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CHC33015 Certificate III inIndividual SupportHome and Community supportVersion 1.4 Produced 27April 2018AssessmentWorkbook5Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 2 Ambition Training InstituteVersion control & document history DateSummary of modifications madeVersion14 July 2016Version 1 final produced following assessmentvalidation.1.02 November 2016Updated the links and logins for LotusCompassionate Care intranet site.1.128 March 2017Made changes on the following:Rectified minor punctuation and spellingerrors in sections: ‘The basic principles ofassessing nationally recognised training’ and‘The rules of evidence’Added citation in ‘The basic principles ofassessing nationally recognised training’Removed Feedback SectionUpdated Intranet logins1.226 January 2018Added Learner Guide MappingMinor changes in formatting1.327 April 2018Modifications include the following:– Updated resource to current styleguide.– Minor changes in wording andformatting.1.4 Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 3TABLE OF CONTENTSThis is an interactive table of contents. If you are viewing this document in Acrobat,clicking on a heading will transfer you to that page. If you have this document openin Word, you will need to hold down the Control key while clicking for this to work.INSTRUCTIONS ……………………………………………………………………………….4WHAT IS COMPETENCY-BASED ASSESSMENT …………………………………………..5THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING …….6THE DIMENSIONS OF COMPETENCY ………………………………………………………7REASONABLE ADJUSTMENT ……………………………………………………………… 8THE UNITS OF COMPETENCY ……………………………………………………………. 10CONTEXT FOR ASSESSMENT …………………………………………………………….. 10ASSESSMENT REQUIREMENTS ……………………………………………………………11ASSESSMENT METHODS …………………………………………………………………. 12RESOURCES REQUIRED FOR ASSESSMENT ……………………………………………. 13ASSESSMENT WORKBOOK COVER SHEET……………………………………………… 14KNOWLEDGE ASSESSMENT ……………………………………………………………… 15Part 1: Supporting carers and families……………………………………………………………………… 15Part 2: Providing home and community support services …………………………………………..27CASE STUDY ………………………………………………………………………………..30Instructions to Assessor………………………………………………………………………………………….30Instructions to Candidate ……………………………………………………………………………………….30Introduction to Case Study …………………………………………………………………………………….. 31Scenario 1: Charles Darwin comes home ……………………………………………………………………………………………………………….. 32Scenario 2: Lisa struggles ………………………………………………………………………………………………………………………………………35WORKBOOK CHECKLIST ………………………………………………………………….38Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 4 Ambition Training InstituteINSTRUCTIONSThe questions in this workbook are divided into two (2) categories: KnowledgeAssessment and Case Study.The questions under Knowledge Assessments are all in a short answer format.The longer questions requiring creative and analytical thought processes are coveredin the Case Study. You must answer all questions using your own words.However, you may reference your Learner Guide and other relevant resources andlearning 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 arecurrently in place in your workplace. However, if you do not currently have access toa workplace, then answer the questions based on processes that should beimplemented in a typical workplace setting.Accessing Intranet Pages and External LinksThere are instructions in this workbook that will refer you to intranet pages and orexternal links. These intranet pages and external links are formatted in BlueUnderlinedText.To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Macusers while clicking on these links.Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 5WHAT 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 criteriaspecified by theindustry as competency standards. Assessment should mirror the environment the learner will encounter in theworkplace. Assessment criteria should be clearly stated to the learner at the beginningof the learning process. Assessment should be holistic. That is it aims to assess as many elementsand/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 acompetency system, knowledge for the sake of knowledge is seen to beineffectual unless it assists a person to perform a task to the level required inthe workplace. The emphasis in assessment is on assessable outcomes that are clearly statedfor the trainer and learner. Assessable outcomes are tied to the relevantindustry competency standards where these exist. Where such competenciesdo not exist, the outcomes are based upon those identified in a trainingneeds analysis.Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 6 Ambition Training InstituteDefinition of CompetencyAssessment in this context can be defined as: The fair, valid, reliable and flexible gathering and recording of evidence tosupport thejudgement on whether competence has been achieved. Skills andknowledge (developed either in a structured learning situation, at work, or insome other context) are assessed against national standards of competencerequired by industry, rather than compared with the skills and knowledge ofother learners.THE BASIC PRINCIPLES OF ASSESSINGNATIONALLY RECOGNISED TRAININGDeveloping and conducting assessment, in an Australian vocational education andtraining 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 neededto demonstrate competency.­ Assessment must include the combination of knowledge and skillswith their practical application.­ Assessment, where possible, must include judgements based onevidence drawn from a number of occasions and across a number ofcontexts. Assessment must be reliable­ Assessment must be reliable and must be regularly reviewed to ensurethat assessors are making decisions in a consistent manner.­ Assessors must be trained in national competency standards forassessors to ensure reliability. Assessment must be flexible­ Assessment, where possible, must cover both the on and off-the-jobcomponents of training within a course.­ Assessment must provide for the recognition of knowledge, skills andattitudes regardless of how they have been acquired.­ Assessment must be made accessible to learners through a variety ofdelivery modes so they can proceed through modularised trainingpackages to gain competencies.Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 7­ Assessment must be mutually developed and agreed upon betweenassessor and the assessed.­ Assessment must be able to be challenged. Appropriate mechanismsmust be made for reassessment as a result of challenge.(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)The rules of evidenceWhen collecting evidence, there are certain rules that apply to that evidence. Allevidence must be valid, sufficient, authentic and current: ValidEvidence gathered should meet the requirements of the unit of competency.This evidence should match, or at least reflect, the type of performance that isto be assessed, whether it covers knowledge, skills or attitudes. SufficientThis rule relates to the amount of evidence gathered. It is imperative thatenough evidence is gathered to satisfy the requirements that the learner iscompetent in all aspects of the unit of competency. AuthenticWhen evidence is gathered the assessor must be satisfied that evidence is thelearner’s own work. CurrentThis relates to the recency of the evidence and whether the evidence relates tocurrent abilities.(Source: Training in Australia by M Tovey, D Lawlor)THE DIMENSIONS OF COMPETENCYThe national concept of competency includes all aspects of work performance andnot only narrow task skills. The four (4) dimensions of competency are:1. Task skills2. Task management skills3. Contingency management skills4. Job or role environment skillsAssessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 8 Ambition Training InstituteREASONABLE ADJUSTMENTAdapted Reasonable Adjustment in teaching, learning and assessment for learnerswith a disability – November 2010 – Prepared by – Queensland VET DevelopmentCentreReasonable adjustment in VET is the term applied to modifying the learningenvironment or making changes to the training delivered to assist a learner with adisability. A reasonable adjustment can be as simple as changing classrooms to becloser to amenities or installing a particular type of software on a computer for aperson with vision impairment.Why make a reasonable adjustment?We make reasonable adjustments in VET to make sure that learners with a disabilityhave: the same learning opportunities as learners without a disability the same opportunity to perform and complete assessments as those without adisability.Reasonable adjustment applied to participation in teaching, learning andassessment activities can include: customising resources and assessment activities within the training packageor accredited course modifying the presentation medium learner support use of assistive/adaptive technologies making information accessible both beforeenrollment and during the course monitoring the adjustments to ensure learner needs continue to be met.Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 9Assistive/Adaptive TechnologiesAssistive/Adaptive technology means ‘software or hardware that has been specificallydesigned to assist people with disabilities in carrying out daily activities’ (WorldWide Web Consortium – W3C). It includes screen readers, magnifiers, voicerecognition software, alternative keyboards, devices for grasping, visual alertsystems, digital note takers.IMPORTANT NOTEReasonable adjustment made for collecting candidate assessment evidence must notimpact on the standard expected by the workplace, as expressed by the relevantUnit(s) of Competency.E.g., If the assessment were gathering evidence of thecandidate’s competency in writing, allowing the candidate to complete theassessment verbally would not be a valid assessment method. The method ofassessment used by any reasonable adjustment must still meet the competencyrequirements.Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 10 Ambition Training InstituteTHE UNITS OF COMPETENCYThe units of competency specify the standards of performance required in theworkplace.This assessment addresses the following unit(s) of competency from CHC33015Certificate III in Individual Support:CHCCCS025 Support Relationships with Carers and Families1. Include carers and family members as part of the support team2. Assess and respond to changes in the care relationship3. Monitor and promote carer rights, health and well-beingCHCHCS001 Provide Home and Community Support Services1. Determine requirements of individual plan2. Establish relationship in the home3. Operate respectfully in the home4. Complete reporting and documentationFor complete copies of the above units of competency:Download them from the TGA website: www.training.gov.auCONTEXT FOR ASSESSMENTTo complete the assessments in this workbook, students need to have access to theirlearning materials and the internet. The Knowledge Assessment and Case Study maybe completed wholly at the student’s home or chosen place of study.Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 11ASSESSMENT REQUIREMENTSThe assessment requirements specify the evidence and required conditions forassessment.Each unit of competency can be unbundled to reveal three key assessmentcomponents:1. Performance Evidence– describes the subtasks that make up the element of the unit2. Knowledge Evidence– describes the knowledge that must be appliedto understanding the tasksdescribed in the elements3. Assessment Condition– describes the environment and conditions that assessments must beconducted underThe associated assessment method in this kit covers all of these components asdetailed in the matrix below: Units ofCompetencyAssessment ActivitiesCHCCCS025CHCHCS001Knowledge AssessmentCase Studies Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 12 Ambition Training InstituteASSESSMENT METHODSThis workbook uses the following assessment methods:1. Knowledge Assessment – A set of generic and workplace questions testing thestudent’s general knowledge and understanding of the general theory behindthe unit.2. Case Study – Includes detailed scenarios and simulated environmentsproviding all necessary information required to complete relevant tasks andactivities.There are seven (7) Assessment Workbooks for the course. Six (6) of which areTheory Workbooks and one (1) is the Skills Workbook. This is Workbook 5.Theory WorkbooksThe Theory Workbooks contain two (2) assessment methods:1. Knowledge Assessment – A set of generic and workplace questions testing thestudent’s general knowledge and understanding of the general theory behindthe unit.2. Case Studies – Detailed scenarios and simulated environments providing allnecessary information required to complete relevant tasks and activitiesThe theory workbooks in this course are as follows:Workbook 1 – Support Independence and Well-beingWorkbook 2 – Compliant Aged Care PracticeWorkbook 3 – Work in Health and Community ServicesWorkbook 4 – Support and Empower Workbook 5 – Home and Community Support Workbook 6 – Preparation for Vocational PlacementWorkbook 7 – Home and Community Care Skills WorkbookAssessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 13Skills WorkbookThe Skills Workbook contains the practical assessment which covers all units ofcompetency of CHC33015 Certificate III in Individual Support.These practical assessment activities will be completedduring your VocationalPlacement.You should not commence with the Skills Workbook until you havecompleted the six (6) theory workbooks and have received feedback fromyour assessor.The assessment method used in the Skills Workbook includes:Practical Assessment – a set of tasks or activitiescompleted according to setinstructions 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 ASSESSMENTAssessor to provide: Case studies and simulations Information about work activities Templates: Abuse Form (provided in this workbook) [Only outline resources if assessor is to provide specific resources, e.g. forsupervised assessment. Otherwise, remove entire Assessor to provide outline.]Candidate will need access to: Computer with internet and email access and a working web browser Installed software: MS Word, Adobe Acrobat ReaderAssessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 14 Ambition Training InstituteASSESSMENT WORKBOOK COVER SHEETTo the candidate: Print this coversheet and complete it by filling in all the requiredinformation and affixing your signature in the space provided. Your signature must behandwritten. Scan the completed cover sheet and submit it along with your evidencesubmissions. Use the filename: CHC33015 HACCDIS Cover Sheet. WORKBOOK:WORKBOOK 5TITLE:Home and Community SupportFIRST AND SURNAME:PHONE:EMAIL:Please read the Candidate Declaration below and if you agree to theterms 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 madeaware of my rights and responsibilities as an assessment candidate,and choose to be assessedat this time. I am aware that there is a limit to the number of submissions that Ican make for each assessment, and I am submitting all documentsrequired to complete this Assessment Workbook. I have organised and named the files I am submitting according to theinstructions provided, and I am aware that my assessor will not assesswork that cannot be clearly identified and may request the work beresubmitted according to the correct process. This work is my own and contains no material written by anotherperson except where due reference is made. I am aware that a falsedeclaration may lead to the withdrawal of qualification or statement ofattainment. I am aware that there is a policy of checking the validity ofqualifications that I submit as evidence as well as thequalifications/evidence of parties who verify my performance orobservable skills. I give my consent to contact these parties forverification purposes.Name:Signature:Date: Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 15KNOWLEDGE ASSESSMENTPart 1: Supporting carers and families 1. Who are the typical carers for people with support needs in Australia?Select the two (2) best answers.a) Neighboursb) Parentsc) Spouse or partnerd) Community 2. Identify the carer support organisation and resource described below.Choose your answer from the drop-down list:a) The peak national body representing carers of people with adisability, mental illness, chronic condition or those who arefrail or aged. This organisation provides information,support, education, training, and counselling.b) This provides short-term counselling and emotional andpsychological support services for carers. It is deliveredthrough Network Carer Associations.c) These are information resource centres that display a rangeof products and equipment to assist with day-to-day livingactivities.d) An initiative of Carers Australia, this organisation providesinformation and support groups targeted specifically to theneeds of young carers Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 16 Ambition Training Institute 3. Identify the service pathway described below. Choose your answer from thedrop-down list:a) Services that provide the support needed for a person withcare and support needs to live in a non-institutional setting.b) Services designed to provide opportunities for people withcare and support needs to gain and use their abilities toenjoy their full potential for social independence.c) Services that provide accommodation to people with careand support needs and services that provide support toenable a person with care and support needs to remain intheir existing accommodation or to move to more suitableor appropriate accommodation.d) Services that provide a short-term and time-limited breakfor families and other voluntary caregivers of people withcare and support needs to assist in supporting andmaintaining the primary caregiving relationship whileproviding a positive experience for the person with care andsupport needs. 4. Select the role that is best described by each of the following statements:a) Someone who provides ongoing informal assistance topeople with care and/or support needs.b) Someone who provides the majority of the ongoing informalhelp or supervision to people with disabilities or long-termhealth conditions who needs ongoing assistance in one ofthe core activity areas of self-care, communication ormobility.c) Someone who has a physical and/or mental disability orlong-term health conditions that substantially limits one ormore core activity areas of self-care.d) Person employed to provide care and support to people withcare and support needs. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 17 5. Which of the following are rights of family and friends acting as carers for aperson with support needs?Select the two (2) best answers.a) Carers have the right to comprehensive information, education, training andsupport to facilitate the understanding, advocacy and care of those you carefor.b) Family members have the right to receive payment from the government forcaring for a person with support needs.c) Carers have the right to seek further opinions regarding the diagnosis andcare of the person with support needs, on behalf of the person they arecarerfor.d) Carers have the right to make financial and medical decisions for the personwith support needs. 6. Which of the following are responsibilities of family and friends acting ascarers for a person with support needs?Select the two (2) best answers.a) It is the responsibility of the carers to obtain appropriate professionalassistance in providing care and treatment for the person with care andsupport needs.b) It is the responsibility of the carers to ensure the privacy and confidentialityof the person with care and support needs.c) It is the responsibility of the carers to inform the immediate communityabout the limitations of the person with care and support needs.d) It is the responsibility of the carers to provide financial advice to the personwith care and support needs. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 18 Ambition Training Institute 7. Which of the following describe the rights of a person with care and supportneeds in a care setting?Select the two (2) best answers.a) A person with care and support needs has the right to maintain his or herpersonal independence.b) It is the right of any person with care and support needs to receiveemployment from the governmentc) It is the right of any person with care and support needs to maintain controlover, and to continue making decisions about, the personal aspects of his orher daily life, financial affairs, and possessions.d) A person with care and support needs has the right to withhold payment forservice based on the race, religion or skin colour of the support worker. 8. Which of the following describe the responsibilities of a person with careand support needs in a care setting?Select the two (2) best answers.a) It is the responsibility of the person with care and support needs to providefinancial assistance to their carers as needed.b) It is the responsibility of the person with care and support needs, as far asthey are able, to care for their health and well-being.c) It is the responsibility of the person with care and support needs, as far asthey are able, to develop their care plan without any help from anyone.d) It is the responsibility of the person with care and support needs to informtheir medical practitioner, as far as they are able, about any relevant medicalhistory and state of health. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 19 9. Which of the following describe the rights of an individual support worker ina care setting?Select the three (3) best answers.☐a) Individual support workers have the right to protection from discrimination.☐b) Individual support workers have the right to refuse clients based on theirrace, religion, or skin colour.☐c) Individual support workers have the right to privacy.☐d) Individual support workers have the right to a healthy and safe workplace.☐e) Individual support workers have the right to make financial decisions fortheir client/s with care and support needs. 10. Which of the following are responsibilities of an individual support workerin a care setting?Select the three (3) best answers.☐a) Observe and report changes in the client’s health and well-being.☐b) Provide financial and legal advice to clients.☐c) Work in line with the care plan of the person with care and support needs.☐d) Inform the community of the limitations of the person with care andsupport needs.☐e) Provide care and support to clients, including but are not limited to personalcare, meal preparation, domestic assistance, etc. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 20 Ambition Training Institute 11. Which of the following best describe the principles of a person-centredpractice?Select the three (3) best answers.☐a) The person-centred practice ensures the person receiving care fits intoavailable programs offered by care services.☐b) The person receiving care is at the centre of the decision-making processesand the design of the support plan.☐c) Person-centred practice ensures that the care provided is by a standard careplan.☐d) Central to the person-centred practice is a respect for the rights of a personreceiving care and their family to make their own choices.☐e) In a person-centred practice, the person receiving care and their families aresupported to exercise greater choice and control over the services theyreceive. 12. Which of the following are examples of strength-based practice and activesupport applied in the care-setting? Select the two (2) best answers.☐a) Only providing people with the most significant disabilities ongoing, dailysupport to minimise or, if possible, eliminate risks for injuries.☐b) Ensuring that people with even the most significant disabilities haveongoing, daily support to be engaged in a variety of life activities andopportunities of their choice.☐c) Concentrating on the inherent strengths of the care client, utilising theirpersonal strengths to aid recovery and empowerment only.☐d) Focusing on the strengths of the client with support needs to minimisesupport required for carers and individual support workers Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 21 13. Describe the following phases of life cycle transitions in the care setting:Engaging formalservicesClient move fromhome to a supportedresidential setting 14. List three (3) examples of positive aspects of life cycle transitions into thecare setting:i.ii.iii. 15. List three (3) examples of negative aspects of life cycle transitions into thecare setting:i.ii.iii. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 22 Ambition Training Institute 16. Which of the following describes effective strategies to work positively withfamilies, carers, and friends? Select the two (2) best answers.☐a) Promoting and supporting contact between the family, carer, and friendswith the service.☐b) Ensuring the family, carer, and friends perform minimal support tasks forthe client.☐c) Providing opportunities for families, carers, and families to share interestsand meaningful activities together.☐d) Not encouraging sharing of feelings about any difficulties and encouragingthe families, carers, and friends to express their anxiety. 17. Briefly describe how the following legal and ethical requirements are appliedin working with carers and families in the home and community caresetting.a) Discrimination Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 23 b) Privacy,confidentiality, anddisclosurec) Work role boundaries– responsibilities andlimitationsguidance: provide oneexample of responsibilityand one example of alimitationResponsibility:Limitation:d) Codes of Practice andWork Health andSafety Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 24 Ambition Training Institute e) Dignity of riskf) Duty of careg) Work Health andSafety Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 25 18. Briefly describe stereotypes, false beliefs and myths associated with caring, andhow these affect the attitude of carers and individual support workers. List two(2).Stereotypes, false beliefs, and mythsassociated with caringHow these affect the attitude of carers andindividual support workers1.2.1.2. 19. Describe the implications of the following service options to the client’scarers, families, and friends:CommunitySupport ServicesResidential CareRespite Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 26 Ambition Training Institute 20.Which of the following are potential impacts of the caring role of family,carers, and friends of a person with care and support needs?Select the three (3) best answers.a) Family members must stop work to care for person with care and supportneeds.b) Carers gain knowledge and skills relevant to the care and support requiredby the client.c) Families are only able to take care of a family member with care and supportneeds if they receive subsidy from the government.d) Close family members and friends work together to provide care andsupport to the person with care and support needs.e) Changes in role, relationships, identity, family structure, and dynamics. 21. Briefly explain how the following changes in family patterns and structureswill impact on a person with care and support needs.Modern familiesoften have feweror no childrenModern familiesstart familiesmuch later inlife than before Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 27Part 2: Providing home and community support services 1. Briefly describe legal considerations relevant to basic home fire safetyrelevant to working in home and community care setting.Legal considerationsto relevant basic homefire safety 2. Answer the following questions related to smoke alarm legislation relevantto working in home and community care setting.a) Is it a law for residentialproperties to have mainspowered smoke alarmsinstalled?b) What is a compliant smokealarm?(Five two (2) examples ofrequirements that make acompliant smoke alarm) 3. Briefly explain where an individual support worker would typically accessorganisation policies and procedures relevant to risk management practiceswhen the work environment is the client’s home: Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 28 Ambition Training Institute 4. Briefly describe the following policies and programs relevant to the homeand community support services.a) Home and community care(HACC)b) Department of Veterans’Affairs (DVA)c) Government community caredirections 5. Briefly describe personal security protocols and equipment relevant toproviding home and community support services:Security protocolsSecurity equipment 6. Briefly describe how the following models of delivery impact home andcommunity support services:a) Person-centredpracticeb) Consumer-directedcare Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 29 7. Give an example of practices and/or activities that demonstrateempowerment and disempowerment in the home and community supportsetting and explain how this impacts the client.a) Empowermentb) Disempowerment 8. List indicators of the following different types of abuse and/or neglect. Listone example of an indicator of abuse for each type listed below:a) Physicalb) Sexualc) Psychologicald) Emotionale) Financial Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 30 Ambition Training InstituteCASE STUDYInstructions to AssessorThis assessment supports the industry requirement of supporting and empoweringpeople with care and support needs. In real life, individual support workers in boththe residential care and home and community care settings will be required to meetpersonal needs of their clients, facilitate their empowerment, and provide support topeople with care needs, as well as encounter problems and issues along the way. Thisassessment will demonstrate the candidate’s problem-solving abilities in suchsituations.Instructions to CandidateThese case studies are hypothetical situations which will not require you to haveaccess to a workplace, although your past and present workplace experiences mayhelp with the responses you provide. You will be expected to encounter similarsituations to these in the future as you work in the home and community caresettings.In real life, support workers in the home and community care settings will berequired to meet personal needs of their clients, facilitate their empowerment, andprovide support to people living with care needs, as well as encounter problems andissues along the way. This assessment will allow you to demonstrate your problemsolving skills in such situations.Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 31Introduction to Case Study For this part of the assessment, you will be taking the role of an individual supportworker at the home and community support of Lotus Compassionate Care.Lotus Compassionate Care is an organisation that provides services in disabilitysupport, home and community support, and residential care.You can find out more about Lotus Compassionate Care by visiting their website.Click on their logo below to access the site: (hold the control key and click on thelogo below)(username: newusername password: newpassword)As per your role as a home and community individual support worker, you directlyreport to Rachel Allcot, the Manager at Lotus Compassionate Care.This assessment contains a number of tasks that you need to complete based onthe given scenarios. You are required to complete ALL tasks included in this casestudy. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 32 Ambition Training InstituteScenario 1: Charles Darwin comes home Charles Darwin is a 47-year-oldmale client of LotusCompassionate Care’s Homeand Community SupportServices. Charles is partiallyblind and paraplegic. Charleswas able to see and walk two (2)months ago before he wasinvolved in an accident. He hasjust been allowed to go homeafter a 2-month confinement inthe hospital.Charles lives in a two-storey apartment with his wife, Lisa. As they anticipate thatCharles will need to adjust to his current condition, Charles and Lisa decided toavail Lotus Compassionate Care’s home and community support services. Lisa isa small lady and is unable to safely assist Charles transferring from hiswheelchair to the bed, from the wheelchair to the toilet, etc.Lisa is an administrative supervisor and used to work at an office every day from9AM to 5PM. However, since the accident, Lisa has reduced her work hours to10am to 2PM so she can be at home to assist with Charles’s morning personalcare needs like showering and preparing evening meals. Lisa also ensures mealsare prepared for during the day for Charles and placed in the fridge before sheleaves for work.Charles and Lisa have arranged for Lotus Compassionate Care to send home careassistance Mondays through Fridays to assist with showering in the morning, andcommunity access such as a visit to the physiotherapy and some cleaning.Charles was an IT manager and has stopped working since the accident. This isthe first time Charles has stopped working since he was 16 years old. 1. Consider the scenario provided above. What is the importance of Lisa’srole in providing care and support for Charles? Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 33 2. Based on the information provided by Lisa, identify relevant knowledge andskills that she may have that can complement your role as an individualsupport worker providing support to her and Charles.Guidance: List one (1) example of knowledge and one (1) example of a skillthat Lisa may have that can complement how you deliver support servicesto her and Charles.a) Knowledge:b) Skill: 3. Give two (2) examples of potential risks of change to the care relationshipbetween Lisa and Charles brought about by the situation.Guidance: Provide two (2) examples of potential risks (one potentialphysical harm, and one potential psychological harm).a) Potential physical harm1.2.b) Potential psychologicalharm1.2. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 34 Ambition Training Institute 4. Give two (2) examples of issues that may impact on the physical andemotional health and well-being of Lisa, and explain how you wouldrespond to these issues.IssuesHow to respond to these issuesa) Impactingphysicalhealth andwell-being ofLisab) Impactingemotionalhealth andwell-being ofLisa Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 35Scenario 2: Lisa struggles Charles has been having a hard time adjusting to hisnew condition. Charles has always been a veryindependent person, and he is having difficultydepending on other people for support, especiallywhen Lisa is not around, and an individual supportworker has to assist him with his personal care needs,for example, going to the toilet.He’s become very irritable and impatient.Lisa used to make sure that she is home before the individual support workerleaves their home at 2:00PM. However, lately, Lisa has been staying late at workto avoid dealing with Charles’. 1. Consider the scenario provided above. Lisa has confided with you that sheis struggling to cope with the challenges of caring for a partially blind andparaplegic husband while trying to stay on top of her work.Search for relevant carer support services that you could recommend toLisa. List two (2).1.2. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 36 Ambition Training Institute 2. How will you respond to the routine problems encountered by Lisa as sheprovides care and support to Charles?Guidance: Based on the provided scenario, provide a specific example ofthese routine problems and a corresponding strengths-based solution. 3. Charles has unpredictable changes in his behaviour. When he is having aparticularly bad day, he prefers not to engage in any activities, not engage inconversation and be left alone. These mood variations often result inarguments between Charles and Lisa. Because of this, Lisa has beenfrequently staying late at work to avoid Charles.How will you respond to these unpredictable problems related to the carerelationships between you, Charles and Lisa?Guidance: Provide a strengths-based solution. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Ambition Training Institute Page 37 4. One month into their service, you noticed that Lisa and Charles barely talkanymore. Lately, Lisa has been rushing to get to work in the morning andreturning home late. It is becoming very apparent that Lisa’s behaviourtowards Charles is causing him emotional and psychological distress. Onone of your days off, you saw Lisa with another man kissing himpassionately.How will you respond to this situation?Guidance: Consider ethical dilemmas, behaviours of concern, possibleabuse and/or neglect involved in the scenario, and how to respond tosuch cases in accordance with relevant policies and procedures. 5. One Monday, you arrived at their residence and noted that dirty disheswere left in the sink, spoiled takeout food is left on the table, dirty clothesare on the floor, and the bed has not been made.Charles also had a bruise on his shin which he explained he got after fallingfrom his chair while trying to go to the toilet by himself.Lisa has already left for work.After much consideration, you’ve concluded that Charles is experiencingneglect and abuse from his wife. Using the form below, report yourobservations to your supervisor.Abuse FormGuidance: once completed, save the document using filename Subject5-Abuse Form and submit it along with this workbook. Assessment Workbook 5 Version No. 1.4 Produced 27 April 2018Page 38 Ambition Training InstituteWORKBOOK CHECKLIST When you have completed assessing the assessment workbook, review thecandidate’s submission against the checklist below: The candidate has completed all the assessments in the workbookand has submitted all of the required evidence: Knowledge Assessment Part 1 – Supporting carers and families Part 2 – Providing home and community support services Case Study Scenario 1: Charles Darwin comes home Written Questions Scenario 2: Lisa Struggles Written Questions Abuse formIMPORTANT REMINDERCandidates must achieve a satisfactory result to ALL assessment tasksto be awarded COMPETENT for the units relevant to this cluster.To award the candidate competent in the units relevant to this subject, thecandidate must successfully complete all the requirements listed above accordingto the prescribed benchmarks. End of Document

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