Case Management Part 1: Working with Clients - Assessment Workbook 4B

This is Assessment Workbook 4B for the CHC52015 Diploma of Community Services unit of competency CHCCSM005, CHCCCS004, and CHCCSM004. It includes case studies and knowledge assessments to test the student's understanding of case management. The workbook covers the principles of competency-based assessment, the dimensions of competency, and reasonable adjustment in teaching, learning, and assessment for learners with a disability.

CHC52015 Diploma of
Community Services
Case Management Part 1:
Working with Clients
(Case Study)
Version No. 2.0 Produced 7 March 2017
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
prior written permission of
Assessment Workbook 4B

Compliant Learning Resources
Assessment Workbook 4B Version No.2.0 Produced 7 March 2017
Page 2 © Compliant Learning Resources

Version control & document history
Date Summary of modifications made Version
8 February
2017
Version 1 final produced following
assessment validation. 1.0
7 March 2017
Version 2 produced with additional Case
Study assessment.
Replaced Case Study 1 Part 4 title to: ‘Part
4: Case Closure and Exit’
2.0
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TABLE OF CONTENTS
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INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING5
THE DIMENSIONS OF COMPETENCY........................................................6
REASONABLE ADJUSTMENT..................................................................7
THE UNIT OF COMPETENCY..................................................................9
CONTEXT FOR ASSESSMENT...............................................................10
ASSESSMENT REQUIREMENTS.............................................................10
ASSESSMENT METHODS.....................................................................11
RESOURCES REQUIRED FOR ASSESSMENT.............................................12
ASSESSMENT WORKBOOK COVER SHEET..............................................13
CASE STUDY..................................................................................... 14
Case Study - Philip....................................................................................................... 15
Part 1: Assessment...................................................................................................... 17
Part 2: Planning........................................................................................................... 38
Part 3: Monitoring and Review....................................................................................49
Part 4: Case Closure and Exit......................................................................................54
Case Study 2 – Thuy and Paloma.................................................................................58
WORKBOOK CHECKLIST.....................................................................67
FEEDBACK........................................................................................ 69
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INSTRUCTIONS
The questions covered in the Case Studies assessment require creative
and analytical thought processes. You must answer all questions
using your own words. However, you may reference your learner guide
and other relevant resources and learning materials to complete this
assessment.
Some questions cover processes you would likely encounter in a
workplace. Ideally, you should be able to answer these questions based
on the processes that are currently in place in your workplace. If this is
not the case, then answer the questions based on processes that should
be implemented in your workplace.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at
the beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as
many elements and/or units of competency as is feasible at
one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person
to perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that
are clearly stated for the trainer and learner. Assessable
outcomes are tied to the relevant industry competency
standards where these exist. Where such competencies do
not exist, the outcomes are based upon those identified in a
training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has
been achieved. Skills and knowledge (developed either in a
structured learning situation, at work, or in some other
context) are assessed against national standards of
competence required by industry, rather than compared with
the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge
and skills with their practical application.
o Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
o Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
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modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to
all learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D
Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the
unit of competency. This evidence should match, or at
least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered. It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all
aspects of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether
the evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium
 learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during
the course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has
been specifically designed to assist people with disabilities in carrying
out daily activities’ (World Wide Web Consortium - W3C). It includes
screen readers, magnifiers, voice recognition software, alternative
keyboards, devices for grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
was gathering evidence of the candidates competency in writing,
allowing the candidate to complete the assessment verbally would not be
a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.
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THE UNIT OF COMPETENCY
The units of competency specify the standards of performance required
in the workplace.
This assessment addresses the following unit(s) of competency from
CHC52015 Diploma of Community Services:
CHCCSM005 – Develop, facilitate and review all aspects of case
management
1. Determine appropriate response to case management in
accordance with organisation and legislative requirements
2. Conduct case management meetings
3. Develop an appropriate case management plan
4. Monitor and review case work activities and processes
CHCCCS004 – Assess co-existing needs
1. Prepare for assessment
2. Analyse the person’s needs using a collaborative approach
3. Determine appropriate services
4. Complete reporting
5. Evaluate assessment and referral process
CHCCSM004 – Coordinate complex case requirements
1. Establish coordination function
2. Support the client to access multiple services
3. Monitor client progress
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
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CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students need to have
access to their learning materials and the internet. The written questions
and project may be completed wholly at the student’s home or chosen
place of study.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required
conditions for assessment.
Each unit of competency can be unbundled to reveal three key
assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding
the tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments
must be conducted under
The associated assessment method in this kit covers all of these
components as detailed in the matrix to follow:
Units of
Competency
Assessment Activities
CHCCSM005
CHCCCS004
CHCCSM004
Case study   
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ASSESSMENT METHODS
There are seven (7) Assessment Workbooks for the course. Six (6) of
which are Theory Workbooks and one (1) is the Skills Workbook. This is
Workbook 4
Theory Workbooks
The Theory Workbooks use the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace questions
testing the student’s general knowledge and understanding of the
general theory behind the unit.
2. Case Studies – Detailed scenarios and simulated environments
providing all necessary information required to completed relevant
tasks and activities.
The theory workbooks in this course are as follow:
Workbook 1 – Legal and Ethical Compliance
Workbook 2 – Society and Diversity
Workbook 3 – Personal and Professional Development
Workbook 4 – Case Management Part I: Working with
Clients
Workbook 5 – Case Management Part II: Working with Peer Case
Workers
Workbook 6 – Program Development
Skills Workbook
The Skills Workbook contains the practical assessment which covers all
units of competency of CHC52015 Diploma of Community Services
Specialising in Case Management.
These practical assessment activities will be completed during the course
of your Vocational Placement.
You should not commence with the Skills Workbook until you have
completed the six (6) theory workbooks and have received
feedback from your assessor.
The assessment method used in the Skills Workbook includes:
1. Practical Assessment – a set of tasks or activities completed
according to set instructions and guidelines to meet the
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requirements of the relevant units. These tasks and activities
require you to have access to the workplace.
The skills workbook in this course is:
Workbook 7 – Skills Workbook
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Case studies and simulations
 Information about work activities, as necessary
 Policies and procedures
 Forms, checklists, and templates
The student to provide:
 Computer with internet
 Installed software: MS Word, Adobe Acrobat Reader
 Access to legislation and protocols relevant to the community
services industry, social work and case management, including
codes of conduct, practice standards, etc.
 Video camera or a mobile phone with video and audio recording
capabilities
 Three (3) volunteers for the roleplay activities

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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 4B
TITLE:
Case Management Part 1: Working with
Clients
(Case Study)
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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CASE STUDIES
Instructions to Candidates
These case studies are hypothetical situation which will not require you
to have access to a workplace, although, your past and present
workplace experiences may help with the responses you provide. You will
be expected to encounter similar situations to these in the future as you
work as case managers in the community care settings.
In real life, case managers will be required to assess the diverse and
multi-faceted needs of people, and determine both internal and external
services required to meet those needs; undertake case management
meetings to plan, monitor and review service provision; and, coordinate
multiple service requirements for clients with complex needs within a
case management framework. This assessment will allow you to
demonstrate your ability to use analytical and thinking skills in such
situations.
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Case Study - Philip
SCENARIO
Philip, 36-year-old married with two
children, has been homeless for
almost a year now. He may not fit
the stereotypical story of a homeless
person because not so long ago, he
was living a healthy life with his
family. But, when he lost his job, he
found himself in a downward spiral.
Married with two young children, Philip and his wife rented a two-
bedroom apartment in a safe neighbourhood. Philip liked his job as a
delivery driver for a large food service distributor, where he had worked
for more than five years. His goal was to become a supervisor in the next
year. Philip’s wife was a stay-at-home mom.
Philip has never been seriously ill although he smokes half a pack of
cigarettes each day and drinks socially a couple times a month.
One afternoon, Philip’s company notified that it was laying him off along
with more than a hundred other employees. Though he was devastated,
he was not at all worried because he and his wife had some savings they
could use for rent and other bills, in addition to the unemployment
payments he would receive for a few months.
Philip searched aggressively for jobs in the newspaper and online, but
nothing worked out. He began to have feelings of anger and worry that
led to panic. His self-esteem fell and he became depressed. When Philip’s
wife was hired part-time to work in a school canteen, the couple felt
better about finances. But demoralised by the loss of his job, Philip
started to drink more often.
With the drinking becoming more regular, Philip and his wife started to
argue more often. Then, about six months after losing his job, Philip
stopped receiving Centrelink payments. That week, he went on a
drinking binge that ended with another argument with his wife. In the
heat of the fight, he struck her. The next day, Philip’s wife took the
children and moved in with her parents. Philip was also evicted from the
apartment on the same day because he was unable to pay rent.
Philip tried to reconcile with his wife, but she said she had had enough as
he is becoming more angry and violent. Over the next few months, Philip
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asked friends and family members if he could board with them for a
couple of days. They reluctantly agreed but his heavy drinking and anger
only got worse, and his hosts always asked him to leave.
Finally, when Philip ran out of people to call, he found himself without a
place to stay for the night and started sleeping at the park. For a couple
of nights he stayed at a shelter run by a church. Each morning, he had to
leave the shelter by 5 AM. He walked the streets all day and begged for
money to buy alcohol.
Philip was referred to your service (Operation Hope) by the community
hospital after he was taken to their emergency department due to
injuries caused by some teenage boys who jumped him in the park, beat
him up and stole his backpack. He was discharged after a day and was
screened as “homeless”.
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Part 1: Assessment
Your supervisor assigned you to complete the intake interview with
Philip. In order to prepare for the first meeting with him, read Philip’s
referral form and Operation Hope’s policies and procedures.
(Click on the icon above to open Philip’s referral form)
(Click on the icon above to open Operation Hope’s policies and procedures)
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Task 1 – Answer the following questions
1. Statutory requirements
a. What information from the above scenario may raise your concern
and may prompt you to undertake further assessment and
reporting as necessary?
b. You decide to assess further and you find out that there is a need to
report your concern. What will be your basis for reporting?
a. The fact that he has been homeless and that he has lost his job
raise concern about Phillips
b. Reporting will be made about Phillip’s life that include his drinking
and smoking habits, anger issues and his loss of job
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2. Identify the assessment tools you need to prepare prior to the first
meeting with Philip. (This questions asked for the tools – the marking
guide below are not tools)
Guidance: Refer to Operation Hope’s Policies and Procedures
Assessment tools required for this case includes identifying a
psychologist for Phillips. At the same time, analysing the condition of
Phillips can be done by identifying the reason behind the addiction to
drinking
3. What are the assessment processes that you will utilise as Philip’s
case manager?
Guidance: Refer to Operation Hope’s Policies and Procedures
Assessment process such as counselling or ensuring that Phillip’s
continue to progress with friends and family will be undertaken in this
case. A reunion with the family members need to be set up
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Task 2 – Roleplay Activity: Intake Interview
This part of the assessment is a Roleplay Activity.
This activity will require you to perform an intake interview.
To complete this part of the assessment, you will need access to:
 One (1) volunteer who will roleplay as Philip
 Video camera or a mobile phone with video and audio
recording capabilities
 Forms and checklists
 Intake Checklist
 Intake Form
 Consent Form
 Intake Action Plan
*Click on the icons above to open the forms/checklists
Read the instructions carefully before proceeding.
Steps to take:
1. Prepare for the intake interview by:
a. Reading and understanding Operation Hope’s (the
hypothetical service) policies and procedures.
b. Filling out the Intake Form with the details already
provided. Refer to the scenario and Referral Form.
c. Gathering the forms and checklist needed during the
interview. These include the Intake Checklist, completed
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Intake Form, and Consent Form.
d. Explaining Philip’s case to your volunteer.
2. Proceed with the intake interview. During the first part of the
interview you must be able to:
a. Introduce yourself and the service, and seek introduction
from the client. Engage the client by establishing rapport and
trust.
b. Identify the purpose of the meeting and orient the client.
Clarify the context of the interview and seek the client’s
participation in the process. Encourage the client to ask
questions and seek clarification as necessary.
3. Present the completed Intake Form to the client. Review the details
already included in the form with the client and ask him to provide
the remaining information.
4. Explain the following information to the client. Ensure that you
seek feedback from the client to identify whether the client
understood the points being discussed.
a. What is your role as the client’s case manager?
b. What is your role as the client’s case coordinator?
c. What is the assessment process and what are its practical
aspects?
Guidance: To be able to explain the assessment process and
its practical aspects, the following must be included in the
discussion:
 Reason for the assessment
 Role of the client in the assessment process
 Role of the case manager in the assessment process
 Where and how the assessment will be conducted
d. What are the client’s rights and responsibilities, including his
rights to appeal and avenues for complaints?
e. What will be the methods of communication between the case
manager and the client (e.g., phone, face-to-face meeting,
home visits, email, etc.)?
f. What are the procedures for release of personal information
to another party and the requirement for informed consent
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for release?
5. After the discussion of the points above, complete the Intake
Checklist and the Consent Form.
6. Use interpersonal communication skills in engaging the client to
explore the urgent issues and needs that the client is experiencing.
When the most urgent needs are identified, work with the client in
prioritising these.
7. Together with the client, accomplish the Intake Action Plan and
identify the:
a. Three (3) most urgent needs of the client
b. Desired results (goal/s) for each need
c. Activity/-ies that will be used to pursue each goal for each
issue (plan/strategy)
d. Responsible person/s and/or service/s who will carry out each
plan/strategy
e. Time frame in which the responsible person/s and/or
service/s hopes to achieve each specific plan/strategy (target
date)
Guidance in accomplishing the Intake Assessment Action
Plan:
 The issues and goals recorded should reflect the words
and sentiments of the client
 The goals should be measurable so that you, as the case
manager, and the client will know when they have been
achieved or need to be re-evaluated
 There may be more than one activity for each issue/goal
 The responsible person may include you, other service
providers, the client’s family/caregiver, and other
formal/informal support
 The client receiving support should be give appropriate
responsibility in implementing and pursing their plan
 The time frame (target date) should be appropriate and
specific to the issue, goal, plan/strategy (i.e., exact date
should be provided)
8. Review the points discussed during the interview and close it by
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scheduling another appointment in a week to make a formal plan.
Guidelines
1. To demonstrate your completion of this activity, the intake interview
must be recorded. Save the recorded video using the filename:
[Last Name, First Name]_Subject 4 – Roleplay Activity-1
For example, as seen below:
Smith, John_Subject 4 –
Roleplay Activity-1.avi
2. Your video submission must not be longer than forty-five (45)
minutes in length. Any submission longer than forty-five (45)
minutes will be considered not satisfactory.
3. There is no specific script to be followed in the roleplay activity.
However, you must be able to demonstrate all steps outlined above.
Moreover, your submission will be assessed against the checklist
provided below.
4. Submit the following completed forms and checklist together with
the video:
Filename
Intake Checklist [Last Name, First Name]_Subject 4 – Intake
Checklist
Intake Form [Last Name, First Name]_Subject 4 – Intake Form
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Consent Form [Last Name, First Name]_Subject 4 – Consent Form
Intake Action
Plan
[Last Name, First Name]_Subject 4 – Intake Action
Plan
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Part 1: Task 2 – Roleplay Activity: Intake Interview
Assessor’s Checklist
(For the assessor’s use only)
Has the following been
demonstrated in candidate’s video
submission?
Yes No Comment
Mapping: CHCCSM005 PC2.1
1. Information sharing is
facilitated and appropriate
rapport is established
☐ ☐
Mapping: CHCCSM004 PC2.2
2. Information about the
coordination role is provided
☐ ☐
Mapping: CHCCCS004 PC1.5(p)
3. Assessment process is explained
to the client
☐ ☐
Mapping: CHCCCS004 PC1.5(p)
4. Informed consent is explained
and obtained from client
☐ ☐
Mapping: CHCCCS004 PC1.4
5. Practical aspects of assessment
is consulted with the client
☐ ☐
Mapping: CHCCSM005 PC1.4
6. Client’s rights and
responsibilities, including rights
of appeal and avenues of
complaint are explained
☐ ☐
Mapping: CHCCCSM004 PC2.3
7. Communication requirements
are established with the client
☐ ☐
Mapping: CHCCCSM004 PC2.2
8. Client is empowered to identify
and prioritise own needs
☐ ☐
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Task 3 – Roleplay Activity: Assessment Interview
After a week, Philip returned to the service to have the formal
assessment interview with you. During the intake interview, you have
explained to Philip that this second meeting will involve a more detailed
assessment with a view of creating the case management plan with him.
Prior to this meeting, you phoned the service providers with whom you
made appointments on behalf of Philip. All of them told you that Philip
failed to show up to the scheduled appointments. One of the coordinators
in another service informed you that she instinctively phoned Mater
Public Hospital. She found out that Philip was admitted for a couple of
days due to severe abdominal pain and was diagnosed with gastritis.
This part of the assessment is a Roleplay Activity.
This activity will require you to perform a formal assessment.
To complete this part of the assessment, you will need access to:
1. One (1) volunteer who will roleplay as Philip
2. Video camera or a mobile phone with video and audio recording
capabilities
3. Assessment form and checklist
 Assessment Checklist
 Assessment Form
*Click on the icons above to open the forms/checklists
Read the instructions carefully before proceeding.
Steps to take:
1. Prepare for the assessment interview by:
a. Reading and understanding Operation Hope’s (the
hypothetical service) policies and procedures.
b. Gathering the forms and checklist needed during the
interview. These include the Assessment Form and
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Assessment Checklist.
c. Explaining the next scenario of Philip’s case to your
volunteer.
2. Proceed with the assessment interview. During the first part of the
interview, you must be able to:
a. Re-establish rapport and trust (e.g., ask the client how he has
been since the first meeting, what were his activities last
week, etc.).
b. Review what happened during the previous meeting and
discuss the intake action plan and its results with the client.
c. Explain to the client the agenda for the meeting and
encourage asking questions and raising concerns, if there are
any.
3. Conduct the assessment in a semi structure narrative format and
use the Assessment Checklist in collecting the following
information:
a. Presenting concerns
 What are the concerns for which the client came or was
referred for help?
 How does the client view these concerns?
 What is/are the client’s expectation(s) when he came in
or when he was referred to the service?
 How long has been the client impacted by these
concerns?
 Were there prior attempts to resolve the concerns?
 Was there previous involvement with social
agencies/services for assistance with these concerns?
b. Past medical history and background
Obtain this by asking the client to describe his/her:
 Family history – include any health information (i.e.,
conditions and illnesses that run in the family) about the
client’s close relatives from three generations
 Past illnesses and conditions – include childhood
illnesses and diagnosed conditions the client has had
previously
 Hospitalisations – include the primary reason for
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admission
 Surgeries and procedures – include any past surgeries
or other major medical procedures
 Significant injuries – include all types of injuries that
resulted in disability or altered activity
 Medications – include prescription, over-the-counter and
supplementary medicines that the client has taken in
the past
 History of mental concerns
c. Previous agency involvements
 Has the client asked for assistance or was referred to
any social agencies/services prior? If yes, list all the
names and include the services that the client received
previously.
d. Psychosocial and behavioural health
 Ask the client the following questions to be able to
gather data about his level of psychosocial and
behavioural well-being:
- How do you feel about the things going on with
your life at the moment?
- What is it that troubles you most about the
situation?
- How are you handling this/these thing(s) that
trouble you?
 Observe the attitude, appearance, behaviour, thought
process and insight of the client all throughout the
interview
e. Psychosocial support systems
 Ask the client to describe his relationships with his:
- immediate family (i.e., wife and children)
- relatives (including his in-laws)
- friends
- other groups/support
f. Risk Assessment
Determine the presence of the following risk and
vulnerability factors which may affect the safety and
wellbeing of the client. Explore the factors below through the
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course of the conversation.
Guidance: Below are sample questions you may use during
the assessment. You may ask additional/other questions as
necessary.
 Depression/mental health issue
- Are you feeling down or hopeless?
- Do you feel bad about yourself or that you are a
failure and have let yourself or your family down?
- Do you have thoughts of hurting yourself or, or
that you would be better off dead?
 Drug and/or alcohol misuse/abuse
- Do you drink heavily when you are disappointed,
under pressure or have had a quarrel with
someone?
- Has a family member or close friend expressed
concern or complained about your drinking?
- Have you ever spent your rent or bill money to buy
drugs or alcohol?
- Have you had trouble getting along with your
friends because of your alcohol or drug use?
 Has ever verbalised or had suicidal ideas or tried to
commit suicide
- Have you ever tried to kill yourself or attempt
suicide?
- When did you begin having suicidal thoughts?
- Did any event (stressor) precipitate the suicidal
thoughts?
- What would it accomplish if you were to end your
life?
 Isolation
- Do you feel that you have nobody to talk to?
- Do you feel as if nobody really understands you?
- Do you feel shut out and excluded by others?
 Has access to weapons
- Do you have access to weapons of any kind?
 Has ever harmed or threatened people and/or animals
- Have you ever harmed or threatened to harm
family, friends or pets?
- Did someone do something or did something
happen that made you harm or threaten people
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and/or animals?
 Controlling behaviours
- Have you exercised complete control over another
person’s activities, for example, telling him/her
who they can friends with, determining when
he/she can see friends and family, etc.?
- Have you ever tried influencing another person’s
decisions by blackmailing them
 Unemployed
- Do you feel that you are no longer in control of
your life since you have lost your job?
- Do you feel helpless and unable to change the
circumstance you are in?
- Do you feel that you lose the status that comes
with having a job?
 History of violent behaviour
- Have you ever hit other people or damaged things
when you are angry?
- Have you ever been in a physical fight (e.g.,
punching, kicking, slapping, etc.) with another
person?
- Did someone do something or did something
happen that made you act out violently?
 Recent separation
- Has there been a recent separation or planned
separation in the near future?
- Do you have plans of working with your
wife/family towards reconciliation?
 Financial difficulties
- Have you asked someone or have you contacted a
financial service for assistance?
- When was the last time you tried looking for a job?
g. Need for short-term and long-term support
 Help the client identify the short-term and long-term
support needs.
- Short-term needs are those that can be addressed
immediately and resolved
- Long-term needs are the complex needs of the
client that can only be addressed by careful
planning and coordination with other
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support/services
h. Strengths, weaknesses, goals
Assist the client in identifying his strengths, weaknesses, and
goals. The following questions may assist the client:
 What are your personal attributes?
 What are your talents and skills?
 What are your environmental strengths (e.g., personal
relations, physical resources, opportunities, etc.)?
 What are your interests, aspirations and goals?
 What are the barriers that may have negative effect to
achieving your goals?
i. Additional information
Additional questions you may ask the client include the
following:
 What is/are the expectation(s) of the client?
 Is there any person the client does not want to see
and/or have contact with?
 Is there any information that the client does not wish to
be disclosed?
 Does the client have any special request that they would
like the service to assist them with?
 Does the client have any additional information that
they would like you to know about in order to offer them
support?
4. Review the points discussed during the interview, inform the client
that the information collected will be used to create a case
management plan, and close it by scheduling another appointment
in a week for the case conference.
Guidelines
1. To demonstrate your completion of this activity, the intake interview
must be recorded. Save the recorded video using the filename:
[Last Name, First Name]_Subject 4 – Roleplay Activity-2
For example, as seen below:
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Smith, John_Subject 4 –
Roleplay Activity-2.avi
2. Your video submission must not be longer than forty-five (45)
minutes in length. Any submission longer than forty-five (45)
minutes will be considered not satisfactory.
3. There is no specific script to be followed in the roleplay activity.
However, you must be able to demonstrate all steps outlined above.
Moreover, your submission will be assessed against the checklist
provided below.
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Part 1: Task 3 – Roleplay Activity: Assessment Interview
Assessor’s Checklist
(For the assessor’s use only)
Has the following been
demonstrated in candidate’s video
submission?
Yes No Comment
Mapping: CHCCSM005 PC3.1(p)
1. Collaborated with the client to
identify strengths, abilities and
goals
☐ ☐
Mapping: CHCCSM005 PC3.3
2. Worked with the client to
identify immediate, short and
long term needs
☐ ☐
Mapping: CHCCCS004 PC2.6
3. Assessed potential risk factors
for service delivery
☐ ☐
Mapping: CHCCS004 PE2.1
4. Applied strengths-based
approach to assessment
☐ ☐
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Task 4 – Document the Outcome of the Assessment Interview
This part of the assessment will require you to document the outcome of
the assessment interview using the Assessment Form.
*Click on the icons above to open the forms
Read the instructions carefully before proceeding.
Steps to take:
1. Transcribe the information collected from the Assessment
Interview using the Assessment Form.
2. Summarise each item listed in the Assessment Checklist.
 Bullet points may be used in lieu of a narrative/essay format.
 Paraphrasing may be used to convey the general idea of what
is being said.
 Record the client’s exact words using quotations marks if
there is a need to highlight his/her statement(s).
3. Follow these guidelines in documenting the assessment interview:
 Use simple but appropriate language. Slangs may only be
used if the client’s exact words are being recorded.
 Write objectively, concisely in the active voice, and include
only necessary information.
4. Submit the completed Assessment Form and Checklist using the
following naming convention:
Filename
Assessmen
t Checklist
[Last Name, First Name]_Subject 4 – Assessment
Checklist
Assessmen
t Form [Last Name, First Name]_Subject 4 – Assessment Form
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Task 5 – Analyse Information and Prioritise Needs
1. Based on the assessment interview, do you need to arrange for an
interpreter to be able to ensure that Philip understands the service
being provided and is able to communicate his needs?
2. What are the most common situations where an interpreter is needed
to be arranged for a client?
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3. Find out about using interpreter services that are available through
your workplace or in your area by:
 Locating and printing a copy of your workplace guidelines
and/or procedures regarding the use of interpreters. Submit
the copy together with this workbook.
 Locating and printing a copy of the interpreter request form
use by your workplace. Submit the copy of the request form
together with this workbook.
 Collecting at least two (2) examples, such as brochures or
instructions describing workplace or community interpreting
services. Scan the brochures/instructions and submit it
together with this workbook.
 Identify at least two (2) links to online information that could
help.
Guidance: From the options provided, choose and accomplish one (1).
Filename of guidelines/procedures, request form or
brochures/instructions:
OR
Links to online information:
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4. Based on the intake and assessment interview, is Philip eligible for
Operation Hope’s services and programs? Provide the basis of your
answer.
5. Stratify and Analyse Risk Factors
a. Based on your assessment, what are the risk and vulnerability
factors which may affect Philip’s safety and wellbeing?
b. What is the appropriate level of risk based on the risk factors
identified? Provide a brief explanation for selecting such level of
risk.
c. List three (3) risk management strategies that are useful when
dealing with high risk situations that may affect Philip.
a. Based on your assessment, what are the risk and vulnerability
factors which may affect Philip’s safety and wellbeing?
The fact that Philip’s does not have a home can be considered as
a vulnerability factor that may raise concern about his safety
and wellbeing
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b. What is the appropriate level of risk based on the risk factors
identified? Provide a brief explanation for selecting such level of
risk.
Guidance — Select the appropriate level of risk based on the
following:
☐ At HIGH RISK of serious harm
☐ At RISK of Harm
A High Risk of serious harm
c. List three (3) risk management strategies that are useful when
dealing with high risk situations that may affect Philip.
 Provide him with a safe home
 Help him negotiate with the family
 Try to improve quitting smoking
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6. What is Operation Hope’s policy on maintaining and storing client
records in accordance with confidentiality requirements?
Ethical consideration regarding maintaining the confidential information
of the employees need to be maintained so that every data can be stored
7. What are the specialist services and other sources available within
your state/territory that could provide you with additional information
for you to be able to determine the range of issues that Philip is
experiencing?
Guidance:
 List two (2) specialist services and two (2) other sources. Other
sources may include case management organisations, regulatory
body, and peak and industry associations.
 Utilise available directories from your state/territory.
State/territory: Queensland
Specialist services:
Home care facility
Rehab facility
Other sources:
Understanding of issues
Queensland home care
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Part 2: Planning
Task 1 – Develop an Appropriate Case Management Plan
This part of the assessment will require you to develop an appropriate
case management plan for Philip using the Case Management Plan
template below.
*Click on the icons above to open the template
Read the instructions carefully before proceeding.
Steps to take:
1. Before creating the case management plan, reflect on the outcomes
of the intake and assessment interview to be able to identify and
analyse the multiple and complex needs that you need to consider
in developing the case management plan.
2. Evaluate the needs of the client based on the information gathered
during intake and assessment. Prioritise the client’s needs based
on his responses in Task 3.
3. Once the needs are identified, research and compile information on
the availability and capacity of other services that can support the
client. Keep in mind that a specialist’s input is of particular
importance to support multiple and complex needs.
4. Develop the case management plan using the template provided:
4.1 List all known persons currently contributing to the
client’s care. This includes the individual, carer/advocate, key
worker/ case manager/ coordinator, specialists (e.g., GP,
health/community providers, substitute decision maker,
family members, volunteers or friends who provide
assistance). The following must also be in the case
management plan:
 Full name of the participants involved in care
 His/her role or kind of support he/she is giving the client
 Contact details (e.g., phone, emails, etc.)
 Will the participant involved in care be included in the
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planning process?
 Will the participant involved in care be provided with a
copy of the care plan?
4.2 Provide a summary of the outcome of the assessment
interview in bullet points. This must include the identified
multiple and complex needs of the client that the plan is
meaning to address.
4.3 Complete the Support Plan:
 Under Opportunities, provide five (5) needs/concerns
that were identified during the assessment phase. List
these needs/concerns in order of priority.
 For each Opportunity, set two (2) goals that are SMART
—specific, measurable, attainable, realistic, and time
bound.
 For each goal, identify the action/s or step/s required to
achieve them, specify the responsible person/s, and the
expected outcome/s.
Guidance: Identify action/s or step/s that build on
the client’s strengths, and also include referral
options.
 Specify the date set for the completion of each action/s
or step/s.
5. Consider the following when developing the case management
plan:
 All available services are explored and the most appropriate
ones are included in the plan.
 Ensure that the responsible person/s’ and/or service/s’
experience and capability matches the support needed by the
client.
 Ensure that the service providers you have identified are
accessible to the client and to you, as the client’s case
manager.
Guidance: You may reference real-life service providers
that are available within your area in your case
management plan.
 Use an inclusive approach when developing the plan.
6. Complete the rest of the sections on the template except for the
following:
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 Consent checklist
 Target review date
 Service User (client) agreement
 Signature of client, case manager, and service providers
7. Submit the partially completed Case Management Plan using the
following naming convention:
Filename
Case
Manageme
nt Plan
[Last Name, First Name]_Subject 4 – CMPlan-
Partial
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Task 2 – Collaborate with Client and Key Stakeholders
Before closing the assessment interview,
you informed Philip about the next steps—
that a case management plan will be
developed, and that a case conference and
meeting will be held. You explained to him
that in order for you to work with him better
and provide him with new opportunities, it is
best to work with other people who may be
able to provide him with additional and specialist support. You noticed
that he seemed wary about this new information.
You: Before I can start preparing for the case conference and meeting,
I need to make sure that it is okay with you that we will be speaking
with other people and service providers. May I know your thoughts on
this?
Philip: I am okay with the meeting. You said that we will be speaking
with other people that I might need to have contact with. Will you also
be inviting my wife?
You: Ideally, we should invite everyone who may be able to help and
assist you. Do you want me to arrange for your wife’s attendance in the
meeting?
Philip: Can we not invite her for now? Can we invite her when I’m all
sober and fixed?
You: Yes, we certainly could do that. I’ll take note of that. Is there
anything else you want to ask or tell me?
Philip: What are we supposed to talk about in the meeting?
You: In a case conference, we might talk about anything, including
those things that might be stopping you from doing what you need to
do, like transport or looking for work, or troubles with family.
Philip: Should I attend the meeting?
You: Yes. I recommend for you to be there.
Philip: Okay. If ideas will be shared, what about my privacy and how
will you keep things confidential?
You: Before we start the meeting, everyone in attendance will have to
agree to maintain confidentiality and not disclose any information
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shared in the conference with insignificant others.
Philip: Okay, I understand.
You: Thank you, Philip. I will inform you and the others of the exact
date, time and venue of the case conference and meeting.
Roleplay Activity: Facilitate a Case Conference and Meeting
This part of the assessment is a Roleplay Activity.
This activity will require you to develop the Agenda and prepare for the
meeting. You are also responsible for facilitating the meeting and making
sure that the meeting remains focused.
To complete this part of the assessment, you will need access to:
1. Three (3) volunteers
 Two (2) volunteers to play the role of the personnel from
other services you are wanting to provide assistance to your
client
Guidance: You are to assign what services the 2 volunteers
will represent. For example, you will be the person
responsible for counselling, one of the volunteers will
represent the drug/alcohol rehabilitation agency and the
other will be providing support for housing.
 One (1) volunteer to play the role of Philip
2. Video camera or a mobile phone with video and audio recording
capabilities
3. Enough copies of the case plan that you have developed—one for
each participant in the meeting
4. Forms and templates
 Consent Form – Case Conference
 Confidentiality Agreement
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 Meeting Agenda
 Meeting Minutes
*Click on the icons above to open the forms/templates
Read the instructions carefully before proceeding.
Steps to take:
1. Prepare for the case conference and meeting by:
a. Gathering the following documents needed for the case
conference and meeting:
 Developed case management plan
 Consent form for the case conference
 Confidentiality agreement form
 Meeting agenda
 Meeting minutes
b. Creating the meeting agenda. Use the Meeting Agenda and
provide the following details:
 Description of the meeting
 Date and time start/finish
 Venue
 Attendees
 Agenda item, who is assigned to discuss it, how long
should it be tackled, and time start/finish for each
c. Explaining what should transpire in the case conference and
meeting with all the volunteers.
2. Proceed with the case conference and meeting. During the first
part of the meeting, you must be able to:
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a. Initiate a round of introductions and provide the
purpose/aims of the meeting.
b. Clarify the allotted time for the meeting, and state that you
will be facilitating and taking the minutes. Ensure all the
attendees that a copy of the minutes will be sent to all
relevant service providers involved in the case.
c. Obtain the client’s consent for the meeting by providing a
recap of the process, purpose, expected outcomes, level of
input required, and the likely tone and context of the
meeting. Ask the client to fill out the Consent Form
afterwards.
d. Present the Confidentiality Agreement to all in attendance.
Everyone must date and sign it, including you and the client.
e. Distribute the Agenda and the client’s Case Management
Plan (from Task 1).
3. Discuss the Agenda and outline the case history with the help of
the client. Prompt him/her to provide additional information as
necessary.
4. Facilitate the meeting proper. Restate that the main objective of
the meeting is to discuss how everyone in attendance will work
together, supply support to assist the client, and make an
agreement to monitor the client’s progress toward achieving the
set outcomes.
If the discussion focus shifts from the main objective of the
meeting, your role as facilitator is to remind the group of the
current task in hand and the required outcome.
5. Cover the following during the meeting:
 Roles, responsibilities and boundaries of workers/ service
providers/ organisations are defined
 Needs, rights and responsibilities of the client, client’s family
(if applicable), community, and service providers are
identified and agreed upon
 Processes of coordinated/integrated service delivery and
service provision requirements are explained
 Case management plan is reviewed with the service providers:
 Prioritised needs of the client are communicated to all
service providers
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 Realistic targets for change or action for client are set
 Barriers to attaining outcomes are identified
 Collaborative working arrangements and requirements are
determined:
 Service duplication must be identified
 If duplication is identified, steps on how to manage
these must be outlined
 If there are case management plan issues that cannot
be met by the services present, it should be identified
which services are to be contacted and who will
undertake this role
 Procedure on how to coordinate must be explained to
the client to minimise stress and confusion
6. Ask the client to give feedback on the assessment, on the identified
recommendations, and the emerging case management plan.
7. Identify the case meeting outcomes by clarifying the
responsibilities and timeframes for the client and the service
providers. The process for monitoring and reviewing outcomes
must also be established. Ensure that these are recorded and
agreed upon by everyone in attendance.
8. Summarise all points discussed in the meeting. Encourage the
client to raise questions that he may have about accessing the
services. Remind him that he may recommend options that he
thinks will work for him other than those identified.
9. Close the meeting by informing all attendees that the minutes and
copy of the revised case management plan will be sent via email.
Method of communication and schedule of future meetings must be
noted and recorded, as well.
10. Complete the following documentation:
 Meeting Minutes
 Case Management Plan – revise the plan according to
recommendations from the case conference and meeting, and
complete the following sections:
 Consent Checklist
 Participants Involved in the Care – include case
conference and meeting attendees
 Signatures of client, case manager and service
providers
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Guidelines
1. To demonstrate your completion of this activity, the intake
interview must be recorded. Save the recorded video using the
filename:
[Last Name, First Name]_Subject 4 – Roleplay Activity-3
For example, as seen below:
Smith, John_Subject 4 –
Roleplay Activity-3.avi
2. Your video submission must not be longer than forty-five (45)
minutes in length. Any submission longer than forty-five (45)
minutes will be considered not satisfactory.
3. There is no specific script to be followed in the roleplay activity.
However, you must be able to demonstrate all steps outlined
above. Moreover, your submission will be assessed against the
checklist provided below.
4. Submit the following completed forms and templates together
with the video using the following naming convention:
Filename
Case
Management
Plan (revised)
[Last Name, First Name]_Subject 4 – CMPlan-
Revised
Consent Form –
Case Conference
[Last Name, First Name]_Subject 4 –
Consent_Conference
Confidentiality
Agreement
[Last Name, First Name]_Subject 4 –
Confidentiality Agreement
Meeting Agenda [Last Name, First Name]_Subject 4 – Meeting
Agenda
Meeting Minutes [Last Name, First Name]_Subject 4 – Meeting
Minutes
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Part 2: Task 2 – Roleplay Activity: Assessment Interview
Assessor’s Checklist
(For the assessor’s use only)
Has the following been
demonstrated in candidate’s video
submission?
Yes No Comment
Mapping: CHCCSM004 PC2.7(p)
1. Facilitated case conference and
meeting to coordinate
responsibilities and roles
☐ ☐
Mapping: CHCCSM004 PC3.1
2. Facilitated communication
between service providers to
identify and manage service
duplication
☐ ☐
Mapping: CHCCSM005 PC2.2
3. Identified and agreed on client
and worker roles,
responsibilities, boundaries and
processes of service deliver
☐ ☐
Mapping: CHCCSM005 PC2.3
4. Determined and agreed on
organisation, family and
community needs,
responsibilities and rights
☐ ☐
Mapping: CHCCSM005 PC3.7
5. Assisted clients to achieve
realistic targets for change or
action and to take personal
responsibility
☐ ☐
Mapping: CHCCSM004 PC2.8
6. Worked with other services to
minimise client confusion and
concerns in a coordinated
manner
☐ ☐
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Mapping: CHCCSM004 PC2.6
7. Worked with the client to
prioritise needs and
communicate these with service
providers
☐ ☐
Mapping: CHCCSM004 PC2.5
8. Worked with the client and
other services to identify
barriers to attaining outcomes
☐ ☐
Mapping: CHCCCS004 PC2.1
9. Worked within scope of own
role and seek assistance from
colleagues and experts as
required
☐ ☐
Mapping: CHCCCS004 PC5.1, CHCCSM004
PC3.3
10.Sought feedback about
assessment processes from the
person and other networks
☐ ☐
Mapping: CHCCSM004 PC1.1
11.Worked with the client and
other services to determine the
service provision requirements
☐ ☐
Mapping: CHCCSM004 PC1.2
12.Negotiated collaborative
working arrangements for all
services involved
☐ ☐
Mapping: CHCCSM004 PC1.4
13.Worked with the services to
agree coordination
requirements and boundaries
☐ ☐
Mapping: CHCCCS004 PC3.3
14.Provided the person with
service information and support
their decision making process
☐ ☐
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Mapping: CHCCCS004 PC3.4
15.Encouraged the person to
advocate on their own behalf to
access services
☐ ☐
Mapping: CHCCSM004 PC3.2, CHCCSM005
PC3.4
16.Worked with the client and
services to monitor progress
toward outcomes
☐ ☐
Mapping: CHCCCS004 PC5.3(p)
17.Routinely sought feedback ☐ ☐
Mapping CHCCCS004 PC3.1(p)
18.Considered service delivery and
referral options
☐ ☐
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Part 3: Monitoring and Review
A week after the case conference and meeting, you scheduled to meet up
with Philip to review his progress. Prior to the meeting, you rang the
drug/alcohol rehabilitation centre to check how Philip’s doing. The
coordinator informed you that Philip showed up for the scheduled
assessment and was able to talk to one of the centre’s counsellors. Philip
informed the counsellor that he read about Ozcare, also a recovery
centre, in a newspaper and is interested to transfer to their program.
On the day of the meeting, you observed that Philip is now cleanly
shaven and is wearing a clean set of clothes.
You: Hi, Philip. Thank you for coming in today.
Philip: No worries. What are we going to talk about today?
You: We are going to review your case plan and progress. Before we
start, I’d like to know how you’re doing and how’s it been since last
week.
Philip: I think I’m much better now. The emergency accommodation
provides showers and hot meals. They also gave me new clothes.
You: That’s wonderful. How do you feel about that?
Philip: The place is great and the people are really helpful but the
rehab centre is quite far from the shelter. I still have to take a bus and I
am saving some money from my Centrelink payments. I actually have
some money in the bank now.
You: I see. I phoned the rehab centre and the coordinator said that you
were able to complete the assessment and interview with the
counsellor. How was the interview?
Philip: It was okay, the counsellor was nice. I told him about Ozcare. I
said I saw it in the newspaper the other day and it’s much closer and I
don’t have to take the bus. She said I can suggest it to you and see
what you think.
You: All good, Philip. I’ll look into Ozcare and see if you are eligible to
transfer to their program. You said earlier that you are saving up some
money from your Centrelink payment. Is that correct?
Philip: Ah, yes. I actually want to look for work but I really don’t know
where to start.
You: That’s okay, Philip. We can also help you with that. We can help
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you start by developing an employment plan and mapping out your
employment history. We will schedule another time for us to work on
your employment plan.
Philip: I’m okay with that. Thank you.
Task 1 – Review of Care Plan
This part of the assessment will require you to review the care plan and
the client’s progress, and plan the next steps using the Review of Care
Plan form.
*Click on the icons above to open the forms
Read the instructions carefully before proceeding.
Steps to take:
1. Complete the Review of Care Plan based on the meeting with
Philip. Refer to the revised case management plan for the identified
opportunities and goals.
2. Document the Progress of each opportunity and goal, and note:
 whether the goals are being achieved
 whether they are being achieved in the timelines
 whether there are any barriers to implementation
 whether there is a failure to achieve the goals
 whether the client is satisfied with the service/s received
 what needs to be changed to meet the client’s situation (e.g.,
the goals themselves, or the steps to meet those goals).
Guidance: Refer to the conversation provided in the scenario
for the details of the Philip’s progress.
3. Include who the source of information is (e.g., client – Philip,
service coordinator of [name of service provider], counsellor from
[name of service provider, etc.) in the review plan.
4. Determine the adjustments to be made or the next steps to take to
be able to overcome any barriers identified or the needs that have
changed over time. Provide the rationale for identifying these next
steps/actions to take.
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5. Submit the completed review of care plan using the following
naming convention:
Filename
Review of
Care Plan [Last Name, First Name]_Subject 4 – Review_Care Plan
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Task 2 – Communicate the Outcomes of the Review
You are tasked to send an email to the following parties to inform them of
the proposed changes arising from the case review:
 Coordinator and counsellor of the rehab facility Philip is
currently attending
 Employment counsellor of Operation Hope
Your emails must contain the outcomes of the review of the care plan
that are relevant to their respective responsibilities. You must provide
them with the details and the reason behind the proposed changes
arising from the review. The next steps/actions identified during the
short meeting with the client must be outlined, and clearly but concisely
explained to all the parties involved in the care of the client.
Guidelines
1. Draft two (2) separate emails—one for the coordinator and
counsellor of the rehab facility, and another for Operation Hope’s
employment counsellor.
2. The email for the coordinator and counsellor of the rehab facility
Philip is currently attending must provide them information about
the changes brought about by the review and the wishes of Philip
to transfer to another facility’s program.
3. The email for the employment counsellor of Operation Hope must
include the referral and the basis of your recommendation.
4. Write the draft on the templates provided below.
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To:
(include name/s
and email
address/es)
Subject:
(write an
appropriate
subject)
Message:
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To:
(include name/s
and email
address/es)
Subject:
(write an
appropriate
subject)
Message:
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Part 4: Case Closure and Exit
Philip was able to transfer to Ozcare’s live-in detox program and after a
week, he dropped by your office to inform you that he will be exiting
Operation Hope’s program. He said that he needs more than a week to
fully recover from his alcohol dependency and that Ozcare offered a
structured program that will help him be free of alcohol. Philip told you
that he is very grateful for all the help and that he was satisfied with how
you assisted him and coordinated his care.
You started preparing for the case closure and Philip’s exit by reviewing
his case and the service’s exit policy and procedure.
(Click on the icon above to open Operation Hope’s policies and procedures)
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Task 1 – Case Closure and Summary
You are required to complete the Case Closure Summary and Exit
form in accordance with Operation Hope’s policies and procedures.
*Click on the icons above to open the forms
Read the instructions carefully before proceeding.
Steps to take:
1. Complete the Case Closure and Exit form based on the scenario
above. Refer to the Client Exit Policy for further guidance.
2. Summarise the services rendered to the client and reason/s why
the case is being closed. Comment on the progress made toward
goals in the case management plan. Where necessary, include
provisions for continued services listing agencies and contact
persons.
3. In the Transfer, Discharge, or Follow up Plans, include the
following information:
 Additional support that should be provided to the client prior
transfer and discharge
 How the client can access your service again should the need
arise
 Procedures for exit documentation, file closure and secure
archiving
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Task 2 – Reflective Journal
For this assessment, you will be required to reflect on your learning
experience and your performance in completing all the previous tasks.
Guidelines:
1. Reflection Guides are provided to assist you in providing the
relevant information required for this activity.
2. You must always provide complete responses, where required. If
the guide asks you to list at least two (2) examples, then you must
list two (2) or more, and not less than.
3. Your responses must always be based on your experience during
the completion of the case study. The reflective journal shall be the
last task you will accomplish in this workbook.
Journal Entry Date:
Reflection Guide
1. Reflect on your own performance as the case manager of Philip. How did
you fare as a case manager and coordinator? Do you think you were able
to provide effective case management to Philip? What aspects of his case
management could be improved? What strategies (at least three) will you
use to become a more effective and efficient case manager? (Write your
reflection in not less than 200 words)
2. In not less than 100 words, describe how you integrated appropriate
cultural considerations into all aspects of the planning phase?
3. In not less than 100 words, discuss how you provided the standard of
care that is reasonable and consistent with duty of care responsibilities?
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1.
2.
3.
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Case Study 2 – Thuy and Paloma
SCENARIO 1 - Thuy
Thuy is a 42-year old man from a
Vietnamese background. He is a single
father with a teenage son, whom he has
raised after his wife passed away five years
ago. Thuy also lives with his ageing parents
whom he also supports. He has two other
siblings who have moved to the city because
of work opportunities so he was left to take
care of their parents on his own.
Thuy dropped out of high school because he was bullied by his peers. He
tried to learn the English language but the other students said that he
sounds funny when he speaks in English. Thuy developed a low self-
esteem and decided not to return to school and stay at home. Thuy had
several part time jobs that did not last for long as he had trouble
understanding his co-workers and the company clients.
Thuy’s last job was on a construction site. He had an accident where he
fell from a scaffold and sustained injuries and a broken hip. He is now
unable to leave the house and apply for a new job. A few weeks after his
accident, his father became ill and now requires ongoing medication.
Thuy started to feel upset and worthless. There were days when he would
not talk with anyone in his family. He felt angry at times and would
blame himself for the accident. At one point, he tried to cut his wrist with
a sharp object but his son caught him and stopped him.
Thuy was referred to your service (Operation Hope), a month after his
accident, by one of his neighbours. His son feared for his father’s life and
the family did not know what to do with Thuy.
Thuy has limited responses during the assessment interview whilst you
are trying to collect data. He nodded when you asked him if he could
understand English. He was able to answer questions relating to his
name, age, and where he lives.
When you asked him about his injury, he gives you a blank stare then
looks at his son as if asking for help. You ask him more questions and he
does not respond.
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Task 1a – Analyse Information and Identify Needs
1. Based on the scenario, do you need to arrange for an interpreter for
Thuy to ensure that he understands the service being provided and is
able to communicate his needs? Explain your reason.
2. Supposing that an assessment interview has been conducted for Thuy,
identify two (2) needs that he needs to communicate.
a.
b.
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3. List two (2) ways on how you can identify Thuy’s spoken language.
Guidance: For this assessment, you are only informed that Thuy’s family
came from Vietnam.
a.
b.
You informed Thuy that you will be arranging an interpreter for him in
order to proceed with his assessment interview. Thuy shook his head and
you repeated that instruction about arranging an interpreter. He shook
his head and waved his hand. You reckoned that he understood the word
‘interpreter’ but he refused to have one.
4. Explain the action you should do when a client refuses to use an
interpreter.
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After seeking assistance from one of your multi-lingual staff, Thuy had
agreed to have an interpreter. He preferred to have a female interpreter
who speaks Vietnamese as he thinks that they understand better.
He also asked if his son could be present with him during the assessment
interview so that he could help him understand the discussion.
5. Refer to the schedule of fees from the Translating and Interpreter
Service:
http://www.pirsws.com.au/wp-content/uploads/2016/05/TIS-
Services-charges-FY2013-14.pdf
How much would the interpreting service for Thuy cost?
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Task 2a – Interpreter Arrangement
For this assessment, you will be booking an interpreter for Thuy.
Complete the booking form below.
*Click on the icons above to open the forms
Read the instructions carefully before proceeding.
Steps to take:
1. Complete the Interpreter Booking form based on the scenario
above.
2. In the Type of job booking, specify what type of interpreter service
you require for the client/s (i.e. on-site, phone interpreting)
3. Complete the Appointment Details using your nominated date and
time.
Guidance: For this assessment, on-site interpreting services requires a
minimum booking period of 90 minutes, and phone interpreting, is 30
minutes.
4. Submit the completed booking for using the following naming
convention:
Filename
Interpreter
Booking
[Last Name, First Name]_Subject 4 –
Interpreter_[Client Name]
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SCENARIO 2
Paloma, a 16-year old teenager, is from a
refugee family from Iraq. Since she was two,
she and her family have been moving from
cities in Iraq to escape the violence and
armed conflict. She was sexually abused at
seven years old by some soldiers, while her
parents were tortured. Because of these
experiences, Paloma’s parents decided that
they needed to move out of the country. She was 14 years old when they
came to Australia.
Paloma seems like a happy teenager, shy at first but easy to talk with
when she’s comfortable with the people she is with. As her family live in
a rural town among other refugees, Paloma has very little knowledge of
the English language but she is determined to learn more.
One day, Paloma went to the city with a group of teenage friends. They
met with other Australian teenagers who told them that they will teach
them English if they hangout with them. From then on, Paloma and some
of her friends visited the city often to spend time with their new friends.
Her parents became worried when Paloma started to become defiant and
talk back to them which was very uncharacteristic of her. Sometimes, she
would come home drunk at late hours of the night. Her father confronted
her one time about this behaviour – she yelled at her father and stormed
out of the house. She came home three days later. One of her friends told
her parents that Paloma has been going out with different teenage boys
from the city, and some of them they did not know.
Paloma was brought to the hospital a few days ago because she
overdosed herself with pills. The doctor reported that Paloma is two
weeks pregnant. She has regained consciousness after some medical
treatment and the doctor suggested that she needs to seek help. She was
then referred to your service.
At the assessment interview, Paloma speaks the same Arabic phrase as a
response to your questions.
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Task 1b – Analyse Information and Identify Needs
1. Based on the scenario, do you need to arrange for an interpreter for
Paloma? Explain your reason.
2. Supposing that an assessment interview has been conducted for
Paloma, identify two (2) needs that she needs to communicate.
Mapping: CHCCSM004 PC2.4(p)
a.
b.
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You informed Paloma that you will be arranging an interpreter for her in
order to proceed with her assessment interview. You wanted to collect
information on what has been going on with Paloma since she started
hanging out with the Australian teenagers.
With the help of a staff who can speak Arabic, you ask the client if it’s
alright for her to meet with the interpreter. She seemed hesitant and
shook her head, and asked for her mother to speak in her behalf instead.
You asked again if it would be okay to speak with an offsite interpreter
and she nodded in agreement.
3. Explain one possible reason when a client refuses to meet an
interpreter.
4. Refer to the schedule of fees from the Translating and Interpreter
Service:
http://www.pirsws.com.au/wp-content/uploads/2016/05/TIS-
Services-charges-FY2013-14.pdf
How much would the standard interpreting service for Paloma
cost?
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Task 2b – Interpreter Arrangements
For this assessment, you will be booking an interpreter for Paloma.
Complete the booking form below.
*Click on the icons above to open the forms
Read the instructions carefully before proceeding.
Steps to take:
1. Complete the Interpreter Booking form based on the scenario
above.
2. In the Type of job booking, specify what type of interpreter service
you require for the client/s (i.e. on-site, phone interpreting)
3. Complete the Appointment Details using your nominated date and
time.
Guidance: For this assessment, on-site interpreting services requires a
minimum booking period of 90 minutes, and phone interpreting, is 30
minutes.
4. Submit the completed booking for using the following naming
convention:
Filename
Interpreter
Booking
[Last Name, First Name]_Subject 4 –
Interpreter_[Client Name]
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WORKBOOK CHECKLIST
When you have completed this assessing the assessment workbook,
review the candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Case Study
Part 1: Assessment
Task 1 – Case study questions
Task 2 – Roleplay activity: Intake Interview
Task 3 – Roleplay activity: Assessment Interview
Task 4 – Document the outcome of the assessment
interview
Task 5 – Analyse information and prioritise needs
Part 2: Planning
Task 1 – Develop an appropriate case management
plan
Task 2 – Roleplay activity: Facilitate a case
conference and meeting
Part 3: Monitoring and Review
Task 1 – Review of care plan
Task 2 – Communicate the outcomes of the review
Part 4: Case Closure and Exit
Task 1 – Case closure and summary
Task 2 – Reflective journal
Case Study 2
Task 1a and b – Case study questions
Task 2a and b – Interpreter arrangements
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IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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