CHCDIS005 - Develop and provide person-centred service responsesCHCDIS010 - Provide person-centred services to people with disability with complex n

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CHCDIS005 - Develop and provide person-centred service responsesCHCDIS010 - Provide person-centred services to people with disability with complex needs

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TOC o "1-3" h z u CHCDIS005 - Develop and provide person-centred service responses PAGEREF _Toc116487152 h 1CHCDIS010 - Provide person-centred services to people with disability with complex needs PAGEREF _Toc116487153 h 1Table of Contents PAGEREF _Toc116487154 h 2Introduction PAGEREF _Toc116487155 h 3What is Competency-Based Assessment PAGEREF _Toc116487156 h 3The Basic Principles of Assessing Nationally Recognised Training PAGEREF _Toc116487157 h 4The Dimensions of Competency PAGEREF _Toc116487158 h 5Reasonable Adjustment PAGEREF _Toc116487159 h 6The Units of Competency PAGEREF _Toc116487160 h 8Context for Assessment PAGEREF _Toc116487161 h 9Assessment Requirements PAGEREF _Toc116487162 h 9Assessment Methods PAGEREF _Toc116487163 h 10Resources Required for Assessment PAGEREF _Toc116487164 h 11Instructions to Candidate PAGEREF _Toc116487165 h 12Assessment Workbook Cover sheet PAGEREF _Toc116487166 h 13Knowledge Assessment PAGEREF _Toc116487167 h 14Case Studies PAGEREF _Toc116487168 h 40Instructions to Candidate PAGEREF _Toc116487169 h 40Lotus Compassionate Care PAGEREF _Toc116487170 h 41Case Study 1: Francis Weasley PAGEREF _Toc116487171 h 42Task 1: Evaluating and prioritising the client's complex support needs PAGEREF _Toc116487172 h 43Task 2: Develop person-centred responses PAGEREF _Toc116487173 h 54Task 3: Coordinate the delivery of the Person-Centred Plan PAGEREF _Toc116487174 h 62Task 4: Monitor, review and evaluate services PAGEREF _Toc116487175 h 78Case Study 2: Chuckie Gomez PAGEREF _Toc116487176 h 83Task 1: Evaluating and prioritising the client's complex support needs PAGEREF _Toc116487177 h 84Task 2: Develop person-centred responses PAGEREF _Toc116487178 h 92Task 3: Coordinate the delivery of the Person-Centred Plan PAGEREF _Toc116487179 h 98Task 4: Monitor, review and evaluate services PAGEREF _Toc116487180 h 115Supplementary Task PAGEREF _Toc116487181 h 120Workbook Checklist PAGEREF _Toc116487182 h 121

IntroductionAssessment is a difficult process we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed.

There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eliminate the subjectivity people may carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.

What is Competency-Based AssessmentThe 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 the judgement on whether competence 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.

The Basic Principles of Assessing Nationally Recognised Training

Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

Assessment must be valid

Assessment must include the full range of skills and knowledge needed to demonstrate competency.

Assessment must include the combination of knowledge and skills with their practical application.

Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.

Assessment must be reliable

Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.

Assessors must be trained in national competency standards for assessors to ensure reliability.

Assessment must be flexible

Assessment, where possible, must cover both the on and off-the-job components of training within a course.

Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.

Assessment must be made accessible to learners through a variety of delivery modes so they can proceed through modularised training packages to gain competencies.

Assessment must be mutually developed and agreed upon between assessor and the assessed.

Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 1.12)

The rules of evidence

When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

Valid

Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.

Sufficient

This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent in all aspects of the unit of competency.

Authentic

When evidence is gathered the assessor must be satisfied that evidence is the learners own work.

Current

This relates to the recency of the evidence and whether the evidence relates to current abilities. (Sourced from Training in Australia by M Tovey, D Lawlor)

The Dimensions of CompetencyThe national concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are:

Task skills

Task management skills

Contingency management skills

Job or role environment skills

Reasonable AdjustmentAdapted 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

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 before enrollment and during the course

monitoring the adjustments to ensure learner needs continue to be met.

Assistive/Adaptive Technologies

Assistive/Adaptive technology means software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g., If the assessment were gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

The Units of CompetencyThe units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit(s) of competency from CHC43115 Certificate IV in Disability:

CHCDIS005 Develop and provide person-centred service responses

Work with the person to develop and implement person-centred responses

Review and monitor person-centred responses

Provide service delivery within a quality framework

CHCDIS010 Provide person-centred services to people with disability with complex needs

Evaluate and prioritise the needs of a person with complex support issues

Develop an individualised plan to achieve maximum quality of life

Coordinate the delivery of the individualised plan

Coordinate the monitoring, evaluation and review of the individualised plan

For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

Context for AssessmentTo complete the assessments in this workbook, students need to have access to their learning materials and the internet. The written questions and project may be completed wholly at the students home or chosen place of study.

Assessment RequirementsThe assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

Performance Evidence

describes the subtasks that make up the element of the unit

Knowledge Evidence

describes the knowledge that must be applied to understanding the tasks described in the elements

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 to follow:

Units of Competency

Assessment Activities CHCDIS005 CHCDIS010

Knowledge assessment

Case studies

Assessment Methods Theory Workbooks

The Theory Workbooks use the following assessment methods:

Knowledge Assessment A set of generic and workplace questions testing the students general knowledge and understanding of the general theory behind the unit.

Case Studies Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities

Skills Workbook

The Skills Workbook contains the practical assessment which covers all units of competency of CHC43115 Certificate IV in Disability.

These practical assessment activities will be completed during your Vocational Placement.

The assessment method used in the Skills Workbook includes:

Practical Assessment a set of tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities require you to have access to a workplace.

Resources Required for AssessmentCandidate will need access to:

Computer with internet and email access and a working web browser

Installed software: MS Word, Adobe Acrobat Reader

Four (4) volunteers to participate in roleplay activities

Video camera or a mobile phone with video and audio recording capabilities

Any book readily available at home

Any car repair tools readily available at home

Instructions to CandidateThe questions in this workbook are divided into two categories: Knowledge Assessment and Case Studies.

The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Case Studies assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment.

Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.

Assessment Workbook Cover sheetTo the candidate: You must complete the coversheet below by filling in all the details and signing it.

UNIT CODE AND TITLE 1: CHCDIS005- Develop and provide person-centred service responses

UNIT CODE AND TITLE 2: CHCDIS010 - Provide person-centred services to people with disability with complex needs

FIRST AND SURNAME:

FORMTEXT PHONE: FORMTEXT

EMAIL: FORMTEXT

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.

By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment, and I am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided, and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : FORMTEXT Signature: FORMTEXT Date: FORMTEXT

Knowledge AssessmentListed below are health professionals and other relevant personnel who can help in the evaluation of complex needs and in the delivery of disability support services. Match each to the correct description of their role in disability support. Write the letter of the correct answer in the space provided.

Health Professionals & Other Personnel Description

FORMTEXT Dietitian They work with clients who have problems with drug and alcohol abuse.

FORMTEXT Occupational therapist They play a vital role in the primary health care workforce of the Aboriginal and Torres Strait Islander people, providing clinical and primary care for individuals, families and community groups.

FORMTEXT Aboriginal and Torres Strait Islander Health Workers (ATSIHWs) A physician who deals with the evaluation, diagnosis, and treatment of pain or chronic pain problems that might accompany disability.

FORMTEXT Drug and alcohol worker They ensure that people recovering from illness or injury, or with a disability, can function in all their environments with the ability they have.

FORMTEXT Pain specialist They are responsible for the nutritional management of individuals who are referred to their care.

Listed below are relevant networks in disability support. Match each to their correct description. Write the letter of the correct answer in the space provided.

Network Description

FORMTEXT Disability Advocacy Network Australia This is the peak body for people on the autism spectrum and their supporters in Victoria.

FORMTEXT Australian Network on Disability It is a national network of advocacy organisations in Australia.

FORMTEXT First Peoples Disability Network Australia It is a national, membership-based, for-purpose organisation that works with businesses to help them become more disability confident.

FORMTEXT Amaze This is an organisation offering services that cater to people with multiple disabilities.

FORMTEXT Able Australia It is a national organisation of and for Australias first peoples with disability, their families and communities.

Listed below are services for people with disabilities and their carers. Match each to their correct description. Write the letter of the correct answer in the space provided.

Resources for people with disabilities & their carers Description

FORMTEXT JobAccessThis program provides transportation to people with disabilities to help them travel to and from medical appointments and social activities.

FORMTEXT Centrelink The Australian Government scheme that helps people with significant and permanent disability to get the reasonable and necessary supports they need to be part of everyday life.

FORMTEXT National Disability Insurance Scheme It offers help and workplace solutions for people with disability and their employers.

FORMTEXT Carer Gateway Supports people who are ill, injured or have a disability with a range of payments including Disability Support Pension, Sickness Allowance and Mobility Allowance.

FORMTEXT Meals on Wheels A national online and phone service that provides practical information and resources to support carers.

FORMTEXT Queensland Community Care Program A program that provides meals to people with disabilities, enabling them to be more independent.

From the options below, select the three (3) best practice approaches you can apply in your work as a support worker.

Make decisions based on what you think is best for the client.

Involve and encourage clients and their families in decision-making.

Support the client to achieve control and freedom of choice in their life.

Give more value to the recommendations of health professionals than the clients opinion.

Encourage participants to show openness, honesty, full participation and commitment.

From the list below, select the three (3) that are principles of empowering people with disabilities.

Support workers should promote and encourage self-determination for disability support clients.

Carers are the ones who must make choices and decisions for people with disabilities, whatever the context and situation.

Empowerment involves letting the person with disability make choices and decisions without giving them the skills, resources, authority, opportunity and motivation that they need to meet their needs and goals.

To empower people with disabilities, they should be assisted and supported to identify their own rights.

The person with disability must be held responsible and accountable for the outcomes of their actions.

Listed below are the principles underlying human rights-based approaches. Match each to its correct description. Write the letter of the correct answer in the space provided.

Principle Description

FORMTEXT Participation A human rights-based approach means that all forms of discrimination in the realisation of rights must be prohibited, prevented and eliminated.

FORMTEXT Accountability Everyone is entitled to claim and exercise their rights and freedoms.

FORMTEXT Non-discrimination and equality A human rights-based approach requires that the law recognises human rights and freedoms as legally enforceable entitlements

FORMTEXT Empowerment It requires effective monitoring of compliance with human rights standards, achievement of human rights goals and effective remedies for human rights breaches.

FORMTEXT Legality Everyone has the right to be involved in decisions concerning their human rights.

Disability support services are required to comply with the United Nations Convention on the Rights of Persons with Disabilities. From the options below, select the four (4) that are principles of the UNCRPD.

Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity

Equality of opportunity

Respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities

Discrimination between men and women

Isolation from society

Non-discrimination

Inaccessibility

Listed below are some of the principles of person-centred practice. Match each to its correct description. Write the letter of the correct answer in the space provided.

Principles of person-centred practice Description

FORMTEXT Person at the centre Person-centred practice provides access to well-designed communities with opportunities for full inclusion in social, economic, sporting and cultural life.

FORMTEXT Inclusive and accessible In accordance with the person's wishes, family members, friends, significant others and other service providers are actively included in all the processes that support ongoing involvement in the person's life, and encourage and assist growth of the person's networks and community engagement.

FORMTEXT Focus on outcomes Service design and delivery is oriented towards the person's present and future priorities, and focuses on the person's abilities, interests, dreams and aspirations, and the supports required to realise them.

FORMTEXT Inclusion of others The person with disability is central to all planning and decision-making that helps achieve her or his preferred lifestyle.

FORMTEXT Personal priorities and strengths All direct and indirect service design and delivery activity is focused on achieving positive outcomes for people with disability.

From the list below, select the four (4) options that are principles of strengths-based practice in disability support.

Support workers must recognise the resilience of individuals.

Understanding that the support worker and health professionals know better about the lives of people with disabilities.

Not supporting clients to identify their rights.

Service planning and delivery must focus on the individuals strengths, interests, abilities and knowledge rather than their limitations.

The client should be the authority on what they want and need, as well as the ways these can be achieved.

Clients must be supported to envision a more independent life for them in the future.

From the list below, select the three (3) principles of access and equity.

Contributing to a culture that values the carer and health professionals only.

Providing services that address and meet the cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual differences between individuals.

Providing services to one cultural group only.

Making sure that services are client-oriented

Ignoring clients religious beliefs and the preferences that result from these

Avoiding discriminatory practices in service delivery and all interactions within the organisation and with clients and their families.

Listed below are people with disabilities. Select the four (4) options that show people with disabilities who have complex and/or special needs.

Franny is a 25-year-old woman who uses a wheelchair.

Sebastian is a homeless war veteran who has lost both legs during service. He is also a heavy drinker.

Robert is deaf and reads lips slowly.

Lily has cystic fibrosis. She has recently been diagnosed with major depression.

Jenny is legally blind and has lately been prohibited from driving.

Peter is partially paralysed. Other than this, he is otherwise healthy.

Troy has autism and has recently been diagnosed with bipolar disorder.

Tom has an acquired brain injury and lives in a place that is quite far from the disability support services that he needs. His condition has also significantly affected his ability to communicate and socialise; he has not been out of his room for months.

Listed below are types of disability based on body function. Complete the table below by doing the following:

In 50 words or less, provide a short description of each disability type.

Give two (2) examples of disabilities or conditions that fall under each type.

Types of disability Description Examples of disabilities/conditions

Intellectual disability FORMTEXT FORMTEXT

Physical disability FORMTEXT FORMTEXT

Neurological disability FORMTEXT FORMTEXT

Psychiatric disability FORMTEXT FORMTEXT

Listed below are psychological and intellectual conditions that are considered as disabilities. Match each to its correct description. Write the letter of the correct answer in the space provided.

Psychological and intellectual disabilities Description

FORMTEXT Autism spectrum disorder This condition is marked by a depressed mood most of the day, sometimes particularly in the morning, and a loss of interest in normal activities andrelationships-- symptoms that are present every day for at least 2 weeks.

FORMTEXT Major depression A range of conditions characterized by challenges with social skills, repetitive behaviours, speech and nonverbal communication, as well as by unique strengths and differences.

FORMTEXT Schizophrenia A condition that is inherited and leads to intellectual impairment, distinct facial features and short stature.

FORMTEXT Down syndrome It is a serious brain disorder that distorts the way a person thinks, acts, expresses emotions, perceives reality, and relates to others.

Listed below are statements about psychological issues that may accompany disability. Select the four (4) statements that are true.

People with disabilities experience significant barriers in their lives, from the stigma that may accompany disability to the physical difficulties they may encounter. These may contribute to clients experiencing depression.

People with disabilities are more likely to catastrophise pain. This means that they view situations and potential causes of pain in a more negative manner.

People with disabilities never experience mental health problems.

It is more difficult to diagnose mental illness in people with intellectual disabilities since they often have complex communication issues and some symptoms of mental illness are similar to symptoms of intellectual disability.

The bullying, abuse or neglect that people with disabilities experience do not affect their mental health at all.

Some people with disabilities have low self-efficacythat is, they have little to no confidence that they can control their thinking, behaviour and social environment.

From the options below, select the six (6) conditions that would lead to your client having special nutritional needs.

Food allergies and intolerances

Facial features

Appetite

Malnutrition

Overweight and obesity

Sleeping arrangements

Chronic diseases

High blood pressure and high cholesterol

Family circumstances

Swallowing difficulty

From the options below, select the four (4) true statements about the nutritional needs of people with disabilities.

Physical and attitudinal issues have nothing to do with the satisfaction of a clients nutritional needs.

Some conditions like a cleft palate or cystic fibrosis may lead to poorer nutritional intake.

Knowledge of proper feeding measures is not important in addressing the nutritional needs of people with disabilities.

People with certain disabilities, like people with mobility problems, may have specific nutritional needs.

All people with disabilities are malnourished.

Lack of knowledge among carers may contribute to the person with disability having nutritional deficiencies.

Stigma and discrimination may lead to a person with disability being fed less.

Listed below are conditions that result in clients having special nutritional and dietary needs. For each condition, give at least one (1) adjustment you can do as a support worker to address these special dietary needs.

Condition Dietary adjustments

Diabetes FORMTEXT

Obesity FORMTEXT

Swallowing difficulties FORMTEXT

Cystic fibrosis FORMTEXT

Food allergies FORMTEXT

The statements below are about the presence of health problems associated with disability. Select the three (3) statements that are true.

People with disabilities who are bedridden or use a wheelchair are at risk for developing pressure sores.

People with spinal cord injuries are likely to have bowel and bladder problems.

Health problems can only be identified by doctors and other health specialists.

Because of their conditions, people with disabilities also experience other health problems such as injuries, fatigue, pain, and overweight and obesity.

People with disabilities are more likely to be of healthy weight.

Pain never affects the functioning and activities of daily living of people with disabilities.

Listed below are different disabilities. For each disability, give two (2) examples of common health problems that may accompany the disability. An example is provided below.

Disability Common Health Problem

Paralysis Pressure sores

Bladder problems

Disability Common health problems

Cerebral palsy FORMTEXT

FORMTEXT

Acquired brain injury FORMTEXT

FORMTEXT

Down syndrome FORMTEXT

FORMTEXT

Clinical depression FORMTEXT

FORMTEXT

From the list below, select the five (5) true statements about challenging behaviour displayed by people with disabilities.

People with disabilities are generally always well-behaved.

People with disabilities sometimes demonstrate behaviour that may put at risk their own health and safety or the health and safety of the people around them.

Behaviours that pose a risk to themselves and to others may range from less serious (challenging behaviour) to very serious (behaviour of concern). However, challenging behaviour is the more commonly used term for both.

Clients often act out and display challenging behaviour for no reason.

Challenging behaviour includes self-harming, hyperactivity, withdrawal, inappropriate sexual advances and bullying others.

While challenging behaviour is an issue, the support worker should never do anything about it.

Clients may demonstrate challenging behaviour when there is something wrong with their body, when they need to communicate something and when they want to change something in their environment.

The most common way of dealing with challenging behaviour is through positive behaviour support.

From the list below, select the four (4) scenarios that show clients with challenging behaviours.

Fred, a young boy with autism, is a respite care client. Whenever the support worker arrives in his home, he starts picking and scratching his skin until it bleeds.

Theo has Down syndrome and is generally pleasant to work with.

Javier is an amputee who uses a wheelchair. He has substance abuse problems. This causes him to be violent towards his family and support workers, often using hurtful words and throwing things at people.

Leo has cerebral palsy and is introverted. He enjoys reading and watching TV shows.

Marcus suffers from schizophrenia. One day, he slashes his wrists because of a voice telling him to harm himself.

Jane has suffered from crippling clinical depression throughout her life. She has recently tried to commit suicide. This is her fourth attempt in five years.

Classify the following assessment approaches for the assessment of people with complex and/or special needs. In the space provided, write:

F if the item is a formal assessment approach;I if the item is an informal assessment approach; and

N if it is not an approach used in assessing people with complex and/or special needs.

FORMTEXT Australian Community Care Needs Assessment

FORMTEXT WHS assessment

FORMTEXT Complex Support Needs flag

FORMTEXT Disability Insurance Scheme specialist assessment

FORMTEXT Talking to the family

FORMTEXT Service provider auditing

Listed below are approaches in the assessment of clients with complex needs. Match each to its correct description. Write the letter of the correct answer in the space provided.

Assessment approach Description

FORMTEXT Australian Community Care Needs Assessment This test assesses the needs, capabilities and aspirations of adults with different types, levels and combinations of disabilities. It is also intended to highlight possible changing needs.

FORMTEXT Disability Support Training and Resource Tool This is done by interviewing the carer and/or friends of the individual about the individuals needs.

FORMTEXT Complex Support Needs Flag It aims to provide a nationally consistent approach to client assessment at the entry point to services across all community care programs.

FORMTEXT Talking to the clients families and friends It assesses clients on the level of person, service, and system.

Give two (2) issues and two (2) challenges that people with disabilities commonly face. For each issue and each challenge, provide at least one (1) solution or strategy you, as a support worker, can use to resolve each.

Remember that an issue refers to big-picture problems that people may discuss and debate about, while a challenge is a task or an activity that requires great mental or physical effort to accomplish. Some examples are provided below.

Issue Solution/Strategy

Social isolation of people with disabilities Support your organisation in collaborating with your local community to come up with more activities which people with disabilities can join and participate in.

Challenge Solution/Strategy

Finding a suitable community activity to participate in Ask the client what their interests are and find any suitable community activities they can enjoy participating in.

Issues Solution/Strategy

FORMTEXT FORMTEXT

FORMTEXT FORMTEXT

Challenges Solution/Strategy

FORMTEXT FORMTEXT

FORMTEXT FORMTEXT

For this assessment, refer to Lotus Compassionate Cares policies and procedures which can be accessed through the link below.

Lotus Compassionate Care handbook(username: newusernamepassword: newpassword)

Complete the table on the next page. For each aspect of developing and managing individualised plans, you must:

provide one (1) relevant policy used by Lotus Compassionate Care.

provide one (1) relevant procedure used by Lotus Compassionate Care.

briefly explain how the policy and procedure cited can be applied in developing and managing individualised plans.

An example is provided below for your reference.

Aspect Policy Procedure How these can be applied in developing and managing individualised plans

Privacy and confidentiality E.g. Lotus Compassionate Care is committed to protecting clients right to privacy and confidentiality by keeping personal information in a secure place and only accessible for authorised use. E.g. All personal information is protected from loss, modification and misuse.

E.g. The clients files and records, including their person-centred plan, progress notes and meeting minutes of planning and review meetings should be kept in a safe place.

Privacy and confidentiality FORMTEXT FORMTEXT FORMTEXT

Record keeping and reporting FORMTEXT FORMTEXT FORMTEXT

Role of family members and/or carers FORMTEXT FORMTEXT FORMTEXT

Role of other health professionals FORMTEXT FORMTEXT FORMTEXT

Role of various types of community service providers

Guidance: You must provide at least two (2) specific types of service provider cited in the handbook. FORMTEXT FORMTEXT FORMTEXT

Case StudiesInstructions to CandidateThese 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. You will be expected to encounter similar situations to these in the future as you work in providing person-centred services in the disability support setting.

In real life, disability support workers will be required to develop, implement and monitor service responses with a person with disability in different contexts. Occasionally, this will entail developing and implementing services for clients with complex or special support needs. This assessment will help you demonstrate skill requirements in such situations.

Lotus Compassionate CareLotus Compassionate Careis a non-profit organisation providing services to the Cascade Peak community and is committed to providing the highest quality of care and support. Their role is to assess and provide support to meet the needs of people with disabilities, seniors and their carers living in the community.

For the purpose of the following case studies, assume that you are a disability support worker employed by Lotus Compassionate Care. As a Lotus Compassionate Care support worker, you are required to perform all your tasks according to the organisations policies and procedures, as well as the legal and ethical frameworks relevant to disability support. In particular, all tasks from here on out must be performed according to the organisations quality system as set out in Lotus Compassionate Cares handbook.

The Lotus Compassionate Care handbook can be accessed through the link below.

Lotus Compassionate Care handbookUsername:reachlearner Password:reach@123

You may refer to this document for guidance in carrying out the tasks that follow.

For the purpose of this assessment, all case study scenarios are based in your state/territory.

Case Study 1: Francis WeasleySCENARIO

Francis Weasley is an 18-year-old man involved in a bike accident last year. As a result, Francis had an acquired brain injury which led to sustained physical and cognitive impairment. Among the physical and cognitive impairments he now experiences are limited mobility, as well as some trouble constructing complete sentences. Because of this, he often stays inside his room for days at a time, without going out. He has also stopped meeting with his friends because he is embarrassed that he cant talk to them properly anymore. To make things worse, his friends laugh when he struggles to complete the simplest sentences or when his mother has to accompany and assist him when going out with them. This makes him sad. Because of this, he has vowed to improve his mobility and speech issues at all costs.

His mother, Sally, quit her job after the accident. She has been caring for him at home on a full-time basis since the accident. Sally is his sole carer since they have no other relatives who live in the area. This past year, Sally has been so busy taking care of Francis that she has had very little chance to go out as well. Her friends have been reaching out to her for months, inviting her out for coffee and dinners. However, she has refused them all.

It is obvious that the situation is starting to take a toll on Francis and his mother, Sally. A loud, cheerful boy in the past, Francis has become sullen and withdrawn. Sally has likewise become very irritable and stressedit takes very little to upset and tire her out. Whats worse is she often takes out her frustration on Francis.

One day, Sally had a fight with one of her friends who complained about not seeing her anymore. Upon seeing his mother crying, Francis finally initiated a conversation about their current arrangement. He suggested that they find a way to lighten Sallys responsibilities in supporting him. It was then that they decided Francis will apply for respite care services from Lotus Compassionate Care.

Task 1: Evaluating and prioritising the client's complex support needsPart A: Preliminary Questions

Answer the following questions about Franciss support needs based on the given scenario.

What is Franciss primary condition or disability?

Give the two (2) needs that Francis has because of his primary condition or disability.

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Give the two (2) other co-existing support needs that Francis has based on the scenario.

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Answer the following questions about the difficulties Francis is currently facing. Make sure to base your answers on the given scenario.

What are specific problems that Francis is facing? Give at least two (2). These must be stressful and/or difficult matters in Franciss situation that must be solved and overcome.

What are the specific issues that Francis is facing? Give at least two (2). These must be big-picture problems in Franciss situation that may be discussed and debated but not necessarily solved.

What are the specific challenges that Francis is facing? Give at least two (2). These must be any difficulties in Franciss situation that may test his ability, as well as the carers and the support workers.

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In 50 to 100 words, briefly discuss the physical, financial, emotional and/or social impact of Franciss support needs on his mother, Sally. Make sure to base your answers on the given scenario.

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Based on the scenario, list one (1) health professional and one (1) relevant community worker you would have to consult about Franciss complex or special support needs.

Guidance: A health professional is any health worker in the areas of medicine, surgery, dentistry, midwifery, pharmacy, psychology, nursing or allied health professions. A community worker is anyone who officially works for the community in addressing recreational, health, housing, employment and other welfare matters, e.g. social workers and youth workers.

Health professional FORMTEXT

Community worker FORMTEXT

Part B: Preliminary Meeting

SCENARIO

You have arranged a preliminary meeting with Francis, his mother Sally, a health practitioner and a community worker to discuss the clients support needs and goals.

This part of the task includes two activities: a roleplay activity and writing the clients One Page Profile.

This part of the assessment is a Roleplay Activity.

This activity will require you to roleplay the preliminary meeting with the client, the carer, a health professional and a community worker to discuss the clients support needs and goals. The specific job title of the health professional and the community worker must be based on your answers in Task 1 Part A Question 5.

To complete this part of the assessment, you will need access to:

Four (4) volunteers who will roleplay as Francis Weasley, Sally Weasley, a health professional and a community worker.

Video camera or a mobile phone with video and audio recording capabilities.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteers and roleplay the meeting where you will meet with the client, the carer, and relevant personnel to discuss the clients support needs and goals.

Provide the character cue cards to each of the roleplay participants, including yourself. Your roleplay must be based on the information and prompts found in these cards. It is important that the roleplay participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

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In the meeting, you must be able to:

Analyse and interpret data you have previously gathered with help from the health professional and the community worker.

Establish priorities for support based on Franciss needs, his preferences and the input of everyone present in the meeting.

Discuss the services and resources available at Lotus Compassionate Care.

Discuss with Francis his rights in service delivery and how the service will meet all of his aspirations, needs, rights and preferences.

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the meeting must be recorded. Save the recorded video using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 1 Preliminary Meeting

Meeting minutes must also be provided to document the meeting. Use the template found below.

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Save the document using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 1 Minutes of Preliminary Meeting

Your video submission must not be longer than fifteen (15) minutes in length. Any submission longer than fifteen (15) minutes will be considered not satisfactory. Please submit the video along with the assessment.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards, in addition to the instructions provided above.

Task 1 Role Play Activity: Collaborate with Client to develop person-centred responses

(For the assessors use only)

In the video submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

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briefly explained the purpose of the meeting.

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Was able to analyse and interpret data which was previously gathered with help from the health professional and the community worker.

gave a brief summary of Franciss support needs and priorities for support based on the data collected

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discussed and negotiated goals and priorities for support with Francis based on his preferences and needs

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worked with everyone present to develop support services and activities for Francis.

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discussed the services and resources available at Lotus Compassionate Care with Francis and other present in the meeting

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discussed with Francis his rights in service delivery and how the service will meet all of his aspirations, needs, rights and preferences.

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briefly discussed Lotus Compassionate Cares review and evaluation process.

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supported everyone present to understand the person-centred plan and their roles and responsibilities within the plan.

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used best practice guidelines throughout the meeting by doing the following:

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used active listening techniques including:

facing the speaker and maintaining eye contact

paraphrasing and summarising the speakers responses to confirm and show that you have clearly understood them

waiting for the speaker to finish talking before asking questions or interrupting

asking questions to clarify the speakers responses

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periodically asked Francis his thoughts and/or comments on the things being discussed.

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respected the clients differences, goals and preferences.

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allowed the client to set their own goals and the ways to achieve them.

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Using the template below, help the client complete their One Page Profile using the information from the preliminary meeting. Make sure to use the first person (I want, I would like) to indicate that this is the clients document that you are helping to complete.

One Page Profile

Name of client FORMTEXT

Support worker FORMTEXT

Members of the Planning Team FORMTEXT

The planning meeting/s

Specify the date/s of your planning meeting/s. FORMTEXT

About me

What are your strengths the things you do well?

Indicate the clients strengths.

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What are the things you enjoy doing?

Indicate the clients interests.

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Where I live and the people I live with:

The client must live within your area.

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People in my life who support me:

Indicate the carer/s in the scenario. Include organisations in the scenario, if any.

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Do you go out, see friends and family, go to work?

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What are the most important things to you and for you right now?

You must specify the clients priorities for support below.

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Task 2: Develop person-centred responsesSCENARIO

You have arranged a planning meeting with Francis Weasley, his mother, and the health professional and community worker you consulted in the previous task. In this meeting, you will collaborate with the client and everyone else present to develop support services and activities to address Franciss goals and needs.

This task is divided into two activities: a roleplay activity of the planning meeting and writing the completed person-centred plan.

This part of the assessment is a Roleplay Activity.

This activity will require you to roleplay a planning meeting to develop person-centred responses addressing Francis Weasleys goals and complex support needs.

To complete this part of the assessment, you will need access to:

Four (4) volunteers who will roleplay as Francis Weasley, Sally Weasley, a health professional and a community worker. These are the same characters from the previous roleplay.

Video camera or a mobile phone with video and audio recording capabilities.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteers and roleplay the meeting where you will collaborate with the client, the carer, and relevant personnel to develop person-centred responses addressing the clients complex needs.

Provide the character cue cards to each of the roleplay participants, including yourself. Your roleplay must be based on the information and prompts found in these cards. It is important that the roleplay participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

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In the meeting, you must be able to:

Negotiate and establish support goals with Francis and everyone else present.

Work with everyone present to develop support services and activities to address Franciss aspirations, needs, rights and preferences.

Discuss the budget for Franciss person-centred plan.

Ensure the people responsible for delivering the support services and activities are appropriately skilled.

Negotiate resources required in service delivery.

Discuss the community support agencies who can help you deliver support services for Francis.

Support everyone present to understand the person-centred plan and their roles and responsibilities within the plan.

More detailed instructions and prompts can be found in the character cue cards.

Remember that you must use best practice guidelines throughout the meeting. You can accomplish this by doing the following:

using active listening techniques including:

facing the speaker and maintaining eye contact

paraphrasing and summarising the speakers responses to confirm and show that you have clearly understood them

waiting for the speaker to finish talking before asking questions or interrupting

asking questions to clarify the speakers responses

periodically asking Francis his thoughts and/or comments on the things being discussed

respecting the clients differences, goals and preferences

letting the client set their own goals and the ways to achieve them

encouraging the meeting participants to be open and honest

Guidelines

To demonstrate your completion of this activity, the meeting must be recorded. Save the recorded video using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 2 Planning Meeting

Your video submission must not be longer than fifteen (15) minutes in length. Any submission longer than fifteen (15) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 2 Role Play Activity: Collaborate with others to develop person-centred responses

(For the assessors use only)

In the video submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

briefly explained the purpose of the meeting.

FORMTEXT

gave a brief summary of Franciss support needs and priorities for support based on the previous meeting.

FORMTEXT

discussed and negotiated goals and priorities for support with Francis.

FORMTEXT

worked with everyone present to develop support services and activities for Francis.

FORMTEXT

discussed the budget for Franciss person-centred plan.

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ensured that the people responsible for delivering the support services and activities are appropriately skilled.

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negotiated resources required in service delivery.

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find community support agencies who can help deliver support services for Francis.

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briefly discussed Lotus Compassionate Cares review and evaluation process.

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supported everyone present to understand the person-centred plan and their roles and responsibilities within the plan.

FORMTEXT

used best practice guidelines throughout the meeting by doing the following:

FORMTEXT

used active listening techniques including:

facing the speaker and maintaining eye contact

paraphrasing and summarising the speakers responses to confirm and show that you have clearly understood them

waiting for the speaker to finish talking before asking questions or interrupting

asking questions to clarify the speakers responses

FORMTEXT

periodically asked Francis his thoughts and/or comments on the things being discussed.

FORMTEXT

respected the clients differences, goals and preferences.

FORMTEXT

allowed the client to set their own goals and the ways to achieve them.

FORMTEXT

encouraged the meeting participants to be open and honest.

FORMTEXT

Having finished collaborating with the client, the carer and other relevant personnel in developing person-centred responses for your client, you are now ready to write and complete Franciss person-centred plan.

Using the PCP action plan template found below, create the action plan of Franciss person-centred plan. Make sure to fill out all necessary fields in the document.

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Remember that the document must be written in the first person (I want, I would like) to indicate that it is the clients document.

Save and submit your document using the filename Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 2 PCP.

Task 3: Coordinate the delivery of the Person-Centred PlanSCENARIO

From the previous planning meeting, you have learned that Francis really wants to be able to regularly borrow books from the library again. Francis is looking for one book in particular. Francis is away for an appointment with the neuropsychologist. He has asked you to call the library for him.

Part A: Coordinate delivery of resources and services

This part of the assessment is a Simulated Phone Call.

This activity will require you to simulate and record a phone call with the librarian from your local library to help Francis borrow a book.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as the local librarian.

A mobile phone or any audio recording equipment.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer and simulate the phone call with the local librarian to help Francis borrow a book. This can be any book that is readily available at your house.

Provide the character cue cards to each of the participants, including yourself. Your simulated phone call must be based on the information and prompts found in these cards. It is important that the participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

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In the phone call, you must be able to:

Check if the book is available.

Borrow the book for Francis, or come up with alternatives if the book is not available.

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the simulated phone call must be recorded. Save the recorded phone call using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 3 Simulated Phone Call 1

Your audio submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 3 Simulated Phone Call 1: Make available appropriate resources

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

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introduced themselves to the librarian and briefly explained the purpose of their call.

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checked if the book is available.

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came up with an alternative solution for the unavailable resource.

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followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

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This part of the assessment will require a Short Video Clip.

This activity will require you to film a short video where you make available the book Francis wanted to borrow in the previous activity. For convenience, pick a book that is readily available at your house.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as Francis.

Any book readily available at your house and placed in a delivery package

Video camera or a mobile phone with video and audio recording capabilities.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer to film the video where you make available appropriate resources for the client.

In the video clip, you must be able to:

receive the package with the book

give the book to Francis

Guidelines

To demonstrate your completion of this activity, the activity must be recorded. Save the recorded video using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 3 Resource Video Clip

Your video submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Task 3: Resource Video Clip-Make available appropriate resources

(For the assessors use only)

In the video submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

introduced themselves to the librarian and briefly explained the purpose of their call.

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checked if the correct book is available and provided to client

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followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

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This part of the assessment is a Simulated Phone Call.

Refer to the person-centred plan you created in Case Study 1 Task 2 Activity 2. Note any community service agencies you must work with in order to help your client achieve their goals and address their support needs.

This activity will require you to simulate and record a phone call with one (1) community support agency identified in the person-centred plan. The purpose of the call is to inquire about the services they offer and to see if the services are appropriate for your clients goals and preferences as set out in the person-centred plan.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as an employee from the community support agency.

A mobile phone or any audio recording equipment.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer and simulate the phone call with community support agency employee to inquire about the services they offer and to ensure the services will be delivered by appropriately skilled workers.

Provide the character cue cards to each of the participants, including yourself. Your simulated phone call must be based on the information and prompts found in these cards. It is important that the participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the phone call, you must be able to:

Enquire about the community service agencys services and how they can help your client achieve their goals.

Ensure that the workers who will deliver the services are appropriately skilled

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the simulated phone call must be recorded. Save the recorded phone call using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 3 Simulated Phone Call 2

Your audio submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 3 Simulated Phone Call 2: Access a community support agency

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

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introduced themselves to the employee and briefly explained the purpose of their call.

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enquired about the service or activity that the client would like to avail from the agency.

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ensured that the workers who will deliver the service or activity are appropriately skilled.

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followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

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Part B: Changes in Clients Needs

SCENARIO

One day, at the start of your respite care shift for Francis, Sally urgently reported that Francis had an accident at home the other day. She was assisting him to walk to his room when someone rang their door. She left him for a few minutes to see who it was. While alone, Francis tried to get to his room on his own and slipped. He now has a huge discoloured bruise on his hip. Sally is very worried and wants you to have a look at the bruise. She has also asked you to treat Franciss injury and if you could prescribe any medicine. However, Franciss current person-centred plan does not cover this incident.

Sally has asked you, a support worker, to examine and treat the bruise on Franciss hip and prescribe medicine. This is a medical concern. Is this still within the scope of your work role as a support worker? Briefly explain your answer. In particular, specify the service you will not be able to provide.

Yes, this is still within the scope of my role as a support worker.

No, this is not within the scope of my role as a support worker anymore.

Briefly explain why:

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Based on the scenario, what are the barriers that may affect the quality of the support Francis receives? Give at least two (2).

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This part of the assessment is a Simulated Conversation.

This activity will require you to simulate and record a conversation with your supervisor to report Franciss accident and refer the barriers you have identified in Task 3 Question 2.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as your supervisor

A mobile phone or any audio recording equipment.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer and simulate a conversation with your supervisor to report Franciss accident and refer the barriers to quality service delivery that were identified in Task 3 Question 2.

Provide the character cue cards to each of the participants, including yourself. Your simulated conversation must be based on the information and prompts found in these cards. It is important that the participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

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In the conversation, you must be able to:

report Franciss accident and injury

refer the barriers you have identified in the previous question to the supervisor

seek advice from your supervisor

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the simulated conversation must be recorded. Save the recorded conversation using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 3 Simulated Conversation

Your audio submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 3 Simulated Conversation: Refer barriers to quality service delivery to supervisor

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the unit and subject they are taking.

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briefly explained the purpose of the conversation.

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gave a brief overview of Franciss accident and the injury he sustained.

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reported the barriers to quality service delivery to the supervisor.

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asked the supervisor for advice on how to deal with these barriers.

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This part of the assessment is a Simulated Phone Call.

This activity will require you to simulate and record a phone call to the hospital to schedule an appointment for Francis.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as a hospital employee

A mobile phone or any audio recording equipment.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer and simulate a phone call to the hospital to schedule an appointment for Francis.

Provide the character cue cards to each of the participants, including yourself. Your simulated phone call must be based on the information and prompts found in these cards. It is important that the participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the conversation, you must be able to:

give a brief overview of Franciss accident

schedule an appointment for Francis

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the simulated phone call must be recorded. Save the recorded phone call using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 3 Simulated Phone Call 3

Your audio submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 3 Simulated Phone Call 3: Seek provision of services from other workers or agencies

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

introduced themselves and briefly explained the purpose of the call.

FORMTEXT

gave a brief overview of Franciss accident and the injury he sustained.

FORMTEXT

scheduled an appointment for Francis.

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followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

FORMTEXT

Task 4: Monitor, review and evaluate servicesSCENARIO

Franciss accident has led to a change in his needs and circumstances. In addition to his existing needs, he now needs medical attention for his injury as well. Not only does Francis need professional medical attention, but he also does not seem to know simple self-care techniques that he can practice now that he is injured. His mother doesnt seem to know either. Furthermore, this injury significantly affects Franciss ability to achieve his support goals, since the injury stops him from participating in physical therapy and other activities in his plan.

Since there has been a change in Franciss needs and circumstances, it is necessary to review Franciss person-centred plan. To do this, you have arranged a review meeting with Francis, his mother, the health professional and the community worker. In this meeting, you will collaborate with all stakeholders present to re-prioritise support needs, identify areas for improvement and propose changes to the person-centred plan.

This part of the assessment is a Roleplay Activity.

This activity will require you to meet with the client, their carer, the health professional and the community worker you consulted in previous meetings to review Franciss person-centred plan.

To complete this part of the assessment, you will need access to:

Four (4) volunteers who will roleplay as Francis Weasley, Sally Weasley, a health professional and a community worker.

Video camera or a mobile phone with video and audio recording capabilities.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteers and roleplay the meeting where the client, his carer, and two (2) relevant personnel will be present to review Franciss person-centred plan.

Provide the character cue cards to each of the roleplay participants, including yourself. Your roleplay must be based on the information and prompts found in these cards. It is important that the roleplay participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the meeting, you must be able to:

Seek feedback from the client, the carer and the relevant personnel present during the meeting.

Re-prioritise Franciss support needs, given Franciss new injury.

Identify areas for improvement in the person-centred plan and think of possible strategies and actions to address them.

Ensure that proposed changes are within policy, procedural, legal and budgetary frameworks.

Identify potential training opportunities for the client to meet their changing needs.

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the meeting must be recorded. Save the recorded video using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 4 Review Meeting

Meeting minutes must also be provided to document the meeting. Use the template found below.

s

Save the document using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 4 Minutes for Review Meeting

Your video submission must not be longer than fifteen (15) minutes in length. Any submission longer than fifteen (15) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided above.

After you have discussed the changes to be made to the clients person-centred plan, you must now implement these changes in the clients person-centred plan. To do this, follow the guidelines below:

Refer to the plan you made in Task 2 Activity 2.

Edit the document and implement the changes that were approved by the client in the review meeting.

If the client has decided to end a support service or activity, these must be removed from the plan. However, if the client has only decided to temporarily stop receiving a service or activity, these must be retained. A comment indicating the reason must be given in the appropriate section.

Remember that the document must be written in the first person (I want, I would like) to indicate that it is the clients document.

Save and submit your document using the filename Student number_CHCDIS005 and CHCDIS010 Case Study 1 Task 2 Revised PCP.

Task 4 Monitor, review and evaluate services

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

introduced themselves and briefly explained the purpose of the call.

FORMTEXT

gave a brief overview of Franciss accident and the injury he sustained.

FORMTEXT

Seek feedback from the client, the carer and the relevant personnel present during the meeting.

FORMTEXT

Re-prioritised Franciss support needs, given Franciss new injury.

FORMTEXT

Identified areas for improvement in the person-centred plan and think of possible strategies and actions to address them.

FORMTEXT

Ensured that proposed changes are within policy, procedural, legal and budgetary frameworks.

FORMTEXT

Identify potential training opportunities for the client to meet their changing needs.

FORMTEXT

followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

FORMTEXT

Case Study 2: Chuckie GomezSCENARIO

Chuckie Gomez is a 30-year-old man who has only recently been diagnosed with high-functioning Autism Spectrum Disorder (ASD). His ASD symptomsproblems understanding another persons point of view, difficulties initiating social interactions and maintaining an interaction, anxiety when his routine is disrupted and specialised fields of interest or hobbieshave been present all his life. However, he has always attributed these symptoms to problems in his personality and emotional wellbeing.

To cope with his ASD symptoms, he started drinking at an early age. He found out early in life that alcohol solved his problems in interacting with people and his anxiety. Because of this, he developed a bad drinking habit in his twenties.

Almost a decade later, his alcohol problem has become so bad that it has affected many areas of his life. He recently lost his job and his home and his wife has just filed for divorce. He now lives with his 60-year-old mother, Amy. His alcohol problem is still there, and he struggles to hide it from his mother. Amy, however, has had suspicions for a long time but has chosen to play blind.

Amy has just retired and is living off her pension. She can barely support Chuckie and is always worried about what will happen to him when shes gone. One day, she read an article about Autism Spectrum Disorder and recognised these symptoms in her son. After weeks of long discussion, she was able to finally convince him to visit a professional. It turns out that Chuckie indeed has ASD.

Devastated by his diagnosis, Chuckie starts drinking very heavily that night. The next morning, Amy finds Chuckie passed out and his room a mess. Alcohol bottles can be seen everywhere. The worst of Amys suspicions have been confirmed.

Chuckie is brought to the hospital. Apparently, he drank too much that night which led to alcohol poisoning. When Chuckie wakes up, his mother begs him to seek help. Chuckie agrees and signs up for individualised support from Lotus Compassionate Care.

Task 1: Evaluating and prioritising the client's complex support needsPart A: Preliminary Questions

Answer the following questions about Chuckies support needs based on the given scenario.

What is Chuckies primary condition or disability?

Give the two (2) needs that Chuckie has because of his primary condition or disability.

FORMTEXT

FORMTEXT

FORMTEXT

Give the one (1) other co-existing support need that Chuckie has based on the scenario.

FORMTEXT

Answer the following questions about the difficulties Chuckie is currently facing. Make sure to base your answers on the given scenario.

What are specific problems that Chuckie is facing? Give at least two (2). These must be stressful and/or difficult matters in Chuckies situation that must be solved and overcome.

What are the specific issues that Chuckie is facing? Give at least two (2). These must be big-picture problems in Chuckies situation that may be discussed and debated but not necessarily solved.

What are the specific challenges that Chuckie is facing? Give at least two (2). These must be any difficulties in Chuckies situation that may test his ability, as well as the carers and the support workers.

FORMTEXT

FORMTEXT

FORMTEXT

FORMTEXT

FORMTEXT

FORMTEXT

In 50 to 100 words, briefly discuss the physical, financial, emotional and/or social impact of Chuckies support needs on his mother, Amy. Make sure to base your answers on the given scenario.

FORMTEXT

Based on the scenario, list one (1) health professional and one (1) relevant community worker you would have to consult about Chuckies complex or special support needs.

Guidance: A health professional is any health worker in the areas of medicine, surgery, dentistry, midwifery, pharmacy, psychology, nursing or allied health professions. A community worker is anyone who officially works for the community in addressing recreational, health, housing, employment and other welfare matters, e.g. social workers and youth workers.

Health professional: FORMTEXT

Community worker FORMTEXT

Part B: Preliminary Meeting

SCENARIO

You have arranged a preliminary meeting with Chuckie, his mother Amy, a health professional and a community worker to discuss the clients support needs and goals.

This part of the task includes two activities: a roleplay activity and writing the clients One Page Profile.

This part of the assessment is a Roleplay Activity.

This activity will require you to roleplay the preliminary meeting with the client, the carer, a health professional and a community worker to discuss the clients support needs and goals. The specific job title of the health professional and the community worker must be based on your answers in Task 1 Part A Question 5.

To complete this part of the assessment, you will need access to:

Four (4) volunteers who will roleplay as Chuckie Gomez, Amy Gomez, a health professional and a community worker.

Video camera or a mobile phone with video and audio recording capabilities.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteers and roleplay the meeting where you will meet with the client, the carer, and relevant personnel to discuss the clients support needs and goals.

Provide the character cue cards to each of the roleplay participants, including yourself. Your roleplay must be based on the information and prompts found in these cards. It is important that the roleplay participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the meeting, you must be able to:

Analyse and interpret data you have previously gathered with help from the health professional and the community worker.

Establish priorities for support based on Chuckies needs, his preferences and the input of everyone present in the meeting.

Discuss the services and resources available at Lotus Compassionate Care.

Discuss with Chuckie his rights in service delivery and how the service will meet all of his aspirations, needs, rights and preferences.

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the meeting must be recorded. Save the recorded video using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 2 Task 1 Preliminary Meeting

Meeting minutes must also be provided to document the meeting. Use the template found below.

s

Save the document using the filename:

Student number_CHCDIS005 and CHCDIS010 Case Study 2 Task 1 Minutes of Preliminary Meeting

Your video submission must not be longer than fifteen (15) minutes in length. Any submission longer than fifteen (15) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided above.

Task 1 Role Play Activity: Collaborate with Client to develop person-centred responses

(For the assessors use only)

In the video submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

briefly explained the purpose of the meeting.

FORMTEXT

Was able to analyse and interpret data which was previously gathered with help from the health professional and the community worker.

gave a brief summary of clients support needs and priorities for support based on the data collected

FORMTEXT

discussed and negotiated goals and priorities for support with client, based on their preferences and needs

FORMTEXT

worked with everyone present to develop support services and activities for client.

FORMTEXT

discussed the services and resources available at Lotus Compassionate Care with client and other present in the meeting

FORMTEXT

discussed with client their rights in service delivery and how the service will meet all of his aspirations, needs, rights and preferences.

FORMTEXT

Chuckie is still at the hospital and cannot complete his One Page Profile on his own. He has asked you to fill out the form for him in the meantime.

Using the template below, help the client complete their One Page Profile using the information from the preliminary meeting. Make sure to use the first person (I want, I would like) to indicate that this is the clients document that you are helping to complete.

One Page Profile

Name of client FORMTEXT

Support worker FORMTEXT

Members of the Planning Team FORMTEXT

The planning meeting/s

Specify the date/s of your planning meeting/s. FORMTEXT

About me

What are your strengthsthe things you do well?

Indicate the clients strengths and interests.

FORMTEXT

What are the things you enjoy doing?

Indicate the clients interests.

FORMTEXT

Where I live and the people I live with:

The client must live within your area.

FORMTEXT

People in my life who support me:

Indicate the carer/s in the scenario. Include organisations in the scenario, if any.

FORMTEXT

Do you go out, see friends and family, go to work?

FORMTEXT

What are the most important things to you and for you right now?

You must specify the clients priorities for support below.

FORMTEXT

Task 2: Develop person-centred responsesSCENARIO

You have arranged a planning meeting with Chuckie Gomez, his mother, and the health professional and community worker you consulted in the previous task. In this meeting, you will collaborate with the client and everyone else present to develop support services and activities to address Chuckies goals and needs.

This task is divided into two activities: a roleplay activity of the planning meeting and writing the completed person-centred plan.

This part of the assessment is a Roleplay Activity.

This activity will require you to roleplay a planning meeting to develop person-centred responses addressing Chuckie Gomezs goals and complex support needs.

To complete this part of the assessment, you will need access to:

Four (4) volunteers who will roleplay as Chuckie Gomez, Amy Gomez, a health professional and a community worker. These are the same characters from the previous roleplay.

Video camera or a mobile phone with video and audio recording capabilities.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteers and roleplay the meeting where you will collaborate with the client, the carer, and relevant personnel to develop person-centred responses addressing the clients complex needs.

Provide the character cue cards to each of the roleplay participants, including yourself. Your roleplay must be based on the information and prompts found in these cards. It is important that the roleplay participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the meeting, you must be able to:

Negotiate and establish support goals with Chuckie and everyone else present.

Work with everyone present to develop support services and activities to address Chuckies aspirations, needs, rights and preferences.

Discuss the budget for Chuckies person-centred plan.

Ensure the people responsible for delivering the support services and activities are appropriately skilled.

Negotiate resources required in service delivery.

Discuss the community support agencies who can help you deliver support services for Chuckie.

Support everyone present to understand the person-centred plan and their roles and responsibilities within the plan.

More detailed instructions and prompts can be found in the character cue cards.

Remember that you must use best practice guidelines throughout the meeting. You can accomplish this by doing the following:

using active listening techniques including:

facing the speaker and maintaining eye contact

paraphrasing and summarising the speakers responses to confirm and show that you have clearly understood them

waiting for the speaker to finish talking before asking questions or interrupting

asking questions to clarify the speakers responses

periodically asking Chuckie his thoughts and/or comments on the things being discussed

respecting the clients differences, goals and preferences

letting the client set their own goals and the ways to achieve them

encouraging the meeting participants to be open and honest

Guidelines

To demonstrate your completion of this activity, the meeting must be recorded. Save the recorded video using the filename:

CHCDIS005 and CHCDIS010 Case Study 2 Task 2 Planning Meeting

Your video submission must not be longer than fifteen (15) minutes in length. Any submission longer than fifteen (15) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 2 Role Play Activity: Collaborate with others to develop person-centred responses

(For the assessors use only)

In the video submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

briefly explained the purpose of the meeting.

FORMTEXT

gave a brief summary of Chuckies support needs and priorities for support based on the previous meeting.

FORMTEXT

discussed and negotiated goals and priorities for support with Chuckie.

FORMTEXT

worked with everyone present to develop support services and activities for Chuckie.

FORMTEXT

discussed the budget for Chuckies person-centred plan.

FORMTEXT

ensured that the people responsible for delivering the support services and activities are appropriately skilled.

FORMTEXT

negotiated resources required in service delivery.

FORMTEXT

find community support agencies who can help deliver support services for Chuckie.

FORMTEXT

briefly discussed Lotus Compassionate Cares review and evaluation process.

FORMTEXT

supported everyone present to understand the person-centred plan and their roles and responsibilities within the plan.

FORMTEXT

used best practice guidelines throughout the meeting by doing the following:

FORMTEXT

used active listening techniques including:

facing the speaker and maintaining eye contact

paraphrasing and summarising the speakers responses to confirm and show that you have clearly understood them

waiting for the speaker to finish talking before asking questions or interrupting

asking questions to clarify the speakers responses

FORMTEXT

periodically asked Chuckie his thoughts and/or comments on the things being discussed.

FORMTEXT

respected the clients differences, goals and preferences.

FORMTEXT

allowed the client to set their own goals and the ways to achieve them.

FORMTEXT

encouraged the meeting participants to be open and honest.

FORMTEXT

Having finished collaborating with the client, the carer and other relevant personnel in developing person-centred responses for your client, you are now ready to write and complete Chuckies person-centred plan.

Using the PCP action plan template found below, create the action plan of Chuckies person-centred plan. Make sure to fill out all the fields in the document.

s

Remember that the document must be written in the first person (I want, I would like) to indicate that it is the clients document.

Save and submit your document using the filename CHCDIS005 and CHCDIS010 Case Study 2 Task 2 PCP.

Task 3: Coordinate the delivery of the Person-Centred PlanSCENARIO

From the previous planning meeting, you have learned that when he gets out of the hospital, Chuckie is planning to work on his mothers old car but lacks the tools to do so. He has asked you to find tools for him.

Part A: Coordinate delivery of resources and services

This part of the assessment is a Simulated Phone Call.

This activity will require you to simulate and record a phone call with the local mens shed to borrow tools for Chuckie.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as a local mens shed volunteer.

A mobile phone or any audio recording equipment.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer and simulate the phone call with the local mens shed to borrow tools for Chuckie. These tools can be any car repair tools readily available at your house.

Provide the character cue cards to each of the participants, including yourself. Your simulated phone call must be based on the information and prompts found in these cards. It is important that the participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the phone call, you must be able to:

Check if they have tools available.

Borrow the tools for Chuckie, or come up with alternatives if the tools are not available.

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the simulated phone call must be recorded. Save the recorded phone call using the filename:

CHCDIS005 and CHCDIS010 Case Study 2 Task 3 Simulated Phone Call 1

Your audio submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 3 Simulated Phone Call 1: Make available appropriate resources

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

introduced themselves to the volunteer and briefly explained the purpose of their call.

FORMTEXT

checked if the tools are available.

FORMTEXT

came up with an alternative solution for the unavailable resource.

FORMTEXT

followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

FORMTEXT

This part of the assessment will require a Short Video Clip.

This activity will require you to film a short video where you make available the tools Chuckie wanted to borrow in the previous activity. For your convenience, pick car repair tools that are readily available at your house.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as Chuckie.

Any car repair tools readily available at your house

Video camera or a mobile phone with video and audio recording capabilities.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer to film the video where you make available appropriate resources for the client.

In the video clip, you must be able to:

give the tools to Chuckie

Guidelines

To demonstrate your completion of this activity, the activity must be recorded. Save the recorded video using the filename:

CHCDIS005 and CHCDIS010 Case Study 2 Task 3 Resource Video Clip

Your video submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Task 3: Resource Video Clip-Make available appropriate resources

(For the assessors use only)

In the video submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

introduced themselves to the volunteer and briefly explained the purpose of their call.

FORMTEXT

checked if the correct tools are available and provided to client

FORMTEXT

followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

FORMTEXT

This part of the assessment is a Simulated Phone Call.

Refer to the person-centred plan you created in Case Study 1 Task 2 Activity 2. Note the community service agencies you must work with to help your client recover from alcoholism.

This activity will require you to simulate and record a phone call with one (1) community support agency identified in the person-centred plan. The purpose of the call is to inquire about the services they offer and to see if the services are appropriate for your clients goals and preferences as set out in the person-centred plan.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as an employee from the community support agency.

A mobile phone or any audio recording equipment.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer and simulate the phone call with community support agency employee to inquire about the services they offer and to ensure the services will be delivered by appropriately skilled workers.

Provide the character cue cards to each of the participants, including yourself. Your simulated phone call must be based on the information and prompts found in these cards. It is important that the participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the phone call, you must be able to:

Enquire about the community service agencys services and how they can help your client achieve their goals.

Ensure that the workers who will deliver the services are appropriately skilled

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the simulated phone call must be recorded. Save the recorded phone call using the filename:

CHCDIS005 and CHCDIS010 Case Study 2 Task 3 Simulated Phone Call 2

Your audio submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 3 Simulated Phone Call 2: Access a community support agency

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

introduced themselves to the employee and briefly explained the purpose of their call.

FORMTEXT

enquired about the service or activity that the client would like to avail from the agency.

FORMTEXT

ensured that the workers who will deliver the service or activity are appropriately skilled.

FORMTEXT

followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

FORMTEXT

Part B: Changes in Clients Needs

SCENARIO

Chuckie has finally been released from the hospital and has started attending meetings for a local alcoholics support group. He has been sober for a month now. However, now that he is sober, his anxiety problems have worsened. He has asked you to give him medicine to ease his anxiety. His anxiety is stopping him from participating in his support activities.

Chuckie has asked you, a support worker, to administer drugs to ease his anxiety. This is a medical concern. Is this still within the scope of your work role as a support worker? Briefly explain your answer. In particular, specify the service you will not be able to provide.

Yes, this is still within the scope of my role as a support worker.

No, this is not within the scope of my role as a support worker anymore.

Briefly explain why:

FORMTEXT

Based on the scenario, what are the barriers that may affect the quality of the support Chuckie receives? Give at least two (2).

FORMTEXT

FORMTEXT

This part of the assessment is a Simulated Conversation.

This activity will require you to simulate and record a conversation with your supervisor to report that Chuckies anxiety has worsened and refer the barriers you have identified in Task 3 Question 2.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as your supervisor

A mobile phone or any audio recording equipment.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer and simulate a conversation with your supervisor to report the incident that Chuckies anxiety has worsened and refer the barriers to quality service delivery that were identified in Task 3 Question 2.

Provide the character cue cards to each of the participants, including yourself. Your simulated conversation must be based on the information and prompts found in these cards. It is important that the participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the conversation, you must be able to:

report that Chuckies anxiety has worsened

refer the barriers you have identified in the previous question to the supervisor

seek advice from your supervisor

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the simulated conversation must be recorded. Save the recorded conversation using the filename:

CHCDIS005 and CHCDIS010 -Case Study 2 Task 3 Simulated Conversation

Your audio submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 3 Simulated Conversation: Refer barriers to quality service delivery to supervisor

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

briefly explained the purpose of the conversation.

FORMTEXT

gave a brief overview of the problem.

FORMTEXT

reported the barriers to quality service delivery to the supervisor.

FORMTEXT

asked the supervisor for advice on how to deal with these barriers.

FORMTEXT

This part of the assessment is a Simulated Phone Call.

This activity will require you to simulate and record a phone call to the psychiatrists office to schedule an appointment for Chuckie.

To complete this part of the assessment, you will need access to:

One (1) volunteer who will roleplay as an employee at the psychiatrists office

A mobile phone or any audio recording equipment.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteer and simulate a phone call to the psychiatrists office to schedule an appointment for Chuckie.

Provide the character cue cards to each of the participants, including yourself. Your simulated phone call must be based on the information and prompts found in these cards. It is important that the participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the conversation, you must be able to:

give a brief overview of Chuckies condition

schedule an appointment for Chuckie

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the simulated phone call must be recorded. Save the recorded phone call using the filename:

CHCDIS005 and CHCDIS010 Case Study 2 Task 3 Simulated Phone Call 3

Your audio submission must not be longer than five (5) minutes in length. Any submission longer than five (5) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided on the previous page and the criteria items in the checklist below.

Task 3 Simulated Phone Call 3: Seek provision of services from other workers or agencies

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

introduced themselves and briefly explained the purpose of the call.

FORMTEXT

gave a brief overview of Chuckies condition.

FORMTEXT

scheduled an appointment for Chuckie.

FORMTEXT

followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

FORMTEXT

Task 4: Monitor, review and evaluate servicesSCENARIO

Chuckie has finally recovered from alcohol poisoning and has started his journey towards recovery from his alcohol problem. However, his anxiety has worsened. This recent development in Chuckies condition has led to a change in his needs and circumstances. He now needs professional attention for his anxiety problem. Not only does Chuckie need professional medical attention, but he is also still unfamiliar with his recently diagnosed condition. This is the reason he doesnt know how to cope with the anxiety and social interaction problems that come with autism. This has resulted in Chuckie being unable to participate in the other support activities because of his crippling anxiety.

Since there has been a change in Chuckies needs and circumstances, it is necessary to review Chuckies person-centred plan. To do this, you have arranged a review meeting with Chuckie, his mother, the health professional and the community worker. In this meeting, you will collaborate with all stakeholders present to re-prioritise support needs, identify areas for improvement and propose changes to the person-centred plan.

This part of the assessment is a Roleplay Activity.

This activity will require you to meet with the client, their carer, the health professional and the community worker you consulted in previous meetings to review Chuckies person-centred plan.

To complete this part of the assessment, you will need access to:

Four (4) volunteers who will roleplay as Chuckie Gomez, Amy Gomez, a health professional and a community worker.

Video camera or a mobile phone with video and audio recording capabilities.

Read the instructions carefully before proceeding.

Steps to take:

Gather your volunteers and roleplay the meeting where the client, his carer, and two (2) relevant personnel will be present to review Chuckies person-centred plan.

Provide the character cue cards to each of the roleplay participants, including yourself. Your roleplay must be based on the information and prompts found in these cards. It is important that the roleplay participants, including you, read through and understand the instructions on the cue cards. The content for the cue cards can be found below:

s

In the meeting, you must be able to:

Seek feedback from the client, the carer and the relevant personnel present during the meeting.

Re-prioritise Chuckies support needs, given the development in Chuckies condition.

Identify areas for improvement in the person-centred plan and think of possible strategies and actions to address them.

Ensure that proposed changes are within policy, procedural, legal and budgetary frameworks.

Identify potential training opportunities for the client to meet their changing needs.

More detailed instructions and prompts can be found in the character cue cards.

Guidelines

To demonstrate your completion of this activity, the meeting must be recorded. Save the recorded video using the filename:

CHCDIS005 and CHCDIS010 Case Study 2 Task 4 Review Meeting

Meeting minutes must also be provided to document the meeting. Use the template found below.

s

Save the document using the filename:

CHCDIS005 and CHCDIS010 Case Study 2 Task 4 Minutes for Review Meeting

Your video submission must not be longer than fifteen (15) minutes in length. Any submission longer than fifteen (15) minutes will be considered not satisfactory.

Cue cards have been provided for this activity. You must be able to demonstrate all the steps outlined in the cue cards in addition to the instructions provided above.

Task 4 Monitor, review and evaluate services

(For the assessors use only)

In the audio submission, the candidate Yes No Comment

stated their name and the course and subject they are taking.

FORMTEXT

introduced themselves and briefly explained the purpose of the call.

FORMTEXT

gave a brief overview of change in clients condition

FORMTEXT

Seek feedback from the client, the carer and the relevant personnel present during the meeting.

FORMTEXT

Re-prioritised clients support needs, given Franciss new injury.

FORMTEXT

Identified areas for improvement in the person-centred plan and think of possible strategies and actions to address them.

FORMTEXT

Ensured that proposed changes are within policy, procedural, legal and budgetary frameworks.

FORMTEXT

Identify potential training opportunities for the client to meet their changing needs.

FORMTEXT

followed Lotus Compassionate Cares privacy and confidentiality policy and procedures.

FORMTEXT

After you have discussed the changes to be made to the clients person-centred plan, you must now implement these changes in the clients person-centred plan. To do this, follow the guidelines below:

Refer to the plan you made in Task 2 Activity 2.

Edit the document and implement the changes that were approved by the client in the review meeting.

If the client has decided to end a support service or activity or if the client has already achieved a goal, these must be removed from the plan. However, if the client has only decided to temporarily stop receiving a service or activity, these must be retained. A comment indicating the reason must be given in the appropriate section.

Remember that the document must be written in the first person (I want, I would like) to indicate that it is the clients document.

Save and submit your document using the filename CHCDIS005 and CHCDIS010 -Case Study 2 Task 2 Revised PCP.

Supplementary TaskTo submit the evidence gathered through the two case studies, follow these guidelines:

Save all your submissions for Case Study 1 in a folder named Francis Weasley.

Save all your submissions for Case Study 2 in a folder named Chuckie Gomez.

Encrypt both folders using the password disability. You may refer here for instructions on how to encrypt your folder.

Follow any other instructions as provided by your trainer to submit it.

Workbook ChecklistWhen you have completed assessing the assessment workbook, review the candidates submission against the checklist below:

FORMCHECKBOX The candidate has completed all the assessments in the workbook and has submitted all of the required evidence:

FORMCHECKBOX Knowledge Assessment

FORMCHECKBOX Case Studies

FORMCHECKBOX Case Study 1: Francis Weasley

FORMCHECKBOX Case Study 2: Chuckie Gomez

FORMCHECKBOX The candidate has submitted all of the following evidence:

FORMCHECKBOX This completed workbook

Case Study 1: Francis Weasley

FORMCHECKBOX Task 1 Part A

FORMCHECKBOX Case study questions

FORMCHECKBOX Task 1 Part B

FORMCHECKBOX Video recording of roleplay activity (Preliminary meeting)

FORMCHECKBOX Meeting minutes

FORMCHECKBOX One Page Profile

FORMCHECKBOX Task 2

FORMCHECKBOX Video recording of roleplay activity (Planning meeting)

FORMCHECKBOX Person-Centred Plan

FORMCHECKBOX Task 3 Part A

FORMCHECKBOX Simulated phone call 1

FORMCHECKBOX Short video clip

FORMCHECKBOX Simulated Phone Call 2

FORMCHECKBOX Task 3 Part B

FORMCHECKBOX Case Study Questions

FORMCHECKBOX Simulated Conversation

FORMCHECKBOX Simulated Phone Call 3

FORMCHECKBOX Task 4

FORMCHECKBOX Video recording of roleplay activity (Review meeting)

FORMCHECKBOX Revised Person-Centred Plan

Case Study 2: Chuckie Gomez

FORMCHECKBOX Task 1 Part A

FORMCHECKBOX Case study questions

FORMCHECKBOX Task 1 Part B

FORMCHECKBOX Video recording of roleplay activity (Preliminary meeting)

FORMCHECKBOX Meeting minutes

FORMCHECKBOX One Page Profile

FORMCHECKBOX Task 2

FORMCHECKBOX Video recording of roleplay activity (Planning meeting)

FORMCHECKBOX Person-Centred Plan

FORMCHECKBOX Task 3 Part A

FORMCHECKBOX Simulated phone call 1

FORMCHECKBOX Short video clip

FORMCHECKBOX Simulated Phone Call 2

FORMCHECKBOX Task 3 Part B

FORMCHECKBOX Case Study Questions

FORMCHECKBOX Simulated Conversation

FORMCHECKBOX Simulated Phone Call 3

FORMCHECKBOX Task 4

FORMCHECKBOX Video recording of roleplay activity (Review meeting)

FORMCHECKBOX Revised Person-Centred Plan

Supplementary Task

FORMCHECKBOX Encrypted folder for Case Study 1

FORMCHECKBOX Encrypted folder for Case Study 2

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.

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 along with the placement component.

End of Document