CHCCCS025 Support relationships with carers and families Assignment Help

CHCCCS025 Support relationships with carers and families
Australia Institute of Business & Technology  

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 learner’s 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

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.

Candidate Details

Assessment – CHCCCS025: Support relationships with carers and families

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCCCS025: Support relationships with carers and families.

Name:_______

Address:_______

Email:_______

Employer:_______

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:______

Date:______

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1:______

Signed:______

Learner 2:______

Signed:______

Learner 3:______

Signed:______

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

• Performing a work based skill or task
• Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

• Performing a skill or task that is asked of you
• Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.

The reasons to use a third party may include:

• Assessment is required in the workplace
• Where there are health and safety issues related to observation
• Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.

Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.

Third party name:________

Position of third party:________

Telephone number:________

Email address:________

Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) ____

Third party signature: _____ Date:____

Activities

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.

Activity 1A

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1B

Activity 1B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1C

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1D

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 2A

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 2B

Activity 2B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 2C

Activity 2C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3A

Activity 3A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3B

Activity 3B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3C

Activity 3C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3D

Activity 3D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

• Skills – skill requirements, required skills, essential skills, foundation skills
• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
• Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Therefore, there is no skills activity required for this unit, as they have been covered in the previous activities.

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

• Context for caring in Australia:
  • carer demographics
  • carer support organisations and resources
  • attitudes, stereotypes, false beliefs and myths associated with caring
  • different pathways into service settings for the person and the implications for carers, families and friends
• Rights, roles and responsibilities of different people in the care relationship
  • the person
  • family members
  • friends
  • support worker
• Impact of the caring role on family, carers and friends
• Different family patterns and structures and their impact on the person
• Life cycle transitions:
  • types of transitions
  • positive and negative impacts
• Current service delivery philosophy and models:
  • basic principles of person-centred practice, strengths-based practice and active support
  • strategies to work positively with families, carers and friends
• Organisation policies and procedures in relation to carers and families
• Legal and ethical requirements for working with carers and families and how these are applied in an organisation and individual practice, including:
  • discrimination
  • privacy, confidentiality and disclosure
  • work role boundaries – responsibilities and limitations.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

1. Drawing on your own research, as well as information from the Learner Guide, produce a short essay of no more than 1000 words detailing the context of caring within your country. You may also draw on the specific context of your workplace. Your answer should consider things such as:

• Carer demographics
• Carer support organisations and resources
• Attitudes, stereotypes, false beliefs and myths associated with caring
• Different pathways in service settings for the person and the implications for carers, families and friends.

Ans. In India Parents are generally cared for by their children into old age, most commonly by their son and his wife. In India elderly citizens, especially men, are viewed in very high regard. Traditional values demand honour and respect for the older and wiser people. India is facing the same problem as many developing nations, that its elderly population is increasing tremendously, with a current estimate of 90 million over the age of 60. Using data on health and living conditions from the India's 60th National Sample Survey, a study found that almost a quarter of the elderly reported poor health. Reports of poor health were clustered among the poor, single, lower-educated and economically inactive groups.

Article 41 of the Indian Constitution states that elderly citizens will be guaranteed Social Security support for health care and welfare. NGOs are there in India supporting the elderly care, providing homes and volunteer care, but governmental policies and organizations are also accessible.

Different organisation/ NGO’S in India for elderly people are-

1. SAMMAAN FOUNDATION
2. GOONJ
3. AKSHAYA TRUST
4. SMILE FOUNDATION
5. UDAAN WELFARE FOUNDATION
6. PRATHAMLEPRA Society
7. DEEPALAYA UDAY FOUNDATION
8. HELPAGE INDIA

The majority of families or people in India who sends their old parents to age care is due to the fact that they are burdens or they are no more productive. But they don’t realise that they are the one who taught them everything without getting irritated and raised them with all the love and compassion but now when it’s time to give them back what they step back instead of standing by for their parents. If they send their parents to the aged care, they never go to meet them or call them and ask about them. This is the harsh attitude or beliefs of some people in India.

But there are people who care for their old parents and provides them with the support and services like hiring a carer or providing care by themselves with proper diet and involving them in decision making to make them feel valued. Moreover, if they are working and not get enough time to provide care to their parents, they send their parents to the aged care homes so that their parents get proper care and have friends of their own age to talk to and also makes regular visits to maintain love with their parents.

2. Before you enter the life of a person with support needs as a worker, it is likely that there will exist established roles and responsibilities within the person’s network of care, including a carer and/or families and friends. Why is it important to acknowledge the roles of all people involved in the care plan of a person?

Ans. It is important to acknowledge the roles of all people like family, carer and friends involved in the care plan of a person because family and friends are the one who know the client very well, so it becomes necessary to acknowledge their roles in the life of the client so that we can know about their-

1. likes and dislikes regarding food, drink, clothing and other daily items
2. Their behaviour and the change in the pattern of their behaviour
3. Their interests and preferences for leisure activities, outings, entertainment and so on, including books, movies, music, sport, and other cultural and recreational opportunities.
4. The presence of all the people like family and carers may help the client being to feel safe, comforted and secure.so we must be aware of all those person, so that we can try to include them in the care plan

Finally, engaging with family and carers and acknowledging their roles in the lie of the client is respectful to them and the client. Moreover, we can know about all of the experience and knowledge about the clients as we know about the roles of the people in the life of the client.

3. Identify five ways in which the caring role can have a negative impact on families, carers, and friends.

Ans. Five ways in which the caring role can have a negative impact on families, carers, and friends are-

1. Mental health

Intensive caring can have a negative impact on mental health of the carer as they will have to spend a considerable amount for the elderly person as a result of that they will be isolated from their friends or others who are close to them. Isolation and lack of support might prove a high burden and result in distress or mental health problems

1. Financial hardship

Caring leads to reduced number of working hours resulting in financial hardship. Moreover, Caring families often have to find money for extra expenses like laundry, medicines, disability aids, health care and transport.

1. Health and wellbeing

1. Caring can be emotionally and physically draining. Carers have the lowest wellbeing when compared to any other group according to the Australian Unity Wellbeing index.
2. Carers often ignore their own health and suffer from a chronic health condition. Some health problems, like back problems, anxiety and depression, can be directly linked to caring.
3. Many carers are chronically tired and they need to refresh for at least one night of unbroken sleep, a day off with no caring responsibilities

1. Social isolation and relationships

Many carers feel socially isolated, they miss their friends or miss their leisure activities The demands of caring can leave little time for other family members or friends

Carers often have to deal with strong emotions, like anger, guilt, grief and distress, which can have an effect on other relationships and cause conflict and frustration.

1. Freedom

caring can take away the freedom from the life of carer and hence they won’t be able to give their precious time to their family and friends

4. All families will have diverse structures and patterns and it is important that you understand this and recognise your role within the structure of a client’s care network. Identify three different family structures and explain how they may have an effect on a person with support needs.

Ans. Three different family structures and their effect on a person with support needs are-\

1. nuclear – parents and siblings -This type of family structure is small. Parents have complete knowledge about everyone in the family and they can provide a considerable amount of support to the person with support needs due to the small size of the family.
2. extended – grandparents, aunts, uncles and cousins – these types of families are large families and due to their size everyone is busy with their own family and lives and there is very little time left for the person with the support needs. moreover, the client might feel isolated if they are not being noticed.
3. working parents- in this type both the parents are working and if there is a person in this type of family who needs care support then It becomes very difficult for the parents because they don’t get enough time to provide care and the person might suffer from social isolation and fall sick as nobody is there to talk to or care for him.

5. Throughout the life of a person with support needs, many changes and transitions will occur that can have an impact on the person as well as their carer and their families. Explore three potential changes/transitions that may occur and explain how these may have an effect on the person, their carer, and their family.

Ans. Three potential changes/transitions that may occur in the life of a person as well as their carer and families with support needs and their affects on these people are-

1. Death of the close one or the carer

There may be a time when the carer or the family member of the person with support needs dies. This can have a major effect on the life of the person. he will be in grief and depression and might not take proper diet and fall ill or their health condition worsen.

2. Taking extra responsibility of caring- If the carer has given extra responsibility or more time for care then the previous relationship with the person changes. sometimes, they may have to perform some duties with the person or client that we have never previously done, depending upon the nature of the care they provide. This duty can include things like bathing, which require close physical contact with the client and which may be uncomfortable for client initially.
3. Relocation- the client might shift to another place from he used to live before resulting in a move away from familiar surroundings which may exacerbate functional dependence and disruptive behaviour. They might feel isolated resulting in frustration and anger or fight with their family or friends.

6. Outline and explain the service delivery philosophy and models of your organisation. You should present your answer in no more than 1000 words.

Ans. The service delivery philosophy and models of our organisation are-

Models of organisation

To be a dynamic, innovative and creative industry leader and provide premium quality aged care services, through effective management by a dedicated professional team.

Our duty of service delivery is to promote and enhance the quality of life of residents entrusted into our care by making our residents the focus of everything we do. This will be achieved in an environment which encourage empowerment, sense of belonging, respect and dignity. We strive to create a reputation within the aged care industry for delivering a high standard of care that has as its core focus continuous quality improvement.

SERVICE DELIVERY PHILOSOPHY OF OUR ORGANISATION

My organisation philosophy is built on the foundation of reputation. With effective leadership, commitment and shared vision a dedicated and superior service will be provided by the staff.

This will be achieved by:

1. Providingaccess to and equity of service delivery to residents;
2. Encouraginga sense of community spirit which encourage growth and harmony;
3. Promotingprofessional development and career opportunity;
4. Deliveringsuperior quality care and service through continuous quality and service improvement;
5. Buildinginnovative and comfortable residences that enhance the quality and delivery of service;
6. Providing care and supportthrough wide community and residential care services.

7. What are your organisation’s policies and procedures for carers and families?

Ans. organisation’s policies and procedures for carers and families are-

All Workers (as defined under the WH&S Act) have Responsibilities to –

• Take reasonable care for their own health and safety while doing their job
• Take reasonable care to not to adversely affect others health and safety
• Comply with reasonable instructions from the PCBU
• Make sure that health and safety is promoted
• With others to comply with safety regulations and procedures
• Comply with the PCBU’s WH&S policy and programs to ensure their own health and safety and the safety of others in the workplace
• Always ensure that the management is made aware of unsafe conditions by verbally communicating or through the written documents to the supervisor
• Submitting a written report using the WH&S hazard or incident reporting form.

Workers have the right to cease or refuse to carry out work if they have a reasonable concern that the work would expose them to a serious risk to health and safety from an immediate or imminent exposure to a hazard.

How to provide feedback or make a complaint

If you have any suggestion, feedback (positive and negative) or complaints about Community Care then let us know.

At the first instance, talk to your Support Planner if you feel comfortable. If after talking through the issue with the Support Planner, you are not satisfied, please feel free to phone the Client Services Manager or General Manager and raise your concerns.

8. Describe three legal and ethical requirements that you have practised within your role. If this is not possible, describe three legal and ethical requirements that you may consider in a hypothetical These may include organisational policies as well as individual practices such as:

• Discrimination
• Privacy, confidentiality, and disclosure
• Work role boundaries – responsibilities and limitations.

Present your answer in no more than 1000 words.

Ans. At my workplace there was a friend of mine who was from Africa. Some of the people in the staff used to make fun of him of being black. Initially I didn’t say anything, I thought it wouldn’t stay longer they will stop teasing him. But they didn’t stop, so I had to take a step because I couldn’t bear the discrimination. So, I went to them for negotiation but they told me to stop interfering and do my own work. At the last I reported this scenario to the supervisor. He took a strong step and gave all of them a last warning and told them that he will report this issue in the police if they didn’t stop. After that nobody made fun of him and started respecting him.

when I was in the age care, one of my client suddenly started having chest pain so I called the ambulance and by that time I collected all the documents of my client regarding his previous medical condition. We reached hospital and my client saw his relatives there and he told me that he wanted to hide his medical history from them due to some personal issues. In order keep maintain the privacy I requested the doctor to move in some private room where there is no other person and where I can reveal about my client’s medical history and his preferences. I disclosed only the mandatory information required by the doctor. I also requested the doctor to not to disclose my client’s name whenever he needs to provide information in public.

. While working in the age care, one of my client who was diagnosed with having diabetes mellitus refused to stop drinking alcohol. I was in a dilemma so I reported It to the supervisor, he told me that the client has the right to make his own decision, we can’t force him to stop drinking alcohol but he suggested me some ways to make him leave alcohol like to make him join rehabilitation centres, make him realise how much his family loves him and how would they feel after when he will be no more. My supervisor also told me that instead of making him leave at once, we should decrease the amount of alcohol at regular intervals. As per my supervisor directions I was successful in making my client to leave alcohol and mu client was very thankful to me

Summative Assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following performance evidence:

• Assessed and responded to the needs of at least 3 different people and their carers or family members
• Used strength-based solutions to respond to both routine and unpredictable problems related to care relationships.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Assess and respond to the needs of clients and their carers or families.

You will be provided with the details of three different clients and their carers or families. You should produce a 1-page written report for each of the clients, assessing the needs of the client and their carers or families and explain how you would respond in a real-life situation.

You may refer to the policies and procedures of your organisation within your answer.

Ans. • Take reasonable care for their own health and safety while doing their job

• Take reasonable care to not to adversely affect others health and safety
• Comply with reasonable instructions from the PCBU
• Make sure that health and safety is promoted
• With others to comply with safety regulations and procedures
• Comply with the PCBU’s WH&S policy and programs to ensure their own health and safety and the safety of others in the workplace
• Always ensure that the management is made aware of unsafe conditions by verbally communicating or through the written documents to the supervisor
• Submitting a written report using the WH&S hazard or incident reporting form.

Workers have the right to cease or refuse to carry out work if they have a reasonable concern that the work would expose them to a serious risk to health and safety from an immediate or imminent exposure to a hazard

2. Use strength-based solutions to respond to both routine and unpredictable problems within care relationships.

You should:

• Work with your client and gain familiarity with pre-existing relationships between the client and their family and carer, whilst beginning to develop your own relationship with the client
• Recognise and respond to any problems within the relationships you observe, or are involved with
• Provide evidence of the support that you have provided, ensuring that you work within the guidelines of your organisation as well as wider legislation regarding privacy and confidentiality. Evidence should include:
• a 2-page written summary describing the problems that you faced and the specific strength-based solutions you applied.

Ans. James was an old age person who had a incontinence problem, his family member hired me to provide care to James as they didn’t have enough time due to their jobs. He used to get care from his daughter most of the time and she has been very close to him and James used to share all his feelings to her.

So, initially I tried to make a list of James’s like and dislikes by asking his daughter and the other family members and made a care plan according to that.

When I started to provide care to him he used to be winging because he didn’t trust me and he also tried to hide his incontinence problem as he was shy. He always used to deny the care plan provided by me and told me to maintain distance from him.

To overcome this situation i started talking about what he likes to do, about his life instead of the care plan to make a comfort between us. After few days he loved to share his feelings with me and started trusting me. Then he never used to hide about his health or what he wants to do or eat. I used to spend a lot of time with him but I also took care of providing privacy to him when he was talk on his phone or with the family members. I always used to take care of his medication, taking him to walk, exercise, rest assisting him with the cooking as he loved to cook, actively listening and responding to what he said. By doing all this and building a relationship with him he was satisfied with the care plan provided with me and he also improved a lot.

Summative Assessments: Section C checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Workplace Documentation – for learner

Workplace documents checklist

To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.

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