Assignment 1

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018 Page 3 TABLE OF CONTENTS This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. I NSTRUCTIONS ......................................................................................... 5 W HAT IS C OMPETENCY -B ASED A SSESSMENT .................................... 6 T HE B ASIC P RINCIPLES OF A SSESSING N ATIONALLY R ECOGNISED T RAINING .................................................................................................................... 7 T HE D IMENSIONS OF C OMPETENCY ..................................................... 8 R EASONABLE A DJUSTMENT ................................................................... 9 T HE U NITS OF C OMPETENCY ............................................................... 11 C ONTEXT FOR A SSESSMENT ................................................................. 12 A SSESSMENT R EQUIREMENTS ............................................................. 12 A SSESSMENT M ETHODS ....................................................................... 13 R ESOURCES R EQUIRED FOR A SSESSMENT ........................................ 13 A SSESSMENT W ORKBOOK C OVER S HEET ......................................... 14 K NOWLEDGE A SSESSMENT .................................................................. 15 Part 1: Individualised Support ................................................................ 15 Part 2: Independence and Well-being .................................................... 25 Part 3: Healthy Body Systems ................................................................ 35 C ASE S TUDY ........................................................................................... 55 Case Study 1: Abraham Chatzkel ........................................................... 55 Scenario 1: Abraham’s Care Plan ....................................................................... 60

Assessment Workbook 1 Page 6 Version No.2.1 Produced 27 April 2018 WHAT IS COMPETENCY-BASED ASSESSMENT The features of a competency-based assessment system are:  It is focused on what learners can do and whether it meets the criteria specified by the industry as competency standards.  Assessment should mirror the environment the learner will encounter in the workplace.  Assessment criteria should be clearly stated to the learner at the beginning of the learning process.  Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.  In competency assessment, a learner receives one of only two outcomes: competent or not yet competent.  The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.  The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Definition of Competency Assessment in this context can be defined as: The fair, valid, reliable and flexible gathering and recording of evidence to support thejudgement on whether competency has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018 Page 9 REASONABLE ADJUSTMENT Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have:  The same learning opportunities as learners without a disability, and  the same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:  Customising resources and assessment activities within the training package or accredited course  Modifying the presentation medium  Learner support  Use of assistive/adaptive technologies  Making information accessible both beforeenrollment and during the course  Monitoring the adjustments to ensure learner needs continue to be met

Assessment Workbook 1 Page 12 Version No.2.1 Produced 27 April 2018 CONTEXT FOR ASSESSMENT To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Knowledge Assessment and Case Study may be completed wholly at the student’s home or chosen place of study. ASSESSMENT REQUIREMENTS The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: 1. Performance Evidence - describes the subtasks that make up the element of the unit 2. Knowledge Evidence - describes the knowledge that must be applied to understanding the tasks described in the elements 3. Assessment Condition - describes the environment and conditions that assessments must be conducted under The associated assessment method in this kit covers all of these components as detailed in the matrix below: Units of Competency Assessment Activities CHCCCS015 CHCCCS023 HLTAAP001 Knowledge Assessment    Case Study   

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018 Page 15 Name: Signature: Date:

Assessment Workbook 1 Page 18 Version No.2.1 Produced 27 April 2018 form. Note, however, that processes in writing these records may vary within different organisations.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 6.1 Residential care It provides continuous, typically permanent, care within a residential care facility tailored to the specific needs of an individual 6.2 Respite care It provides temporary, short-term care in a residential care facility, aiming to support both the individual and their caregivers, allowing them to remain at home for as long as possible. 6.3 Home and community care It delivers care and support services to aid individuals in maintaining their independence and continue living in their own homes. 6. Describe the following service delivery models.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 7.1 Residential care 1. Management systems, staffing, and organisational development. 2. Health and personal care. 7.2 Home and community care 1. Effective management. 2. Appropriate access and service delivery. 7. Consider the standards of service delivery models in the support sector. a. List two (2) standards of residential care as set by Accreditation Standards. b. List two (2) standards of home care as set by Home Care

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 8.1 Privacy, confidentialit y, and disclosure The privacy and confidentiality of residents must be consistently maintained during the provision of personal care. This commitment is exemplified by:  The home and approved provider not being informed, verbally or in writing, of the names of residents or representatives interviewed by the team.  Ensuring that interview records are not left visible to anyone at the home.  Preparing reports at the end of each visit without disclosing the identities of residents or their representatives interviewed. In the context of providing personal care in respite care or a client's home, it is crucial to consider the following:  Always knocking on the client's front door and waiting for them to answer before entering their home.  Knocking before entering the client's bedrooms and bathroom.  Safeguarding the personal dignity of the client by closing doors, drawing curtains, or using screens when the client is undressing, showering/bathing, or using the toilet/commode.  Refraining from touching a client's personal belongings without permission, as some may perceive it as a breach of their privacy.  Seeking permission from the client before opening drawers, cupboards, or wardrobes. Individual support workers, particularly those working with the same client for an extended period, should be mindful not to overlook these fundamental guidelines. Considering how one would feel if their privacy were invaded, it's important to continuously check and confirm with the client if the actions taken align with their preferences. Clients may not express discomfort readily, so seeking affirmation ensures that their privacy and dignity are respected. Any information that you have about a client is private and confidential and should not be passed on to anyone else without that client’s consent.  Only collect personal information from individuals when they provide informed 8. Briefly explain how the following legal and ethical requirements are applied in the support service industry. Guidance: Include how it is implemented by support service organisations and individual support workers.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 consent.  Limited access to personal information is granted solely to staff with a necessity for performing their duties.  Personal information is not shared with third parties unless the individual expressly consents, except when necessary for the primary purposes for which the information was provided.  Ensure the protection of all personal information from loss, modification, and misuse.  Securely store all collected personal information in locked filing cabinets.  Ensure that all personal information stored in computer files is password-protected  When transferring a client’s file from an office to their home, secure all personal information in a locked briefcase.  Uphold the client’s privacy with the same respect as any other client; refrain from gossiping about their ailments or personal affairs, both within and outside the organization. 8.2Duty of care Duty and care can be implemented by considering the following:  Taking ‘reasonable’ steps to prevent injury or harm.  Using common sense  Being responsible and sensible in your work.  Consulting with your supervisor if you have any concerns. Always consult the supervisor for any unsure concern to clarify. Need to follow the following under duty of care.  The service standards.  Your role and responsibilities.  The possible risks and hazards that may occur.  Possible risk management strategies.  Client and stakeholders’ views.  Specific or statutory requirements.  Comparison of possible harm to potential benefits.  Directions on the care plan 8.3 Dignity of risk Allowing residents and clients to make their own decisions about their activities and accepting the associated risks

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 8.4Human rights Policies and procedures in a care facility should consider human rights considerations for making and implementing the individual care plans. 8.5 Discrimination Implementing policies and procedures against discrimination can minimize or prevent mistreatment of clients. Ensuring equitable access to aged care for everyone, regardless of race, culture, language, gender, economic circumstances, or geographic location, is essential. 8.6Mandator y reporting  Report alleged or suspected reportable assaults to the police and the relevant department within 24 hours of the allegation or when the approved provider begins to suspect a reportable assault.  Notify the police and the relevant department within 24 hours of any alleged or suspected reportable assaults, or when the approved provider starts suspecting such an assault.  Implement reasonable measures to safeguard the identity of any staff member making a report and shield them from victimization. 8.7 Work role boundaries; responsibiliti es and limitations Individual support workers generally adhere to policies related to work role boundaries, delineating specific responsibilities and limitations within their roles. These details are typically outlined in the individual support worker's job description and employee handbook. Need to follow the guidelines of the hand book.

10. List two (2) examples of practices that support skill maintenance and development for individual support workers. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Physical health condition 2. Social, emotional, and mental health condition of the older client 1. Communication 2. Reporting 9. List two (2) examples of factors that affect older or disabled people requiring support.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 11. The following are typical conditions experienced by a client that requires special care and support. Describe possible indicators that these care and support needs are not met and ways you can respond as an individual support worker to address these needs. Condition Indicators of unmet care needs Ways to respond to unmet needs Incontinenc e  smelling like urine.  sheets and clothing are stained with urine.  skin irritation.  Schedule bathroom breaks.  Use incontinent pads.  Keep their skin dry by changing garments when they are wet and applying a barrier cream if the skin is frequently wet.  Follow their personal care plan regarding incontinence. Dementia  A decline in memory  impaired language and communication skills  impaired reasoning and judgment  inability to focus and pay attention.  If the client finds verbal communication difficult, speak slightly more slowly and use simple words and sentences.  Do things together; try to do things with the client rather than for them when offering assistance.  Use preferred communication method.

12. The following are major risks typically encountered in care facilities. Describe ways individual support workers can respond to these risks. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Hearing difficulti es  Verbal messages need to be repeated several times.  The client does not react to what you say.  TV or radio is set to loud volume.  Failing to follow conversation in noisy surroundings  Face the hearing-impaired client directly  Speak clearly, slowly, distinctly, but naturally, without shouting or exaggerating mouth movements.  Assist client with hearing devices Risks Ways to respond to these risks Manual handling injuries  Make certain that the bathroom design provides ample space to accommodate shower trolleys, hoists, and commodes.  Install overhead railings or hoists in rooms designated for heavy or non-weight bearing residents.  Acquire electric beds that are height adjustable.  Regularly inspect and maintain the wheels on linen trolleys, commodes, hoists, etc.  Verify that the wheels on trolleys are compatible with the floor coverings.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Resident aggression  Report any concerns to the supervisor; a client may need a health professional review.  Adhere to instructions outlined in the support plan and complete the necessary documentation.  Provide training to managers in record-keeping, report analysis, and hazard management.  Facilitate discussions and engage in problem- solving with employees.  Collaborate in pairs or teams and refrain from rotating employees between residents.  Avoid waking residents abruptly and consistently approach them from the front.  Provide training for employees on self-protection techniques, including defusing situations through negotiation and anger management skills. Infection  Wash hands properly.  Wear personal protective equipment (PPE).  Consider all possible sources of infection to identify potential hazards including: - Resident equipment such as nebulizers, glucometers, dosettes. - Wound and skin care. - Continence management. - Management of ‘sharps’.  Develop policies and guidelines (in consultation with staff) to make sure standard precautions are always met when: - Treating and caring for residents. - Handling food. - Cleaning and laundry tasks. - Managing sharps and needlestick injuries

1. Provide a brief description of each of the following basic human needs. 2. Explain briefly the concept of self-actualisation as it relates to individual support care. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Part 2: Independence and Well-being Basic human needs Descriptio n 1.1 Physical Basic human needs are food, drink, shelter, sleep and treatment of illness and injury. In addition warmth and exercise also identified as physical needs of human. 1.2 Psychological The absence of mental illness refers to the psychological state of an individual who is functioning at a satisfactory level of emotional and behavioral adjustment. 1.3 Spiritual The ability to fulfill one's needs and freely express one's faith, values, beliefs, principles, and morals. 1.4 Cultural The capacity to engage in cultural activities and the freedom to preserve, interpret, and express one's arts, history, heritage, and traditions. 1.5 Sexual Sexuality is a multifaceted need that encompasses an individual's feelings, thoughts, beliefs about their gender, physical and emotional requirements, and relationships with others. It is a lifelong characteristic that defines an individual's maleness or femaleness, and this definition may vary for each person. Self-actualization is the aspiration for self-fulfillment, reflecting the motivation to achieve one's maximum potential and possibilities. In the later stages of life, the elderly often engage in self- reflection, evaluating their lives for the attainment of self-actualization. The aging process can present challenges for elders to reach higher levels of self-actualization, self-esteem, and social connection, often leaving them confined to the lower levels of survival. Person-centered active support and strength-based approaches in care are designed to facilitate the client's journey towards self-actualization. These approaches aim to empower individuals in realizing their full potential and fostering a sense of fulfillment.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Life Stages Descriptio n 3.1 Infancy This stage of lifespan is 0-1 year old. During the initial stage of life, children are entirely dependent on others for their care and support. 3.2 Early childhood This stage of lifespan is 1-3 years old. In this period increasing self-control of children is demonstrated through activities such as climbing, touching, exploring, and a general desire to accomplish tasks independently. 3.3 Preschool-age This stage of lifespan is 3-5 years old. As a child progresses, they transition from simple self-control to developing the ability to take initiative. Through play, they learn to plan, undertake, and carry out tasks. 3.4 School age This stage of lifespan is 5-12 years old. In a school setting, children start acquiring skills valued by society, and their success or failure in these endeavors can significantly impact their feelings of adequacy. 3.5 Adolescence This stage of lifespan is 12-18 years old. Mental and physical maturation usher in new feelings, a transformed body, and fresh attitudes for the individual. 3.6 Early adulthood This stage of lifespan is 18-40 years old. After establishing a stable identity, individuals often experience a need to attain an essential quality of intimacy in their lives. This prepares them to share meaningful love or form deep friendships with others. 3.7 Adulthood This stage of lifespan is 40-65 years old. According to Erikson, the primary source of balance in mature adulthood is an interest in guiding the next generation. This quality, known as generativity, is expressed through caring about oneself, one's children, and the future. 3.8 Maturity This stage of lifespan is 65+ years old. In old age, a person engages in reflection, necessitating the ability to look back over a lifetime with a sense of acceptance and satisfaction. According to Erikson, the previous seven stages of life form the foundation for successful aging. A person who has lived richly and responsibly develops a sense of integrity, enabling them to face aging and death with dignity. 3. Describe the following stages of human development across the lifespan.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Aspects of well- being Descriptio n 4.1 Physical Physical health entails having a robust body that allows individuals to cope with the challenges of daily life, ward off illnesses, and function effectively. 4.2 Psychological The absence of mental illness refers to the psychological state of an individual who is functioning at a satisfactory level of emotional and behavioral adjustment. 4.3 Social Social health encompasses the capacity to establish fulfilling interpersonal relationships with others. It also involves the ability to adapt comfortably to various social situations and behave appropriately in diverse settings. 4.4 Spiritual The ability to meet one's needs and freely express one's faith, values, beliefs, principles, and morals. 4.5 Cultural The capacity to engage in cultural activities and the freedom to preserve, interpret, and express one's arts, history, heritage, and traditions. 4.6 Financial Financial well-being is a state in which a person can meet current and ongoing financial obligations, feel secure in their financial future, and make choices that enable them to enjoy life. 4.7 Career/Professional Career or professional well-being is a state of completeness that arises from achieving balance among various aspects, including life, work, relationships, and financial considerations. 4. Describe the following aspects of well-being.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 a. Individual differences typically encompass various aspects such as physical characteristics, personality, motivation, intelligence, abilities, interests, and more. Collectively, these attributes constitute the uniqueness of an individual. b. Individuals respond uniquely to various scenarios, conditions, and approaches. A key aspect of a person-centered approach is recognizing these differences and creating care plans that best suit the individual characteristics and needs of each client. 5. Consider the individual differences among people. a. Briefly discuss how these individual differences are interrelated. b. Briefly discuss how these individual differences may impact the provision of support.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Requirements for good health How it applies to older individuals 6.1 Mental health Many adults lose their capacity for independent living due to factors like limited mobility, chronic pain, frailty, or other mental or physical challenges, necessitating some form of long-term care. Additionally, aging or disabled individuals may face events such as bereavement and a decline in socioeconomic status during retirement. These factors can lead to isolation, loss of independence, loneliness, and psychological distress. 6.2 Nutrition and hydration Older individuals and people with disabilities undergo various physical changes that accompany altered nutrition and hydration needs. Certain conditions linked to aging or specific disabilities may necessitate dietary restrictions, impacting the nutrition and hydration of older individuals. 6.3 Exercise Engaging in regular physical activity is essential for maintaining strength and fitness, enabling individuals to continue doing activities they enjoy. Exercise is also recognized for its positive impact on mental health. However, initiating or sustaining a regular exercise routine can be challenging. Individuals may feel discouraged due to illness, ongoing health issues, or concerns about injuries or falls. 6.4 Hygiene Maintaining clients' cleanliness is crucial for overall health. Poor hygiene can lead to skin complaints, infections, discomfort, and low self-esteem. Caregivers often encounter hygiene-related challenges, with some clients refusing to shower, bathe, change clothes, brush teeth, or clean their living spaces, all of which contribute to poor hygiene. 6.5 Lifestyle Maintaining a healthy lifestyle is vital for clients as it serves to protect them from diseases, aids in the fight against illnesses, and prevents the worsening of chronic conditions. Additionally, sustaining a healthy lifestyle contributes to the holistic well-being of clients, encompassing mental and emotional health. 6.6 Oral health Upholding good oral health habits is crucial for clients as unhealthy bacteria in the mouth can not only harm teeth and gums but may also be linked to serious medical conditions. Poor oral health can also impact the client's eating habits and nutrition. 6. Provide a brief description of the following basic requirements for good health of an older individual or an individual with a disability.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Mental health issues Risk factors Protective factors 7.1 Depression Health problems Loneliness and isolation Reduced sense of purpose Fears Recent bereavements The more active the clients are—physically, mentally, and socially—the better they’ll feel: Exercise Connect with others Get enough sleep Maintain healthy diet Participate in activities 7.2 Dementia Age Family history and heredity Other risk factors: Alcohol use, atherosclerosis, diabetes, hypertension, smoking Diet Physical activities Intellectual activities 7. The following are common mental health issues encountered by older individuals. List relevant risk factors and protective factors for each.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Types of abuse Indications of neglect or abuse 19.1 Physical abuse Facial, head and neck bruising or injuries. Drowsiness, vomiting, fits (associated with head injuries). Unexplained or poorly explained accidents. or injuries such as broken bones, sprains, punctures. Other bruising and marks may suggest the shape of the object that caused it. Unexplained fractures, dislocations, sprains. Pain or restricted movement. Unexplained bruises, bite marks, cuts, burns, scratches. Explanation inconsistent with the injury; explanation varies. Avoidance or fearfulness of a particular person. Sleep disturbance (e.g. nightmares; bedwetting). Changes in behaviour, e.g. out of character aggression; withdrawal; excessive compliance. Over or under-use of sedation. Fear or anxiety. 19.2 Physical neglect Hunger, thirst, or lot of weight loss. Poor hygiene. Poor hair texture. Inappropriate or inadequate clothing for the weather conditions. Inappropriate or inadequate shelter or accommodation. Health problems have worsened due to their medications being mismanaged. Health or dietary practices that endanger health or development. Unexplained conditions such as hypothermia, dehydration or pressure sores Requesting, begging, scavenging, or stealing food. Constant fatigue, listlessness or falling asleep. Direct or indirect disclosure. Extreme longing for company. Social isolation. Anxiety about being alone or abandoned. Displaying inappropriate or excessive self-comforting behaviours. 19.3 Sexual abuse Direct or indirect disclosure. Sexual act described by the person. Trauma includes bleeding around genitals, chest, rectum or mouth. Difficulty in walking or sitting. Internal injuries (tears or bruising), pain or itching to genitalia, anus or perineal region. Torn, stained or bloodstained underwear or bedclothes. Unexplained sexually transmitted infections (STIs). Unexplained accumulation of money or gifts. Recent incontinence. Repeat use of words, e.g. ‘bad’, ‘dirty’. Self-destructive behaviour, self-mutilation. Sudden changes in behaviour or temperament, e.g., depression, anxiety attacks (crying, sweating, trembling), withdrawal, agitation, anger, violence, absconding, seeking comfort and security. Inappropriate advances to others. Sleep disturbances, refusing to go to bed, going to bed fully clothed. 8. Describe possible signs of abuse for each of the types of abuse listed below:

9. Outline the responsibilities of approved service providers in relation to compulsory reporting of assaults on older people, as set by the Aged Care Act 1997. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Eating disorders. Refusing to shower or constant showering. Changes in social patterns, refusing to attend usual places (work, respite). Anxiety when near, or contact suggested with the abuser. 19.4 Psychological abuse Speech disorders. Weight loss or gain. Feelings of worthlessness about life and self; extremely low self-esteem self-abuse or self-destructive behaviour. Extreme attention seeking behaviour and other behavioural disorders (e.g. disruptiveness, aggressiveness, bullying). Excessive compliance. Depression, withdrawal, crying. Low mood. Confusion. Loneliness. Feeling of helplessness. Fear. 19.5 Financial abuse Restricted access to, or no control over personal funds or bank accounts. No records or incomplete records kept of expenditure and purchases. Missing money, valuables or property. Forced changes to wills or other legal documents. Inability to find the money for basics such as food, clothing, transport costs and bills. Large withdrawals or big changes in banking habits or activities. Property transfers when the person is no longer able to manage their own financial affairs. Stealing from others. Borrowing money. Begging. Fear, stress, and anxiety.  Notify the police and the department of alleged or suspected reportable assaults within 24 hours of the allegation or when the approved provider begins to suspect such an assault.  Take reasonable measures to ensure staff members report any suspicions or allegations of reportable assaults to the approved provider (or another authorized person), to the police and the department.  Implement measures to safeguard the identity of staff members making reports and protect them from victimization.

11. Briefly describe the Residential Care Subsidy as a funding model. 12. Briefly describe the Home Care Subsidy as a funding model. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 The ACFI (Aged Care Funding Instrument) concentrates on assessing care needs associated with day- to-day, high-frequency requirements. These elements are suitable for evaluating the average cost of care in extended-stay environments. . The residential care subsidy is disbursed monthly, calculated by summing the amounts owed for each resident throughout the month. Providers submit a claim, including resident details, for subsidy reimbursement. An advance payment is received in the initial days of each month. This advance is later reconciled with the actual claim for that month, adjusting the subsequent month's payment accordingly—either through additional payment or a reduction in the total amount, compensating for the previous month's reconciliation. Home care subsidy is generally paid monthly and is calculated by adding the amounts due for each recipient for each day of the month. 10. Briefly explain how the Aged Care Funding Instrument (ACFI) is used to determine funding for aged care recipients.

15. List three (3) examples of issues surrounding sexuality and sexual expression in older or disabled people. 14. Myths and stereotypes of ageing and older people: a) List three (3) examples of stereotypes or ‘myth-conceptions’ about older people and the ageing process. b) Briefly describe how these stereotypes impact community values and attitudes towards the ageing population. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Age. 2. Family history. a. 1. Sickness and disability come with old age. 2. Older people cannot learn and are weak and helpless. 3. Old people have no interest in or capacity for sexual activity. b. Stereotyping fosters specific attitudes or perceptions towards a particular group, leading to the development of 'self-fulfilling prophecies.' When individuals are repeatedly told certain stereotypes, they may begin to believe and conform to those expectations. This can have adverse effects on their health and well-being. Older individuals, for example, might be excluded from decision-making situations under the assumption that they cannot make logical or practical decisions independently. Consequently, their right to make choices is often not recognized.  Reduced penile rigidity and vaginal lubrication.  Drugs which can cause impotence or lack of libido.  Having no partner. 13. List two (2) examples of issues that can impact the health and well-being of individuals.

17. Consider the support strategies, resources, and networks made available. a) List two (2) general resources on aged support and services for the elderly in Australia. b) List two (2) examples of support services funded by the Commonwealth that directly or indirectly help and support the aged and disabled population. c) List two (2) examples of non-government sector associations and organisations that provide a large Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018  Sadness.  Fatigue.  Abandoning or losing interest in hobbies or other pleasurable pastimes. a. 1. Age pensions 2. Rent assistance b. 1. Home and community care services 2. Financial counselling. c. 1. Advocate. 2. Aged and community services Australia. 16. List three (3) examples of indicators of emotional concerns and issues in older or disabled people.

1. Match the following body systems and their associated components to their correct functions. Write the letter corresponding to your answer in the space provided below. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Part 3: Healthy Body Systems Body Systems and Associated Components a. Cell b. Tissue c. Organ d. Cardiovascular or circulatory system e. Respiratory system f. Muscular system g. Skeletal system h. Endocrine system i. Digestive system j. Urinary system k. Integumentary system l. Lymphatic system m. Nervous system n. Immune system o. Reproductive system p. Eye q. Ear r. Nose s. Tongue Functions c. A group of tissues that perform a specific function in the body. f. Facilitates movement and locomotion. j. Removes liquid waste from the blood to keep a stable balance of salts and other substances in the blood. s. Vital for tasting, chewing, swallowing food, as well as for speech. l. Transport a fluid containing infection-fighting white blood cells, throughout the body . g. Gives the body its structure, provides the body with the right amount of blood cells. q. Receives sound waves from the environment to help us hear. It also helps in maintaining balance.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 a. The basic unit of all living things. Its functions include metabolism and reproduction. h. Secretes hormones into the circulatory system. b. Group of cells that work together to carry out a particular task in an organism. e. Brings oxygen in and carbon dioxide out. d. Transports blood from the heart to other parts of the body. p. Helps in receiving, focusing, and transmitting light that helps us see. n. Provides body protection from infections/diseases. m. Carries information from the brain to other parts of the body. i. Breaks down food into energy. o. Plays an important role in the procreation of life. k. An organ system consisting of the skin, hair, nails, and exocrine glands. r. It is the primary organ for smell and it also receives air to help us breathe.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Superior vena cava 7. Left atrium 2. Aorta 8. Pulmonary valve 3. Pulmonary artery 9. Tricuspid valve 4. Pulmonary vein 10. Right ventricle 5. Mital valve 11. Left ventricle 6. Right atrium 12. Aortic valve 2. Identify the parts of the heart. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Nasal cavity 7. Pharynx an item. 2. Nostril 8. Trachea 3. Oral cavity 9. Left main bronchus 4. Larynx 10. Left lung 5. Right main bronchus 11. Diaphragm 6. Right lung 3. Identify the parts of the respiratory system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Tendon 4. Muscle fiber (cell) 7. Fascicle (wrapped by perimysium) 2. Epimysium 5. Bone 8. Blood vessel 3. Endomysium (between fibers) 6. Perimysium 9. Endomysium 4. Identify the parts of the musculoskeletal system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Skull 8. Radius 15. Fibula 2. Clavicle 9. Carpals 16. Tarsals 3. Scapula Thoracic cage 10 . Metacarpals 17. Metatarsals 4. Sternum 11 . Phalanges 18. Phalanges 5. Ribs 12 . Femur 19. Vertebral column 6. Humerus 13 . Patella 20. Pelvic girdle(hip bones) 7. Ulna 14 . Tibia 5. Identify the parts of the skeletal system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

7. Identify the parts of the digestive system. Refer to the diagram and fill in the table Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Pineal gland 7. Trachea 2. Thalamus 8. Adrenal gland 3. Pituitary gland 9. Pancreas 4. Thyroid cartilage 10. Uterus 5. Thyroid gland 11. Ovaries 6. Parathyroid gland 12. Testes 6. Identify the parts of the endocrine system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Mouth 6. Stomach 2. Liver 7. Pancreas 3. Gall bladder 8. Duodenum 4. Large intestine 9. Small intestine 5. Choose an item. 10. Anus below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Kidney 3. Bladder 2. Ureter 4. Urethra 8. Identify the parts of the urinary system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

9. Identify the parts of the female and male reproductive systems. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Femal e Mal e Female Reproductive System 1. Uterine tube 5. Vagina 2. Uterus 6. Clitoris 3. Ovary 7. Labia minora 4. Cervix 8. Labia majora

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Male Reproductive System 1. Public bone 6. Bladder 2. Vas deferens 7. Prostate gland 3. Penis 8. Epididymis 4. Urethra 9. Testis 5. Seminal vesicles 10. Scrotum

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Epidermis 5. Follicle 2. Dermis 6. Oil gland 3. Fatty Tissue 7. Sweet gland 4. Blood vessels 8. Melanocytes 10. Identify the parts of the integumentary system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 11. Identify the parts of the lymphatic system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided. 1. Thymus 3. Tonsils 2. Liver 4. Spleen

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 12. Identify the parts of the nervous system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided. 1. Brain 4. Spinal cord 2. Nerves 5. Ganglla 3. Digestive tract

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Retina 5. Lens 2. Blood vessels 6. Pupil 3. Fovea 7. Cornea 4. Macula 8. Iris 13. Identify the parts of the eye. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Stapes (attached to oval windows) 7. Round Window 2. Semicircular Canals 8. Tympanic Cavity 3. Vestibular Nerve 9. Tympanic Membrane 4. Cochlear Nerve 10. External Auditory Canal 5. Cochlea 11. Malleus 6. Eustachian Tube 12. Incus 14. Identify the parts of the ear. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Olfactory bulb 4. Nasal epithelium 2. Mitral cells 5. Gloemerulus 3. Bone 6. Olfactory receptor neurons 15. Identify the parts of the nose. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Taste buds 4. Basal cell 16. Identify the parts of the tongue. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.

Consider how the body regulates fluid and electrolyte balance. Briefly explain how the body regulates fluid and electrolyte, including pH, balance. Briefly explain how the regulation of fluid and electrolyte balance is affected by ageing. 19. Briefly explain how the body eliminates these wastes. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 a. The body regulates temperature in response to the environment, whether it's warm or cold. The hypothalamus, located in the brain, serves as the control center for body temperature. It initiates adjustments in sweat glands and muscles, influencing factors such as body hair, to maintain temperature balance. b. While the normal core body temperature remains relatively constant with age, the ability of the body to regulate temperature diminishes. A reduction in subcutaneous fat makes it more challenging to stay warm. Additionally, the capacity to sweat decreases in the elderly, leading to difficulty in recognizing overheating. This places them at a heightened risk of heat stroke. Conversely, they are also susceptible to dangerous drops in temperature (hypothermia) when exposed to very cold environments. a. The body regulates fluid and electrolyte composition through the kidneys by controlling the volume and composition of urine. b. The kidney undergoes specific structural and functional changes with age, making it one of the major organs affected by aging. Despite these changes, the elderly can generally maintain water and electrolyte balance under normal conditions. However, illnesses, a decline in cognitive ability, and certain medications may pose a risk to this balance.  The liver performs various functions, including detoxification, protein synthesis, and producing biochemicals essential for digestion.  Sweat glands in the skin release fluid waste known as perspiration or sweat.  Lungs remove gaseous wastes, such as carbon dioxide, from the bloodstream during normal respiration.  The elimination of undigested food and waste products marks the final stage of digestion. After passing through the small intestine, 17. Consider how the body maintains or regulates the body temperature. a. Briefly explain how the body regulates temperature. b. Briefly explain how the regulation of body temperature is affected by ageing.

20.Briefly explain how the body regulates blood pressure. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 undigested material enters the colon, where most water is reabsorbed. When the body detects pressure changes in the arterial walls, it communicates with the heart, arterioles, veins, and kidneys, adjusting and either lowering or increasing blood pressure accordingly.

22. Briefly describe how much physical activity is recommended for older people to support the body’s healthy functioning. 23. Briefly describe how active and passive exercise can be applied to clients. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 The skin serves as the initial defense against infection, protecting the external part of the body. Additionally, mucous membranes act as a partial barrier inside the body, offering defense in areas such as inside the eyelids, nose, mouth, lungs, and other internal regions. Engaging in at least 150 minutes of moderate-intensity physical activity per week, such as brisk walking, ballroom dancing, tennis (doubles), or general gardening, is recommended. Alternatively, individuals can aim for at least 75 minutes of vigorous-intensity physical activity weekly, including activities like race walking, jogging, running, swimming laps, aerobics, dancing, or heavy gardening. An equivalent combination of moderate and vigorous intensity activity is also encouraged. To gain additional health benefits, individuals are encouraged to elevate their moderate-intensity physical activity to 300 minutes per week or an equivalent duration. For those with poor mobility, engaging in physical activities like walking to improve balance and prevent falls is recommended three or more days per week. Additionally, muscle-strengthening activities involving major muscle groups, such as lifting weights and stair climbing, should be performed two or more days per week. Clients with physical capability are encouraged to engage in active exercises to maintain an active lifestyle. For those with physical limitations, passive exercises like Range of Motion (ROM) exercises are recommended. ROM exercises are particularly beneficial for clients with disabilities or stroke survivors experiencing mild to severe paralysis or paresis. These exercises help prevent muscle stiffness and spasticity, common post-stroke side effects that can limit coordination and muscle movement. Passive ROM exercises can not only aid in prevention but also be used as a treatment for spasticity. 21. Briefly explain how the body protects itself from infection.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 CASE STUDY This assessment is comprised of three (3) case studies with scenarios and tasks that will test your knowledge and skills relevant to the competency standard requirements of the units included in this subject. These case studies are hypothetical situations which will not require you to have access to a workplace, although your past and present workplace experiences may help with the responses you provide. The evidence of your successful completion of the other competency standards that are required to be performed in the workplace is all included in your Skills Workbook. Case Study 1: Abraham Chatzkel Name: Abraham Chatzkel Age: 91 Date of Birth: 16 January 20xz Room # : 23 Abraham’s Care Plan is provided on the following page. Abraham Chatzkel is a new client at Lotus Compassionate Care. Abraham never married and has no kids of his own. Before moving to the centre, Abraham stayed with his niece, Abigail, her husband, Jacob, and their two daughters, Aliya and Amira. Abigail is a stay-at-home mother, taking care of Abraham and her two kids. Abigail’s husband accepted a job in New York and moved there with the rest of family. Abraham did not want to move to New York with them and prefers to spend the rest of his life in Australia, where he has spent the most of his life. Due to the distance and the time difference, all communications between the centre and the family are done via phone call or email. Guidance: For the purpose of this assessment, Abraham’s first day in the centre is 7 July, 20xx (current year).

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Care Plan Name: Abraham Chatzkel (fictitious name) My preferred name: Abe My Birthday is: 16 th January (he is currently 91 years old) My Room number is: 23 I am allergic to penicillin Social History: I was born in Israel. My mother is from Australia and my father is from Israel. My family moved to Brisbane when I was 8. My father was the local grocery shop owner, and on the weekends and afternoons after school, I helped in the shop. After I finished school I worked in my father’s shop until I went into the army for two years. While I was in the army, I fought in the second world war. When I left the army, I went back to work in the grocery shop, which I later inherited from my father. I returned home from the war after learning my little sister’s husband left her and their daughter a few months after she was diagnosed with cancer. I took care of my little sister and raised her daughter, Abigail, as my own after my sister passed away in 1960. I never married. Before I moved here, I lived with Abigail and her family. She married a nice young man, Jacob, and they now have two lovely daughters, the twins, Aliya and Amira. Abigail stopped working when she had the girls, and just stayed home taking care of them, and also keeping me company. I enjoy reading, especially stories about the time of the war. It reminds me of the time I spent with my mates. I was diagnosed with renal cell carcinoma which has now spread to other parts of my body. I am now at Lotus Compassionate Care because my niece’s family is moving to New York and I did not want to move with them. I want to live the rest of my life here in Australia. With the twins old enough to go to school, I think it is time Abigail go back to work and do things for herself. I am finding it more and more difficult to complete activities of daily living without assistance and I don’t want to be a burden to Abigail and her family. Communication My needs My Goals How you can help me To be able to hear around me as I cannot hear very well. I would like to be able to hear what people are saying.  Support me to use my hearing aid. Cultural and Spiritual My needs My Goals How you can help me To be able to keep following To follow the kashrut (Jewish  Help ensure that my food is kosher.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Jewish practices while in the centre. dietary laws). To be able to pray three times a day.  Assist me to say my prayers by reminding me of the time and

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 guiding me to a quiet place for prayer. Recreation My needs My Goals How you can help me I like to sit out on the veranda each morning and listen to the radio. Enjoy the outdoors and listen to my favourite radio station in the mornings.  Support me to transfer to the care chair and wheel me out to the veranda. Ensure I have my hat on and sunscreen applied. Ensure I am not directly in the sun for too long (no more than 30 minutes).  Turn the radio on to ‘easy listening station’.  Ensure that I am comfortable.  Place the feeding cup with a spout with water within my reach.  Place the buzzer within my reach.  Ensure I have new books to read and my spectacles are within reach. I like reading books. Finish as many new books as I can. Sensory My needs My Goals How you can help me To maintain visual ability. To continue being able to read my books.  Help me to ensure my glasses are clean before I put them on and within reach for me when I am alone. To continue to see the people I am talking to. Mobility My needs My Goals How you can help me To maintain a level of mobility that will allow me to enjoy the outdoors. To continue being able to enjoy taking walks outdoors, especially early in the morning to watch the sunrise.  Assist me taking morning walks using my walker when I can or take me out in my wheelchair.  Please assist me to transfer using the hoist and two staff members. To keep my muscles and limbs toned. Personal Hygiene My needs My Goals How you can help me I require assistance to meet my personal hygiene care needs. To feel comfortable.  Ensure my privacy and dignity are maintained.  Speak with me about how you will assist me.  Ensure the water in the washbasin is warm but not too

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 hot.  Use a soft washer and soap substitute to gently clean my skin.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018  Gently dry my skin with a soft towel and ensure it is thoroughly dried.  Apply a protective barrier cream (please do not rub my skin). Oral Care My needs My Goals How you can help me I require assistance to meet oral care needs. To maintain my self- esteem. To maintain healthy teeth and gums.  Ensure that I am sitting upright.  Assist me to clean my teeth with a soft, small-headed toothbrush and fluoride toothpaste.  Assist me to apply oral gel to my lips. Skin Care My needs My Goals How you can help me To maintain my skin integrity. To maintain comfort and prevent pressure injuries due to lack of mobility.  Support and encourage me to move around and not stay in bed or sitting in my chair for long hours.  Inspect my skin for redness.  Report and document if you notice changes in my skin condition.  Ensure the linen is free from wrinkles and smooth.  When conducting transfers, be careful not to pull, drag or knock my skin.  Ensure my skin is clean and dry.  I have anair pressure ripple mattress on my bed.  Regular toileting to prevent me from being incontinent. Bowel Function My needs My Goals How you can help me I sometimes experience constipatio n. To have a bowel motion every day or every second day.  Monitor my bowel motions and complete the bowel chart.  Ensure I have the buzzer within reach if I need to go to the toilet.  If I have not had a bowel movement after the 2 nd day, give me an aperient every morning until I have a successful bowel movement. May be also encourage me to eat a high- fibre soft diet as per care plan and maintain fluid

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 intake.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Sleep My needs My Goals How you can help me I sometimes wake during the night. To have a restful sleep during the night.  Ensure I am comfortable before I go to sleep.  Ensure the room is at a comfortable temperature.  Ask me before you settle me for sleep if I am comfortable and reposition the pillows how I like it. Nutrition and Hydration My needs My Goals How you can help me Sometimes I am unwell and refuse food. To maintain a good nutritional intake.  Support me to sit upright.  Support me to eat a high- nutrition soft diet.  Ensure I receive kosher meals.  Record what I eat and drink in my food diary.  When I feel unwell and refuse food inform the registered nurse. Environment My needs My Goals How you can help me When I am too hot or too cold, I feel uncomfortable. To be in an environment with a comfortable temperature.  When you help me with my personal care, ensure the room and water temperature is comfortable.  Support me to ensure I have warm clothing in cold weather and cool clothing in warm weather before I go out on the veranda.  Ensure my bedroom is at an appropriate temperature. Pain My needs My Goals How you can help me If I am experiencing pain, I feel uncomfortable. To maintain a manageable pain level so I can optimise my well- being.  Report and document if I experience any pain.  Administer my pain relief medication as directed by my physician. My Medical History I have diabetes and arthritis

1. What is your role in implementing Abraham’s individual care plan? Guidance: List specific tasks that are within the scope of your 2. What aspects of the care plan are beyond the scope of your role? List at least two (2). Guidance: List specific tasks that are outside the scope of your knowledge, skills, or job role Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Scenario 1: Abraham’s Care Plan 7 July, 20xx After reviewing Abraham’s care plan, you’ve determined that there are several aspects of the plan that are outside the scope of your role as an individual support. worker. Follow the care plan and implement the necessary action to complete the tasks to make sure the daily activities are according to the plan. Report any discomfort or changes in behavior. Get instruction from the supervisor for any clarifications. Speak with him about how I am going to support him. If not had a bowel movement after the 2 nd day, give an aperient every morning.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Speak with him about how I am going to support him. If not had a bowel movement after the 2 nd day, give an aperient every morning. 3. Which parts of the care plan do you recommend be reviewed and revised? Guidance: List specific parts of the care plan that outlines task that is outside the scope of your knowledge, skills, or job role

The aim of this role-playing activity is to allow you to demonstrate your skills in:  Communicating with your supervisor specific issues relating to your work role. You will be playing the role of an individual support worker at Lotus Compassionate Care, assigned to provide care and support to Abraham. To complete this task, you will need access to: - A video recorder - A volunteer: o One (1) volunteer to play the role of your supervisor Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Roleplay Task 1 With a volunteer to play the role of your supervisor, simulate a conversation with your supervisor clarifying your role in the implementation of Abraham’s care plan. To document your completion of this task, and to allow your assessor to evaluate your performance, you are required to submit a video recording of this roleplay conversation. Save your video file using the filename: Subject 1-RP1 . Submit this video file along with this workbook to your Assessor. Take note that your assessor will be evaluating you against the following criteria: Assessor checklist (for assessor’s use only, please leave this section blank) 1. Was the candidate able to clarify his/her own role in implementing Abraham’s care plan? 2. Was the candidate able to seek appropriate support for aspects of the care plan that is outside of his/her job role? Guidance: The candidate must be able to point out specific details/aspects of the care plan that is beyond the scope of individual support workers 3. Was the candidate able to discuss aspects of the care plan that might need to be reviewed? Guidance: The candidate must be able to provide suggestions that support the client’s self-determination

4. Based on the scenario provided above, list two (2) signs of additional or unmet needs of the Abraham: Guidance: Take note of the physical, emotional and psychological risks involved in the situation, and identify the specific additional or unmet needs that must be addressed to mitigate these risks. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Scenario 2: Abraham Feels Down 9 September, 20xx Abraham is an avid reader of books. Abigail promised Abraham that she will send him new books every couple of weeks, so Abraham can continue to enjoy his love of reading. Two months later, Abraham still has not received any letters or books from Abigail. You tried giving him books from the centre’s library but he refused them. He told you that he does not want to read books anymore. Slowly, you noticed changes in Abraham’s disposition. You noticed that he appears withdrawn, and rarely interacts with the other residents and individual support workers at the centre. In the morning, as you were about to help him get ready for his morning walk, he very sadly tells you that he does not want to take a walk, and he just wants to go back to sleep, hoping he does not wake up anymore. When you asked him why he feels this way, he tells you that he thinks his family has already forgotten about him, and he wishes to just stop waking up in the morning. He further asks you if you could just give him ‘too much’ pain medication so all of his pain will go away. 1. Sadness as emotional need. 2. Pain as a physical need.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Seek support from supervisor for the following risks:  There is a risk of nerves breakdown of Abraham due to the behavioral changes.  Due refuse waking up in the morning.  Complain about pain and asking medication. 6. Using the template below, complete the log on Abraham’s client progress notes: Guidance: You must include all the pertinent details relevant to Abraham’s care and condition Date Time Note s Initial, name and title 09/09/2024 8:00 AM I observed that he seems withdrawn, rarely interacting with other residents and individual support workers at the center. He shows reluctance to take a walk and expresses a desire to go back to sleep, expressing a hope not to wake up. Additionally, he has indicated a desire for additional pain relief. Eshitha 5. Based on the scenario provided above, identify risk/s in Abraham’s behaviour that is beyond your scope of knowledge, skills and job role, which should prompt you to seek support from your supervisor.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Roleplay Task 2 The aim of this role-playing activity is to allow you to demonstrate your skills in:  Communicating with your client’s family and carers about the care provided to your client. You will be playing the role of an individual support at Lotus Compassionate Care, assigned to provide care and support to Abraham. To complete this task, you will need access to: - A video recorder - A volunteer: o One (1) volunteer to play the role of Abigail, Abraham’s niece You’ve spoken to your supervisor about Abraham’s situation. The centre contacted Abigail and let her know that Abraham has been feeling very sad about not having any news from his family. Abigail was very surprised and explained that she’s been very busy but has been sending letters and books to Abraham the past two months. She was very worried about Abraham and scheduled a trip to the centre the following week. Abigail also wanted to speak with you personally, as she knows you provide direct care to Abraham. With a volunteer (to play the role of Abigail), simulate a conversation with Abigail to talk about Abraham, his care, and any questions Abigail might have about Abraham’s conditions. To ensure that the scenario provides you with the opportunity to demonstrate the skills required for this task, use the following talking points in your roleplay: Questions to be asked by Abigail  How is Abraham? How is he adjusting to the centre? Can you tell me what his days have been typically like?  Janet (care manager) said he hasn’t been getting out of his bed. Could this be because his cancer is getting worse?  Janet also mentioned that Abraham may be having suicidal thoughts. How will I deal with that when I go talk to him? Should I bring it up or should I just act like everything is normal?  He used to have a lot of pain and discomfort with his arthritis. How is he managing that now? Points of discussion to be raised by you as Abraham’s individual support workers:

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018  Changes in Abraham’s behaviour, and other relevant concerns (you must correctly identify these and share it with Abigail).  Offer advice and suggest available support services for Abraham’s

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 depression and suicidal thoughts (research on available support services, internally or otherwise). To document your completion of this task, and to allow your assessor to evaluate your performance, you are required to submit a video recording of this roleplay conversation. Save your video file using the filename: Subject 1-RP2 . Submit this video file along with this workbook to your assessor. Take note that your assessor will be evaluating you against the following criteria: Assessor checklist (for assessor’s use only, please leave this section blank) 1) Did the candidate answer Abigail’s question accordingly? 2) Did the candidate discuss with Abigail changes in Abraham’s behaviour and provide suggestions on how she could help manage these changes as needed? 3) Did the candidate provide correct information about available support for Abraham and Abigail (client and carer) with regard to addressing Abraham’s depression and suicidal thoughts?

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Scenario 3: The Case of Antonio Iglesias 2 October, 20xx Abraham shares his room in the centre with Antonio Iglesias. He is originally from Spain. He loves listening to classic Latin music and watching soccer on TV. They often have their radio and TV on Antonio’s favourite Latin channels. As Antonio got older, he became more and more nostalgic about his motherland and cannot stop talking about Spain; the food, the people, and the places. Antonio is very friendly. He loves to share stories about his adventures in Spain when he was younger. Antonio is also a devout Catholic and a very conservative man. On the other hand, although Abraham was born in Israel, he has spent most of his life in Australia, and cannot relate to Antonio feeling homesick. Unlike Antonio, Abraham is a very quiet and calm-natured man. He likes to keep to himself, read books, or write in his journal. Abraham has always been openly gay. Abraham still keeps a photo of his late partner, Kevin, on his nightstand. This makes Antonio feel uncomfortable. He often ends up preaching to Abraham about the sins of being gay and its consequences according to the bible. 7. Briefly describe the social, cultural and spiritual differences between Abraham and Antonio. a) Social b) Cultural c) Spiritual a. Abraham tends to be calm and quiet, spending his time reading books and writing in his journal alone. On the other hand, Antonio is more talkative, enjoys listening to music, watching soccer on TV, and frequently shares stories about his past adventures. b. Abraham was born in Israel but has spent most of his life in Australia. He doesn't place a high value on Israeli culture and values. In contrast, Antonio has a strong attachment to his motherland, frequently discussing his past experiences in Spain and holding a deep appreciation for Spanish culture and values. c. Abraham is openly gay, embracing his identity. In contrast, Antonio holds a different perspective and expresses disapproval, preaching to Abraham about the perceived sins of being gay and citing consequences according to his interpretation of the Bible.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 8. Briefly describe possible support activities you could recommend to Abraham to address the following needs. Guidance: Take note of Abraham’s stage of life, development and strengths when suggesting support activities. a) Social needs Encourage him to attend social networks compatible with his age group. b) Cultural needs Arrange some books for him to read about Israel and other countries cultural values, because he likes reading. c) Spiritual needs Organize common religious activities in the centre and encourage him to participate and give a responsible role to him.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Roleplay Task 3 The aim of this role-playing activity is to allow you to demonstrate your skills in:  Communicating with your elderly clients. You will be playing the role of an individual support worker at Lotus Compassionate Care, assigned to provide care and support to Abraham. To complete this task, you will need access to: - A video recorder - A volunteer: o One (1) volunteer to play the role of Abraham One afternoon, Abraham confided with you that he does not like sharing a room with Antonio. With a volunteer (to play the role of Abraham), simulate a conversation with Abraham to talk about his concerns. To ensure that the scenario provides you with the opportunity to demonstrate the skills required for this task, use the following talking points in your roleplay: Questions to be asked by Abraham: - Do you believe I will go to hell for being gay? - Should I just put away Kevin’s photo to get Antonio off my back? - Lately, I’ve been thinking a lot about joining Kevin in the afterlife. I know this would make Abigail very sad. Is there anyone I can talk to about these thoughts I’m having? Guidance: When responding to this question, make sure to emphasise the importance of using available support whenever he feels it is required. Points of discussion to be raised by you as Abraham’s individual support workers: - Seek Abraham’s feedback on specific aspects of his care plan that he wishes to be reviewed by the supervisor/care manager and updated to better fit his needs. Guidance: Review Abraham’s care plan and find opportunities for Abraham to participate in the self-care activities that will help him feel empowered and independent, as well as help him divert his attention away from his issues with Antonio and towards more positive and productive activities. - Suggest support activities that would help keep Abraham focused on positive experiences. (activities should reflect

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Abraham’s physical, social, cultural and spiritual needs). Guidance: Choose activities that will provide Abraham opportunities to utilise his strengths. Do this by helping Abraham

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 identify and acknowledge his own strengths and self-care capacity, and choosing activities together based on this. - Encourage Abraham to participate in social, cultural, and spiritual activities. Consider the activities you’ve listed in question (8). - Apart from the suggested support activities, also provide information on the existing and potential new networks that are available for Abraham to join with. - In the course of your discussion with Abraham, make sure you allow him to provide feedback and input in managing the delivery of his care. Guidance: Seek his opinion on the different options you provide and let him select what he finds best for his needs To document your completion of this task, and to allow your assessor to evaluate your performance, you are required to submit a video recording of this roleplay conversation. Save your video file using the filename: Subject 1-RP3. Submit this video file along with this workbook to your assessor. Take note that your assessor will be evaluating you against the following criteria:

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Assessor checklist (for assessor’s use only, please leave this section blank) 1) Did the candidate respond to Abraham in a manner that is respectful and accommodating of Abraham’s expression of identity and sexuality? Guidance: This includes not imposing own values and attitudes on Abraham; this also includes using positive and supportive communication to help promote Abraham’s self-esteem, self- determination and develop his trust. 2) Was the candidate able to discuss details of Abraham’s care plan and suggest activities that could help Abraham divert his attention to more positive experiences? 3) Did the candidate suggest appropriate support activities that reflect Abraham’s personality and needs, and encouraged him to participate in these activities? Guidance: - This includes helping Abraham identify his strengths and self-care capacity and choosing support activities that provide him opportunities to utilise his strengths. - Apart from recreational activities, this may also include activities of daily living. - Apart from suggesting support activities, this should also include encouraging Abraham to participate in them. 4) Did the candidate provide Abraham correct information about available support services to help him regarding his suicidal thoughts? Guidance: This includes referring the candidate to the correct person within the centre and providing information how to access these support services and resources when needed

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 5) Did the candidate provide Abraham information on existing and potential new networks available for him? Guidance: This also includes encouraging him to join/participate these networks. 6) Did the candidate provide Abraham support that allows him to manage the delivery of his care? Guidance: This also includes encouraging Abraham to maintain his independence.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Case Study 2: Judith Comet Name: Judith Comet Age: 96 Date of Birth: 3 November 20xx Room # : 7 Judith has been staying in the centre the past four years. Judith has 4 children. All of them have their own families and are currently staying in different States across Australia. They have decided to place Judith in a home after she had been diagnosed with stage IV colon cancer four years ago. Having cancer at such an advanced stage at Judith’s age, she was thought to have at least only a year to live. She was always in a lot of pain and required regular and constant assistance to complete activities of daily living. It was clear that the family were unable to meet Judith’s needs, as it was becoming too difficult for them to take care of her. They decided to place Judith in the care of Lotus Compassionate Care, hoping that it will provide her with a more comfortable environment, with all the professional support she needs to ease the symptoms, pain, physical stress, and mental stress brought about by her condition for the remainder of her life.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Scenario 1: The Reunion 30 November 20xx, 1:25PM Judith has been in your care since she arrived at the centre four years ago. However, the last two months, you have been away on a holiday. On your first day back, as you and another individual support worker were about to hoist her from the bed and onto her wheelchair, you noticed that Judith has sore, purple discolored and painful spots about 8cm across on both her shoulders, and a smaller one about 3cm across on the back side of her head. When she was on her side, you saw some bleeding through her pants and on the bed sheets from the upper part of her buttocks. It appears it has not been checked for at least a day or two. Her bed sheets were stained and smelled of faeces and urine. She looked in pain. You asked her if you could check what’s causing her pain. You found that she had an open wound about 2cm across and the skin surrounding it was very red and discoloured. Judith cringed in pain as you gently assessed the condition of her skin. You later found out that she has not been out of her bed in two days. You asked her why she has not gone out of her bed, and she told you that she’s just been feeling too tired lately and going out just takes too much effort. She asked you if she could just stay in bed and rest today. You noticed that she seems withdrawn. You also noticed that she’s lost a lot of weight since the last time you saw her about two months ago. 1. List two (2) examples of changes in Judith’s physical condition that must be reported to the supervisors. 1. Have sore with purple discolored and painful spots about 8cm across on both her shoulders, and a smaller one about 3cm across on the back side of her head. 2. Have an open wound about 2cm across and the skin surrounding it was very red and discoloured.

3. According to Lotus Compassionate Care’s policies and procedures, you are required to report to your supervisor and/or care manager should you note any of the following: - Changes in your client’s physical condition and how it is affecting their well-being. - Changes in your client’s well-being. - Required care/support that is beyond the scope of your role. According to Lotus Compassionate Care’s policies, you are required to document this in the client’s progress notes. Complete the Progress Notes template for Judith below: Guidance: For the purpose of this assessment, your assessor will play the role of Lotus Compassionate Care’s care manager. Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Living in an unhygienic environment can contribute to mental illness and discomfort. Given her experience as a victim of physical neglect of care, she is now unable to engage in or fulfill daily activities. Her reluctance to get out of bed is indicative of signs of depression and anxiety. Surname: Comet Given Name: Judith Room Number: 7 DOB: 3 November Care Manager: Tharaki PROGRESS NOTES Date/Time Comments 30 November 20XX The client has been in poor physical condition and has experienced neglect of care, leading to issues such as improper hygiene, weight loss, injuries, bruises, and cuts. Signed: Complete name: Eshitha Aluthwala Position: Personal care worker 2. Explain how these physical conditions are affecting Judith’s well- being. Guidance: Include in your explanation the specific indications (from Judith’s behaviour and responses) that her physical conditions are affecting her overall health and happiness

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Scenario 2: Nurse Naja 30 November 20xx, 1:25PM Judith asked you if you can get medication to help her with the pain. She started feeling pain on her buttocks and both shoulders two (2) days ago but did not tell anyone until you were back from your leave. When you asked her why she did not tell anyone about it, she said she did not want to bother the nurse. This made you worry about Judith and asked her if there was anything else that was bothering her. You found out that she has not had any bowel movement in two (2) days, and urinating has started to become painful for her. She asked if you can clean her wounds and give her pain medication. You explained to her that although you would love to help her, you are not qualified to perform those procedures on clients. You checked her care plan and found that her nurse’s name is Naja Nielsson. You explained to Judith that registered nurse Naja Nielsson would be the best person to clean her wounds and help her manage her pain with medication as prescribed by her doctor. Judith appeared worried when you mentioned the nurse’s name. She hesitantly tells you that the pain is gone, and she feels fine. She tells you she does not need the pain medication anymore.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Cleaning the wound and apply medication. 2. Give medications for pain. 5. List three (3) possible signs of abuse and neglect from the given scenario. Indicate whether the signs you’ve listed are signs of abuse, neglect or both. Guidance: You must include at least one (1) example of signs of neglect, and at least one (1) example of signs of abuse. Signs of neglect/abuse Neglect Abuse Not clean the open wound √ √ Bed Sheets covered with faeces and urine √ Observe scars on shoulders and back of the neck √ 4. List two (2) aspects of the scenario that describe physical health situations that are beyond your scope of support as an individual support worker. Guidance: If applicable, indicate specific tasks relevant to these physical health situations that are beyond your scope as an individual support worker.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Workplace details Location: Room No. 7, Lotus Compassionate Care Supervisor: Tharaki Ccontact hone: 04xxxxxxxxx Setting: Incident details Day: Date: 30 November 2023 Time: 1:25 PM Report completed by : Eshitha Type of incident (indicate which is applicable) Personal injury Staff Customer Child Name of the person injured: Judith Comet Part of Body Injured (if relevant): Nature of injury sustained: Abrasions, scrapes Bite Broken bone/fracture Bruise Burn Concussion Cut Rash Sprain Swelling Other (please specify): Sore 6. Following Lotus Compassionate Care’s relevant policies and procedures, complete the Incident Report form provided below. For the purpose of this assessment, your supervisor at Lotus Compassionate Care is your assessor. Guidance: Take note that according to Lotus Compassionate Care’s policies, reports of abuse must be completed on the same day it was discovered.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Assault Staff Customer Other: Response to incident (indicate which is applicable) Nurse-Naja First aid treatment administered (please specify what/by whom etc.): Medical treatment administered (please specify where/by whom etc.): client not happy about cleaning open wound and pain medication. Assistance sought: Ambulance Police Counsellor Other information Client refused to get medication from the nurse Who witnessed the incident? (Please use full name, details of staff’s job title where applicable, and telephone number/s): NOTE: Be specific . Describe in detail what actually happened, stating the facts in a clear and precise manner. Include the exact location of the incident, factors involved and any other details that may be beneficial. A drawing of the centre layout, identifying where the incident occurred, would be useful. Other information This report was compiled by (full name, title and contact telephone): Eshitha Roshana Aluthwala On (date/time): 30 November 2023 This report is a true and accurate summary of the incident that occurred (please sign): Eshitha

7. Identify the hazards in the given scenario. Following Lotus Compassionate Care’s relevant policies and procedures, file a Hazard Report using the form below: Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Scenario 3: Getting Back on Track Monday, 30 November 20xx, 1:25PM You checked the rest of the room for other soiled items that need washing. You noticed that the anti-slip mats in Judith’s bathroom are not there anymore, and water is pooling between the tiles of the shower floor. Guidance: For the purpose of this assessment, your assessor will play the role of your supervisor. To be completed by the person identifying the hazard Name: Eshitha Date:30 Nov 2023 Description of hazard: (Include area and task involved, and any equipment, tools, people involved. Use sketches if necessary) Physical hazard: Anty slip mats are not available in client’s bathroom. Water pooling between the tiles of the shower floor client can slip due to no mat and water piled up on the floor. Not maintained in Judith’s room, which makes her vulnerable and high risk of facing an injury. Suggested actions: (List any suggestions you have for reducing or eliminating the problem e.g. redesign, use of mechanical devices, training, etc.) Clean and remove water from the floor and putting the ani-slip mats back on the Judith’s bathroom floor. Report to (name): Eshitha Position: Personal care worker

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Roleplay Task 4 The aim of this role-playing activity is to allow you to demonstrate your skills in:  Ensuring your client is aware of their rights and complaints procedures. You will be playing the role of an individual support worker at Lotus Compassionate Care, assigned to provide care and support to Judith. To complete this task, you will need access to: - A video recorder - A volunteer: o One (1) volunteer to play the role of Judith. After hearing Judith’s stories, and seeing her injuries, it was clear to you that she has been physically and verbally abused by registered nurse, Naja. However, Judith is too frightened to let anyone know about it or file any formal complaints. With a volunteer (to play the role of Judith), simulate a conversation with Judith to talk about her rights and options to file a complaint. To ensure that the scenario provides you with the opportunity to demonstrate the skills required for this task, use the following talking points in your roleplay: Points of discussion to be raised by you as Judith’s individual support worker:  Talk to Judith about her rights in a manner that will encourage and maintain her trust.  Discuss her options for filing complaints. Guidance: Complaints processes may vary depending on different centre policies; for the purpose of this assessment, refer to the complaints process of Lotus Compassionate Care outlined in their Handbook: Lotus Compassionate Care handbook Username: newusername Password: newpassword To document your completion of this task, and to allow your assessor to evaluate your performance, you are required to submit a video recording of this roleplay conversation. Save your video file using the filename: Subject 1-RP4. Submit this video file along with this workbook to your assessor.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Take note that your assessor will be evaluating you against the following criteria:

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Assessor checklist (for assessor’s use only, please leave this section blank) 1) Did the candidate provide correct information about Judith’s rights relevant to the scenario? 2) Did the candidate provide correct information about the complaints process? 3) Did the candidate speak with Judith in a manner that develops and maintains trust?

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Case Study 3: Maximilian Mills Name: Maximilian Mills Age: 85 No Care Plan is provided as it is not required for you to complete the tasks included in this case study. Maximilian Mills, or Max, is new at the centre. He was placed in the centre by his second wife, Marcia. Max’s 1 st wife passed away from cancer two and a half years ago. Max met Marcia, now 45-years-old, a year later and got married soon after. Max had a boating accident shortly after their wedding. He had hip replacement surgery and is still recovering. The doctor advised that Max should still be able to walk again with proper therapy. Max remains positive and hopeful to get back on his feet, so he can go home to his wife again. Max was placed in the care of Lotus Compassionate Care after he was released from the hospital. Marcia feels Max would receive better care and support in the centre than at home with her. Max never had any children from his first marriage. Marcia is his only remaining family.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Scenario 1: The First Visit It has been two (2) months since Max arrived at the centre, and Marcia has not yet visited since. One morning Marcia arrived at the centre to visit Max. She was carrying with her a basket of pastries and a file folder. The following day, you noticed Max staring blankly out his window and looking very sad. You asked if he was okay. Max explained that he was feeling sad because Marcia wants to sell their house in the country to move to a smaller house in the city. She says she is feeling lonely by herself in the big house and cannot take care of it on her own. Marcia told Max that if they sell their house, and move to a smaller house, they will be able to afford a private nurse, so Max can stay home with her again. Marcia further suggested that if Max does not want to sell the house, Marcia will move to Darwin to live with her sister as she ‘simply cannot stay in that big, old house by herself anymore’. Max does not want to sell their house. He grew up in that house. But at the same time, he wants to go home with Marcia. And he does not want Marcia to move to Darwin. Marcia will be back next week for Max’s decision, and it is putting a lot of stress on Max. You often catch him sitting quietly in a corner and staring blankly into space. There were also several times you’ve heard him talking to himself, weighing the pros and the cons of selling the house. This predicament is obviously putting a lot of emotional and psychological stress on Max. Although Max still tries to be cheerful and funny when you are around, you see him by himself more and more often, instead of watching TV with the other residents or playing chess with his roommate, like he usually enjoys doing. This has also made his roommate, Bobby worry about him. Bobby asked if you could talk to Max about his problems. Guidance: For the purpose of this assessment, the incident happened on 15 June 20xx at 10:42 am.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 1. Looking after your client’s well-being is a key aspect of your role as an individual support worker. This includes reporting any cultural or financial issues impacting your client’s well- being. Following Lotus Compassionate Care’s relevant policies and procedures, file the Elder Abuse Incident Form according to the possible abuses described in Max’s case study scenario: Lotus Compassionate Care Forms (Download the Abuse Incident Report Form) Username: newusername Password: newpassword Save the completed form using the filename: MaxMills- IncidentReport Answer the follow-up questions below: a. Identify one possible risk to Max’s mental health brought about by his situation: He is under stress due to the selling of the house which emotionally affects his health. I can be developed up to Depression and dementia due to his age. b. List two (2) examples of protective factors for mental health present in the provided scenario: 1. He is cheerful and funny when I am around 2. Playing chess with his roommate. c. List two (2) examples of cultural or financial issues that may impact on Max’s well-being: 1. Wife is proposing to sell the house that him grove up. 2. She doesn’t like the wife is proposing to move to sister’s house.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 Scenario 2: Back on His Feet Max decided that he will not sell his house. Max promised himself that he will religiously follow his therapy and will dedicate his time making sure he is able to walk again. The doctor stressed the importance of not over-exerting his affected hip and making sure that he follows a healthy pace during these physical therapy sessions. Max is prescribed to have his physical therapy at a maximum of an hour per session, two sessions per day, and with a minimum interval of 2 to 3 hours of rest. During his spare time, Max is allowed to do other mild exercises as long as they do not put a strain on his legs. Other than the hip surgery, Max does not have other medical conditions. 2. Looking after your client’s well-being is a key aspect of your role as an individual support worker. This also includes recognising and promoting ways to support your client’s health. Research different ways Max can help improve his recovery other than exercising. List three (3) different things Max can do to supplement his physical therapy and exercise regime. Guidance: Include a brief explanation how these activities will promote the healthy functioning of the body and support his fast recovery. Three (3) things Max can do to supplement his physical therapy and exercise regime. How will these activities promote healthy functioning of the body, and support his fast recovery? Nutritional support Proper nutrition can contribute to muscle strength, energy levels, and the body's ability to heal Mind relaxing technics Introduce mind-body techniques such as meditation, deep breathing exercises, or yoga. These practices can complement physical therapy by promoting relaxation, reducing stress, and enhancing mental well-being, which are important aspects of overall health and recovery. Supportive additional exercises In addition to the prescribed physical therapy sessions, Max can perform designated exercises personaly. These exercises, recommended by the healthcare provider or physical therapist, can help reinforce the

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 progress made during formal therapy sessions.

Assessor Guide1 Page Version No. 2.1 Produced 27 April 2018 WORKBOOK CHECKLIST When you have completed assessing the assessment workbook, review the candidate’s submission against the checklist below:  The candidate has completed all the assessments in the workbook and has submitted all of the required evidence:  Knowledge Assessment  Case Study 1: Abraham Chatzkel  Role Play Video 1: communicating with the supervisor  Role Play Video 2: communicating with the carer  Role Play Video 3: communicating with the client  Case Study 2: Judith Comet  Role Play Video 1: building and maintaining trust  Case Study 3: Maximilian Mills  The candidate has submitted all of the following evidence:  This completed workbook  Cover Sheet (Assessment Workbook Cover Sheet signed and scanned) IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the unit relevant to this workbook. To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks. End of Document