SUPPORT RELATIONSHIPS WITHCARERS AND FAMILIES

CHCCCS025

SUPPORT RELATIONSHIPS WITHCARERS AND FAMILIES

STUDENT ASSESSMENT WORKBOOK

Table of Contents

Unit Assessment Plan

Assessment Instructions for the Student Assessment Methods

Demonstrating Competency Assessment Performance Resubmits

Workplace Assessment Observation Plagiarism

Pre-Assessment Checklist

ASSESSMENT METHOD 1: Short Answer Questions ASSESSMENT METHOD 2: Projects

ASSESSMENT METHOD 3: Simulation Observations

ASSESSMENT METHOD 4: Workplace Observations Assessment Record

Student Feedback Form

Instructions to Learner

Assessment instructions

Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed
• Your assessment tasks include your full legal name on each and every page.

Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one's own unintentionally
• Handing in assessments markedly similar to or copied from another learner
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons.

Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office.

Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request.

Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can either be:

• Direct observation
• Product-based methods e.g. reports, role plays, work samples
• Portfolios annotated and validated
• Questioning
• Third party evidence.=

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

Third parties can be:

• Supervisors
• Trainers
• Team members
• Clients
• Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Final Assessment-1

SHORT ANSWER QUESTIONS (SAQ)

Student & Assessor Cover Sheet

Instructions to Students

You have received the Unit Outline at the start of this subject and you have had information about the assessments for this unit in the unit outline and in discussion in class.

• • This is the Short Answer Questions assessment (1- SAQ )
  • There is 45 minutes allocated to complete the Questions
  • If you have difficulty reading or understanding questions, you can ask the assessor for clarification.
  • Mark answers in black ink ONLY.
  • You must answer all the questions correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory
  • Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.

Candidate to answer the following questions (Yes or No)

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor and do not go ahead.

When you are ready, please sign the cover page.

The timing for the QUESTIONS starts when the class is ready.

ASSESSMENT 1: SHORT ANSWER QUESTIONS (SAQ)

• The questions are completed in class time.
• Briefly answer the questions below in the spaces provided. Use the space provided as a guide to the length of your answer.
• This must be your own work
• You cannot use any resources for this assessment
• You must get a satisfactory response for each question

Q1: What is meant by the context of caring in Australia? Give one example.

Q2: Give two examples of carer demographics.

Q3: Give two examples of attitudes and stereotypes associated with caring.

Q4: Give two examples of false beliefs and myths associated with caring.

Q5: Give two examples of different family patterns and structures and their impact on the person with support needs.

Q6: Why is it important to recognise and support the carers relationship with, and knowledge

about, the person with support needs?

Q7: Outline why it is important that the support worker understand the rights, roles and responsibilities of different people in the care relationships.

Q8: Give two examples of policies and/or procedures in relation to carers and families.

Q9: Give two examples of potential risks of change to the care relationship, relating to physical harm to carers and the person.

Q10: Give two examples of potential risks of change to the care relationship, relating to psychological harm to carers and the person.

Q11: Why is it important that the support worker understands about life cycle transitions?

Q12: Give two examples of types of life cycle transitions.

Q13: Give two examples of positive impacts that can result from life cycle transitions.

Q14: Give two examples of negative impacts that can result from life cycle transitions.

Q15: Give two examples of current service delivery philosophies and/or models.

Q16: Outline the basic principles of person-centred practice.

Q17: Outline the basic principles of strengths-based practice.

Q18: Outline the basic principles of active support when providing support services.

Q19: Give two examples of strategies to work positively with families, carers and friends.

Q20: Give two examples of your legal and ethical requirements with regard to privacy and confidentiality when working with carers and families.

Q21: Give two examples of your legal and ethical requirements with regard to disclosure when working with carers and families.

Q22: Why is it important that support workers understand their legal and ethical obligations when working with carers and families?

Q23: Give two examples of your legal and ethical obligations with regard to discrimination when working with carers and families.

Q24: Why is it important that you comply with legal and ethical requirements related to your work role boundaries, responsibilities and limitations?

Final Assessment-2 PROJECT (PROJ) CASE STUDY (CS)

Student & Assessor Cover Sheet

Instructions to Students

You have received the Unit Outline at the start of this unit and you have had information about the assessments for this unit in the unit outline and in discussion in class.

• This is the Project assessment (2 PRO) and Case Study assessment ( 2 CS )
• If you have difficulty reading or understanding the task you can ask the assessor for clarification by email or in class.
• You must type up your answers where possible or write by hand in black ink ONLY in this workbook
• You must answer all the sections correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory
• Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.

Candidate to answer the following questions (Yes or No)

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor.

Please sign the cover page.

ASSESSMENT 2: RESEARCH PROJECT/CASE STUDY

Read the instructions below before commencing this project:

• This is a take away assessment that can be prepared in your own time out of class.
• You are required to research the following topics and answer the questions within each topic
• Make sure you write clearly and legibly
• The length of the answer is indicated by the instructions for each task
• Your assessor will provide you with timeframes to complete this assessment
• It must be your own work
• Attach additional A4 size papers to complete your responses, if the given space is not sufficient

Read the case study, then answer the questions that follow. Case study (questions 19)

Travis is a young carer and the primary carer for his mother, Trudi, whose condition has begun to deteriorate over the past few months. Some of Trudis friends also provide assistance by cooking meals and doing some of the housework. Her friends have come to know her food preferences well and together have developed a menu list for each week to ensure she eats a balanced diet, based around her preferred foods. Travis provides constant supervision and guidance for Trudi, and has an almost intuitive awareness of her emotional and physical needs.

Travis is finding it hard to maintain his social network and keep up with his schoolwork, and is thinking about dropping out of school completely. Bethany provides ongoing support to Travis and his mum, and they have begun talking about longer term options for Trudi to move into an out-of- home care situation and how Travis feels about no longer taking on the full time caring responsibilities for her. Travis often comments that he feels a bit like someone who has grown up before his time and that many of his former friendship group simply dont understand why he

cant come down to the beach with them at a moments notice. They simply dont realise how demanding caregiving is, and why it is important that Travis spend the bulk of his time at home, in case he is needed. Lately, he has noticed that his friends have simply stopped ringing or texting him at all. Travis says that one of his friends has told him its just not normal for a young person to be caring for his mother. Bethany listens carefully to Travis and then makes some comments to check she has understood him correctly. They then begin to talk about what he might decide to do in the future.

Bethany shows Travis some information, application forms and eligibility criteria guidelines about an out-of-home residential setting near his home, where his mother might be able to move and which would still allow Travis to visit frequently and be involved in her care. She explains that the service has clear guidelines about eligibility and a strong set of policies and guidelines as well as a code of conduct for workers so that Travis would know that she was being well cared for. There is an open door policy, which means Travis could visit any time, and a strong commitment to encouraging community-based activities to maintain links with friends, family members and the wider community. Travis decides to encourage his mother to consider the option of out-of-home residential care, so he meets with Trudi, Bethany and a manager from the setting to begin discussing the options.

CS Q1: What attitudes, stereotypes, false beliefs and myths should Bethany have identified in this situation?

CS Q2: Outline the pathway that Trudi will take to enter the service setting and the implications for Travis, her family and her friends.

CS Q3: Outline the impact of the caring role on Trudis family, carers and friends.

CS Q4: What knowledge and skills does Travis have that can complement the role of Bethany and the service manager?

CS Q5: Why is it important that Bethany identify everyones rights, roles and responsibilities in

this situation?

CS Q6: What are Trudis rights, role and responsibilities in this situation?

CS Q7: What are Traviss rights, role and responsibilities in this situation?

CS Q8: What are Trudis friends rights, role and responsibilities in this situation?

CS Q9: What are Bethanys rights, role and responsibilities in this situation?

Case study (questions 1014)

Giselle is ready to start school and is excited about this new change in her life. Her mother, Gert, is feeling nervous and worried about how Giselle will cope at school. She is concerned that the school will not be able to manage her behaviour effectively and that Giselle will lose access to valuable skills. Patrice meets with Gert and makes sure that Giselle is invited to come in for part of the meeting too. Together they talk about the positive aspects of starting school and Patrice shows Giselle a simple picture book about getting ready for school. She provides Gert with brochures and fact sheets about what to expect during the first few weeks and then, while Giselle is busy reading her new book, they make a list of Gerts concerns and talk about how they can be managed. They also write down some information from Giselles behaviour plan to share with the school so they will be able to implement the same strategies at school as home. Gert suggests some positive strategies such as distraction, regular breaks, quiet times and being alert for triggers, which can all help avoid behavioural difficulties arising as a result of Giselle becoming confused or tired during the day. They write an action plan document to help the school plan for any behavioural difficulties that might arise during the first few weeks.

Patrice invites Giselle to come back and sit with them while they write down and draw pictures to show who Giselle would like to invite to the school to see her in her first assembly on the last day of the first school week. Giselle draws pictures of both her grandmothers, and her mother

suggests they also invite her big sister and Giselles best friend, Becky, from next door to attend. Patrice also asks Giselle to talk about what helps her most when she is feeling tired or cross, and Giselle suggests that taking her teddy with her in her bag would be a good idea as she can cuddle it if she is worried or upset. She says that she often talks to Becky about problems and that Becky is a good listener. Patrice smiles and says that she thinks it would be great to invite Becky to come over for a play after the first week so they can talk about her week at school.

CS Q10: What strategies does Patrice use to support Giselle and her family to maximise positive aspects of change and transition?

CS Q11: How has Patrice demonstrated person-centred practice, strengths-based practice and active support in this situation?

CS Q12: What strategy has Patrice implemented to work positively with Giselle and Becky?

CS Q13: What strengths-based solution could Patrice use to respond to the possible difficulty of Giselle having trouble separating from Gert on the first few days of school?

CS Q14: How can Patrice support Giselles carer, family and friends to maximise ongoing support and involvement in Giselles life?

Case study (questions 1521)

Patrick is the primary carer for Sebastian, a young man who has complex care needs which are extremely time consuming. He needs full time supervision, medication management and must be turned in bed several times a night. Pahalk is a family support worker who initially created an individual support plan for Sebastian and now provides ongoing support to the family. Patrick meets with Pahalk to talk about how the family is coping at present. Patrick tells Pahalk that he is finding the caring responsibilities challenging and that sometimes he gets very cross and angry. He explains that there have been times when he has left Sebastian unattended to go to the pub nearby and play the pokies. He explains that he does not gamble a lot but that it just gives him a short break and some relief from the demands of caring. Pahalk asks what happens when he feels angry at home and Patrick tells him that one day last week he had found himself thinking about hurting Sebastian. He did not hurt Sebastian, but felt extremely ashamed of himself afterwards for even considering it. Patrick then breaks down and tells Pahalk that he is worried about whether he should continue caring for Sebastian at all. Pahalk provides care and reassurance and asks Patrick if he thinks it is still a possibility that he might try to harm Sebastian. Patrick tells Pahalk that he is worried every day that he might do something bad to Sebastian and that he does not know what to do. He asks Pahalk to promise not to tell anyone about what he has said.

CS Q15: How should Pahalk respect the confidentiality and privacy of Sebastian and Patrick?

CS Q16: What are Pahalks legal and ethical obligations with regard to confidentiality and

disclosure of information in this situation?

CS Q17: What services could Pahalk have suggested to Patrick prior to this situation developing that might have helped him maintain his care relationship with Sebastian more effectively?

CS Q18: What are the issues that may impact on Patricks physical and emotional health and

wellbeing?

CS Q19: Outline Pahalks legal and ethical obligations with regard to their work role boundaries

and limitations in this situation.

CS Q20: What information could Pahalk give to Patrick and the family about carer support services?

CS Q21: Give two examples of carer support organisations and resources that Pahalk could provide to Patrick and the family.

Final Assessment-3 SIMULATION OBSERVATION

Student & Assessor Cover Sheet

Instructions to Student

• All Students will participate in a series of practical exercises set up and observed by the Assessor.
• These exercises will be conducted by observation and questioning.
• To be satisfactory, candidates must demonstrate correct procedures and skill and application of knowledge for each part of the simulation.

Student to answer the following questions (Yes or No)

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor and do not go ahead.

When you are ready, please sign the cover page.

Scenario 1: Jacquie is helping Max and his family to find and access some supports that will help their family members take a break from caring responsibilities, and also give Max the opportunity to expand his social network and participate in some recreation activities. Maxs mother wants to begin doing some casual work, and would like Max to become more independent so she does not feel that she has to stay with him constantly. She wants to begin doing some more things for herself and help Max prepare for his adult life. Jacquie has had one initial meeting with Max and his family, and now they are meeting again to go through some service guidelines and application documents to help Max access some new services. Jacquie brings along copies of the documents as well as a large print version for Max to read independently, as he is becoming a more capable, independent reader. She asks his mother to write down some points about the sorts of strategies she uses at home with Max that she finds work well, so she can share this information with new service providers, with permission from Max and his mother. Jacquie reassures Maxs mother that any information she provides about Max will be kept confidential, and that it will only be passed on to other organisations and people with her permission.

Max has told Jacquie that he wants to join in activities that his best friend, Sam, is already doing. Fortunately, Jacquie has found out that Sam participates in a recreation outreach program each Friday night so she brings some information along about the program to share with Max. Max asks Jacquie if she can drive him to the group on his first visit, but Jacquie explains that this is not possible because her organisation does not permit her to drive people in her own car and the group is run outside of her normal work hours. Instead, she encourages Max to think about learning to catch public transport to get to the program and then arrange for his mother and Sams mother to share the pick-up task afterwards. Max is excited about learning to catch public transport, and seems to increase in confidence at the idea that Jacquie thinks he is capable of doing this.

Q1: Conduct Needs assessment of Max by interviewing his family and Max. Students to form a group and role play and identify the needs and outline in the Form Below.

Star aged care facility Resident Lifestyle & Social History Assessment

CRN: Sec/Room/Bed:

Resident Name: DOB:

LMO:

PERSONAL DETAILS:

Surname: First Name: Preferred Name:

DOB: Country Of Birth: Years in Australia:

Nationality: . Can Speak English Yes No Other Languages:

Hobbies and Interests:

EDUCATIONAL BACKGROUND

Primary: . Tertiary:

Degree:

Work History: Occupation:

Community service or Navy Or war or any other services:

Family Details: Name Of Spouse/Partner:

Marital status: Married Single Divorced Widowed

Names of children:

Fathers Name: Mothers Name:

Brothers/SistersNames:

Names of any significant others on the residents life:

Social Affiliations:

Clubs:

Social Networks:

RELIGIOUS AFFILIATIONS:

Religion: Did you attend church Regularly: Yes No Would you like to attend church: Yes No Weekly: Monthly:

Special Occasions Only:

Would you like to attend monthly in house church services

Specific Cultural Activities:

Significant life events:

Sexuality Needs:

Level of enjoyment in the company of the opposite sex: High Medium Low Personal Habits:

Did you ever smoke: Yes No How Many Cigarettes Per Day: ? Do You Still Smoke: Yes /No. Would You like to Quit: Yes/No?

Your Reason for Quitting/Not Quitting:

Would you like to try patches: Yes/ No Would you like to reduce your daily consumption: Yes / No Do you consider counselling: Yes/ No

Did you ever drink alcohol: Yes/ No Do you still drink alcohol : Yes /No

Type of alcohol.How often you drink :

Would you like to quit: Yes /No Your reason for quitting/not quitting: Do you consider a counselling: Yes /No?

Assessment completion date: .

Name of assessor: . Signature: . Designation:

Q2. Once the needs have been identified after conducting the assessment on Max, Staff (Student Nurse) has to participate in developing the care plan?

Q3: Student is required to complete Resident Social Profile along with Family and the client below is the attached Form. Role-play out with other students in the class and complete the form during the role-play.

Student 1: Client

Student 2: Family

Student 3: Nurse

? St Lukes Care appreciates your assistance in completing this form as it will assist in providing social activities and support that will meet your needs or the needs of your relative/friend.

Part A

PERSONAL DETAILS

FAMILY ANDSOCIAL NETWORK

FAMILY AND SOCIAL NETWORK (contd)

Family and/or friends likely to be involved with resident:

Associations/voluntary organisations that resident is/has been involved in:

Pets:

SIGNIFICANT EVENTS AND DATES

SPIRITUAL AND CULTURAL DETAILS

During their life, has the resident attended a church/place of worship regularly? r Yes r No

Religion: Denomination/Sect:

Would the resident like to attend worship services at St Lukes Care? r Yes r No Any specific cultural preferences:

E.g. Diet:

• Festivals observed:

• Cultural preferences/practices (e.g. clothing/social contact/rituals):

FAVOURITES AND FEARS

Television programs:

Sport:

Fears/dislikes (eg, dark, heights, animals, beach etc):

LIFE PROFILE

CHILDHOOD

LIFE PROFILE (contd)

ADULT YEARS

List any significant life experiences (eg, awards, disasters, achievements):

Travel experience:

ACTIVITY PREFERENCES

Please identify () those activities that would or have been of interest:

18. Indoor Bowls r Church
18. Community Singing r Group Discussions
18. Newspaper Readings r Outings
18. Exercise to Music r Cooking
18. Word Games/Quizzes r Concerts/Performances
18. Cards r Video/Films/Television
18. Floral Art r Craft
18. Parlour Games r Jigsaws
18. Bingo r Beauty Care

18. Art r Happy Hour
18. Gardening r Scenic Bus Trips
18. Crosswords r Reading Book/magazines
18. Guided Walks r Other (please specify)

Permission needed prior to shopping r No r Yes

In house shopping for clothing items to a limit of $

Permission to have alcohol at Happy Hour r No r Yes

Is the resident on the electoral roll? r No r Yes

If yes, current electorate:

Do you wish the resident to remain on the electoral roll? r No r Yes

It is the responsibility of the primary carer to change the electoral district. To remove the resident from the electoral role you will require a letter from the medical practitioner.

Thank you for taking the time to complete this form.

Name:

(please print)

Relationship to resident: Date:

Once completed, please return to Nursing Administration.

Date Received:

Forward to Senior Diversional Therapist or Senior Recreational Officer.

Attended Date:

Part B

To be completed by the Diversional Therapist or Senior Recreational Officer.

APPROPRIATE ACTIVITIES FOR RESIDENT TO PARTICIPATE IN (including suggested frequency)

ADDITIONAL INFORMATION/COMMENTS

Name of person completing form:

(please print)

Signature: Date:

ASSESSMENT METHOD 4: WORKPLACE OBSERVATIONS

Assessment Record

Student Feedback form:

Thank you