rights in their country. Their reports and the committee's written views and concerns are available on the committee's website.  Reference: https://en.wikipedia.org/wiki/Convention_on_the_Rights_of_the_Child How and where is this reflected in Australian Commonwealth and/or State or Territory Law?  The main international human rights treaty on children’s rights is the Convention on the Rights of the Child (CRC), which Australia ratified in December 1990. The CRC incorporates all the general rights set out in other treaties that apply to everyone, as well as the special rights that apply to children. TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 8 of 10 Unit Code: CHCADV001

 The four Guiding Principles of the CRC are: • respect for the best interests of the child as a primary consideration • the right to survival and development • the right of all children to express their views freely on all matters affecting them • the right of all children to enjoy all the rights of the CRC without discrimination of any kind.  Reference: https://www.humanrights.gov.au/our-work/childrens-rights/about-childrens-rights  Evidence: • advocating nationally for the rights and interests of children and young people • promoting children’s participation in decisions that impact on them • providing national leadership and coordination on child rights issues • promoting awareness of and respect for the rights of children and young people • undertaking research about children’s rights • examiningt laws, policies and programs to ensure they protect and uphold the rights of children and young people.  Reference: https://www.humanrights.gov.au/our-work/childrens-rights/about-childrens-rights End of questions TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 9 of 10 Unit Code: CHCADV001

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Knowledge Assessment Assessment Result Assessment Results Unit Code CHCADV001 Unit Title FACILITATE THE INTERESTS AND RIGHTS OF CLIENTS Result Achieved ☐ SATISFACTORY ☐ NOT SATISFACTORY ☐ Resubmit ☐ Re-assessment Name of Assessor Lynette Gibb Assessor Feedback You have successfully completed the knowledge component of this unit of competency. Well done. Assessor Signature Signature Date Learner Details Learner Name [Learner Name] Learner Feedback Learner Signature Signature Date TAFE NSW Learner Name: [Learner Name] Current Version: 07/02/2018 Page 10 of 10 Unit Code: CHCADV001

CHCADV001 Assessment 1 Knowledge

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