Case Management Part 1: Working with Clients - Knowledge Assessment

This knowledge assessment covers the unit of competency CHCCSM005, CHCCCS004, and CHCCSM004 from CHC52015 Diploma of Community Services. It includes the basic principles of assessing nationally recognised training, the dimensions of competency, and reasonable adjustment.

CHC52015 Diploma of
Community Services
Specialising in Case Management
Case Management Part 1:
Working with Clients
(Knowledge Assessment)
V1.1 Produced 28November 2017
Copyright © 2014Compliant 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
Assessment Workbook 4A

prior written permission of
Compliant Learning Resources
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Version control & document history
Date Summary of modifications made Version
10 January
2017
Version 1 final produced following
assessment validation. 1.0
28
November
2017
Updated Question 12 B to consider
legislation in Queensland 1.1
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TABLE OF CONTENTS
This is an interactive table of contents if you are viewing this document
in Acrobat clicking on a heading will transfer you to that page. If you
have this document open in Word you will need to hold down the Control
key while clicking for this to work.
TABLE OF CONTENTS...........................................................................3
INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING........................................................................................... 5
THE DIMENSIONS OF COMPETENCY.......................................................6
REASONABLE ADJUSTMENT..................................................................7
THE UNIT OF COMPETENCY..................................................................9
CONTEXT FOR ASSESSMENT...............................................................10
ASSESSMENT REQUIREMENTS.............................................................10
ASSESSMENT METHODS.....................................................................11
Theory Workbooks....................................................................................................... 11
Skills Workbook........................................................................................................... 11
RESOURCES REQUIRED FOR ASSESSMENT............................................12
ASSESSMENT WORKBOOK COVER SHEET..............................................13
KNOWLEDGE ASSESSMENT.................................................................14
WORKBOOK CHECKLIST.....................................................................57
FEEDBACK........................................................................................ 58
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
These questions are all in a short answer format. The longer questions
requiring creative thought processes are covered in the case studies
assessment. You must answer all questions using your own words.
However you may reference your learner guide, and other relevant
resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a
workplace. Ideally, you should be able to answer these questions based
on the processes that are currently in place in your workplace. 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
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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 conducting assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
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.
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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
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.
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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
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
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 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.
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
Written questions X X X
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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 4A.
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:
Practical Assessment – a set of tasks or activities completed according to
set instructions and guidelines to meet the requirements of the relevant
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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
The student to provide:
 Computer with:
o Internet access through Google Chrome or other internet
browsers
o MS Word or equivalent applications
o 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.

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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 4A
TITLE:
Case Management Part 1: Working with
Clients
(Knowledge Assessment)
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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KNOWLEDGE ASSESSMENT
1. Match the following description to the correctmodels of case
management by writing the corresponding letters on the spaces
provided:
a. A very brief approach to case management in which case workers
attempt to help clients identify their needs and broker support
services.
b. Utilises the commonly accepted functions of case management and
is characterised by a closer involvement between case manager
and client.
c. Assumes a comprehensive role for a team of case managers by
providing services such as skills-building, family consultations, and
crisis intervention.
d. Provides outreach and direct counselling services with a smaller
caseload and without a team approach.
e. Combines case management and clinical or rehabilitation activities.
f. Focuses on client’s strengths, self-direction, and the use of informal
help networks.
E Assertive community treatment case management
A Brokerage case management
B Clinical case management
F Generalist case management
C Intensive case management
D Strengths-based case management
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2. Briefly explain the Case Management Approach diagram shown below.
The case management approach is central to 5 functions. These include
the client centred, which provides an analysis of the clients, and the
manner in which they can continue to grow in the organisation. For this
evidence can be provided, which can be holistic and inclusive of any
client based approaches. The strength based approach can help in the
identification of the activities of the client
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3. Match the following description to the correctapproaches to service
delivery by writing the corresponding letters on the spaces provided:
a. An approach in which the individual is at the centre of the decision
making processes and is supported to exercise greater choice and
control over their services, how they are delivered and by whom.
b. An approach to providing support and resources to individuals that
focuses on identifying and building their assets and skills, to help
them create the needed change. Clients will achieve much more of
they are assisted to identify, recognise and use the strengths they
have identified.
c. Invests individuals as ‘rights-holders’, creates an avenue for their
voices to be heard, and enables them to be empowered.
d. This approach is based on the basic understanding that clients are
the leaders of self-change for their lives. Workers need to believe
that the client has within them, the capacity of knowing what they
need to do to resolve their own issues. The worker is to provide a
non-judgemental environment using a non-directive approach. This
will enable clients to find their own solutions to problems.
D Needs-based
A Person-centred
C Rights-based
B Strength-based
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4. Illustrate the requirements of evidence based practice using a Venn
diagram.
Guidance: Click on this resourceto read more about Venn diagrams.
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5. Briefly explain the application of each contemporary behaviour change
models and provide two (2) examples of generalinterventions used in
case management.
Behaviour
Change Model Application Interventions
Trans theoretical
Model
Helps in maintaining
changes within an
organisation
Maintain determination
Maintain contemplation
Relapse
Prevention
Model
Helps in preventing
individuals from going
back to drinking alcohol
Maintain an alcohol
treatment
Ensure that the treatment
continues its growth
Ecological
Approaches
Helps in maintaining
the dynamics of change
in the ecological
balance
Deals with study of complex
systems
Influences environment
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6. Which three (3) statements below are true about the scope and
purpose of the Case Management Standards of Practice (Australia)?
 Standards of practice are designed to enhance case management
practice.
 Standards of practice are intended to detract from any
responsibilities which may be imposed by law or regulation.

Standards of practice provide a basis for quality guarantee,
expectations and accountability for clients, employers and other
professionals.
Standards of practice reinforce current practices and are
designed to provided objectives and guidelines to assist the case
manager in competently practicing case management.
7. Briefly describe the following types of assessment and their use in
different contexts.
a. Generic assessment
b. Intake assessment
c. Social assessment
d. Social history report
e. Risk assessment
f. Biopsychosocial assessment
a. Generic assessment
Helps in identifying the behaviours and application of containment
and language framework in an organisation
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b. Intake assessment
Helps in gathering information from the clients by encouraging the
engagement and retention services
c. Social assessment
It helps in understanding the social effects and infrastructure for
development intervention
d. Social history report
Focuses on the social aspects of the clients that require analysis of
situations
e. Risk assessment
Helps in identification of hazards so that proper precautions can
be taken to identify its importance
f. Biopsychosocial assessment
Emphasis on the systematic view of the individuals that act as an
integration
8. Explain the role and responsibilities of the following who may be
involved in the assessment process:
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a. Case manager
b. Client
c. Key Stakeholders
d. Agency
Guidance: Provide at least two (2) responsibilities for each.
a. Case manager
Helps in maintaining the social process
Analyses the application of the community services
b. Client
Develops self motivation
Provides good quality jobs
c. Key stakeholders
Identifies growth opportunities
Invest in the business
d. Agency
Provides for infrastructure
Ensures that application of the management is made clearly
9. Which three (3) statements below are true about the impact of the
setting to the assessment process?
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 It is important to establish and maintain rapport throughout the
assessment to help the client feel comfortable and receptive to
assessment.
 It is not appropriate to conduct and complete the assessment in a
client’s home as this may inconvenience the case manager and
make him/her uncomfortable with the unfamiliar environment.
 Maintain client’s focus and take care that the interview remains on
track to obtain the necessary information by minimising outside
distraction and noise.
The assessment must be conducted in a comfortable room that is
private to ensure that confidentiality can be maintained and that
others cannot hear the conversation.
10. Answer the following questions:
a. What are the functions of assessment tools?
b. List three (3) examples of assessment tools.
c. What are the validity and reliability requirements of assessment
tools?
a. Functions of assessment tools
Help in motivation and provide training to the students so that they
can understand the course materials. It can be used a key
component in learning
b. Examples of assessment tools
Formative assessment
Summative assessment
Comparison assessment
c. Validity and reliability requirements
Measurements of individuals that help in understanding the
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manner in which reliable information can be provided for the
purpose of conducting an educational scenario
11. Briefly describe the following methods of collecting information:
a. Self-reports
b. Informant reports
c. Health records
a. Self-reports
Collection of reports based on self research
b. Informant reports
Formulation reports based on information received from other
sources
c. Health records
Maintaining health records of the people involved in the community
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12. Mandatory reporting requirements and format related to
community services:
a. Complete the table below about the mandatory reporting
requirements when working with children in your state/territory
b. Provide a photo or a screenshot of a reporting template used in
community services. If the screenshot of the template is taken
online, specify the link on the space provided.If there is no
reporting template used in your State/Territory, provide the
URL of the relevant Child Protection website that provides
instructions on how to report child abuse in your State/Territory.
State/Territory: Queensland
 Legislation: Community Services Act 2007
Who is mandated to
report?
What must be
reported?
Abuse and
neglect types
which must be
reported
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The Government Any breach of ethical
conduct in the community
service
Sexual abuse,
racial
discrimination,
neglect of
financial status
need to be
reported
Reporting template used in your state/territory
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Link:
https://www.communities.qld.gov.au/about-us/our-organisation/legislatio
n
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13. Briefly explain the following legal and ethical considerations that
must guide the case manager’s assessment practice:
a. Confidentiality
b. Disclosure
c. Duty of care
d. Informed consent
e. Privacy
a. Confidentiality Privacy of information about a client and the
information provided
b. Disclosure The form contains ethical researches such as
identifying the manner in which informed
consent can be gained
c. Duty of care Provides an analysis of the health issues that are
suffered by an individual
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d. Informed consent Gains legality to perform tasks that are normally
restricted
e. Privacy Ensures privacy of life and information are
maintained
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14. Identify two (2) risks of harm and your responsibilities relating to
duty care as a case manager for:
a. Children and young people
b. People with a disability
c. People experiencing domestic violence
d. A situation of elder abuse
e. Someone contemplating suicide
a. Children and young people
Risks of harm Responsibilities
Easily manipulated To take extra precautions for their
protection
Can suffer from long time diseases
b. People with a disability
Risks of harm Responsibilities
May have difficult to adjust to the
surroundings
Ensure that these people are kept
with one another for protection
Can be bullied
c. People experiencing domestic violence
Risks of harm Responsibilities
Irritable neighbours Provide them with couples
counselling
May get divorced
d. A situation of elder abuse
Risks of harm Responsibilities
Pre mature death Help them with their works
Feeling of frustration
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e. Someone contemplating suicide
Risks of harm Responsibilities
Death Counselling
Frustration fro family members
15. Answer the questions below:
a. Define family structure and family dynamics.
b. List and describe two (2) types of communication patterns followed
by families.
c. Describe the three (3) types of decision-making processes utilised
by families.
a. Family structure refers to the number of people that are within a
family whereas a family dynamics refers to the depth that a family
has within oneself
b. Direct communication via face to face
Communication via phone
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c. Hierarchical decision making
Decision by head of the family
Decision with every member
16. Complete the table below by providing the:
 brief history (if applicable)
 protocols & systems
 considerations
 special needs
of the following diverse client/population:
a. Aboriginal and/or Torres Strait Islander people
b. children and young people
c. culturally and linguistically diverse (CALD)
d. lesbian, gay, bi-sexual, transgender, intersex (LGBTI)
e. older people
f. people experiencing or at risk of homelessness
g. people with a disability
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Aboriginal and/or Torres Strait Islander people
History
Protocols & systems
Guidance: Provide at least three
(3)culturalprotocols & systems
that may apply when working
with ATSI people.
Considerations
Guidance: Provide at least three
(3) things workers need to
consider when working with this
group.
Special needs
Guidance: List any needs that
may relate specifically to the
ATSI people, i.e., support, type
of services, etc.
Many Indigenous peoples
are the holders of unique
languages, knowledge
systems and beliefs, and
possess invaluable
traditional knowledge for
the sustainable
management of natural
resources and have a
special relation to and use
of their traditional land,
waters or territories
Folk songs
Inability to dress properly
Speak in native language
Ensure that they do not
talk about the status
Maintain a gap between
the culture
Respect the people
Proper guidelines
Children and young people
History
Protocols & systems
Guidance: Provide at least three
(3) agreed protocols for
collaborative practice in child
protection.
Considerations
Guidance: Provide at least three
(3) things that workers need to
consider when working with
children and young people.
Special needs
Guidance: Provide at least three
(3).
List any needs that may related
specifically to children and
young people, i.e., support, type
of services, etc.
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**No need to fill out this column Ensure fun and games
Consider every child as
special
Ensure protection is
provided to all them
Ensure that they does not
provide them with heavy
work
Consider understanding
the basic demands
Behave normally with them
Freedom in life
Culturally and linguistically diverse (CALD)
History
Protocols & systems
Guidance: Provide at least three
(3) that may apply when
working with culturally and
linguistically diverse
individuals.
Considerations
Guidance: Provide at least three
(3) things workers need to
consider when working with
CALD individuals.
Special needs
Guidance: Provide at least three
(3).
List any needs that may related
specifically to working with
CALD clients.
They are born from
various background
people that includes
migration people
Do not mention about the
difference in culture
Ensure every protocol
related to them are
favoured
Speak normally
Provide them with legal
support
Make them feel at home
Ensure that every legal
formalities related to the
topic is maintained
Support from the
Government
Diverse situation
To be with people
speaking similar language
Lesbian, gay, bi-sexual, transgender, intersex (LGBTI)
History Protocols & systems
Guidance: Provide at least three
Considerations
Guidance: Provide at least three
Special needs
Guidance: Provide at least three
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(3) that may apply when
working with LGBT individuals.
(3) things that workers need to
consider when working with
LGBTI individuals.
(3). List any needs that may
relate specifically to working
with LGBTI clients.
Born out of sexual
preferences between
people
Do not make eye contact
Not comment about the
sexual preference
Ensure disclosure of work
Provide them with legal
rights
Not bully them
Does not provide them with
any reason to be
embarrassed
Sexual freedom
Choice of partners
Choice of life
Older people
History
Protocols & systems
Guidance: Provide one (1)
prevailing protocol in your
state/territory that responds to
the service needs of older
people.
Considerations
Guidance: Provide at least three
(3) things that workers need to
consider when working with the
elderly.
Special needs
Guidance: Provide at least three
(3). List any needs that may
relate specifically to working
with older client.
**No need to fill out this column State/territory:
Queensland
Protocol/systems: Aged
Care Act 1997
Not injure them
Do not burden them with
excessive work pressure
Respect them
Freedom to life
Support from families
Help from experienced
people
People experiencing or at risk of homelessness
History Protocols & systems
Guidance: Provide one (1)
Considerations
Guidance: Provide at least three
Special needs
Guidance: Provide at least three
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prevailing protocol in your
state/territory that responds to
the service needs of people
experiencing or at risk of
homelessness.
(3) things that workers need to
consider when working with
people experiencing or at risk of
homelessness.
(3). List any needs that may
relate specifically to working
with people experiencing or at
risk of homelessness.
**No need to fill out this column State/territory:
Queensland
Protocol/systems:
Supported
Accommodation Act, 1994
Provide them safety of
home
Ensure that they do not
feel homeless
Support them
Place to live
Good food
Place for rest
People with a disability
History
Protocols & systems
Guidance: Provide one (1)
prevailing protocol in your
state/territory that responds to
the service needs of people with
disability.
Considerations
Guidance: Provide at least three
(3) things that workers need to
consider when working with
people with a disability.
Special needs
Guidance: Provide at least three
(3). List any needs that may
relate specifically to working
with people with a disability.
**No need to fill out this column State/territory:
Queensland
Protocol/systems:
Disability Discrimination
Act 1992
Not injure them
Not provide them tough
tasks
Not talk about the
disability
Support them
Provide help to them
Respect them
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17. Briefly explain the common service requirements of community
care providers in your state/territory.
State/territory: Queensland
Common service requirements: Service requirements that are necessary
include identification of factors that can help them to understand the
basic necessities of life. At the same time taking care of the people that
are disabled or different are expected from them
18. Briefly explain the following aspects of community services:
a. Community support
b. Education and training
c. Employment
d. Financial support
e. Housing
f. Physical and mental health
g. Social inclusion
a. Community support
Helps in the development of a society
b. Education and training
Educates and trains social people

c. Employment
Provides employment to eligible people
d. Financial support
Provides financial support to people
e. Housing
Ensures no homelessness
f. Physical and mental health
Provides fitness training and counselling
g. Social inclusion
Helps in mixing with the society people
19. List three (3) examples of each of the following as they apply to
Community Services in your state/territory:
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a. Specialist services and support available
b. Networks available
c. Examples of local services and supports available in your
state/territory
a. Specialist services and support
Support to children
Support to the disabled
Support to the aged people
b. Networks
Social media
Television
Print media
c. Local services and supports
State/territory: Queensland
Examples: Government of the State
20. Funding for organisations can be accessed in a number of ways.
Briefly explain the following:
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 Commonwealth-direct funding
 Commonwealth-State Agreements
 State/Territory-direct funding
a. Commonwealth-direct funding
Provide support to social and community sector agreements
b. Commonwealth-State Agreements
Commonwealth-State Agreements provide funding and health reform
for the homelessness in Australia
c. State/Territory-direct funding
State and territories receive direct funding from the Government
21. Identify three (3) occasions when a service may need to refer a
client to another service provider.
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In case of service failures
In case of disability to solve a particular problem
In case of unavailability of personnel
22. Explain the following formal processes used in case management
for information sharing and planning?
a. Case conferences
b. Case review meetings
c. Formal briefings on client progress
a. Case conferences
Provide conferences that can be made by virtue of identifying cases
so that it can continue to work towards the development of the
society
b. Case review meetings
Review cases that are an integral part of success for a company so
that similar strategies can be formed that can aid in the
development of the company
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c. Formal briefings on client progress
Feedback about the progress of clients need to be provided so that
the high performers can be separated
23. What are the relevant documentation protocols/requirements
observed by Community Services case managers?
Legality of the client and legitimacy that they have over the claims make
need to be analysed. This can help in understanding the financial position
as well as the activities that are needed to be performed for the
management. Therefore, it can be said that community services can help
in the development of services in Queensland
24. What are the strategies used by a Community Service organisation
in monitoring and reviewing case work activities and processes.
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Case work activities need to undertake monitoring process as well as
reviewing process based on the activities and protocols that exist in the
community. It can be said that in order to continue with the development
of the case work and process, it is necessary that every system within the
community report directly to the managers in charge so that suitable
people can be placed in the community service
25. What are the rights of the client, family, community, and
organisation in the decision-making and case management process?
The rights of the client:
Right to ask questions related to the matter of work
The rights of the client’s family:
Right to understand the matters related to the benefits that can be
obtained
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The rights of the community:
Right to education and a proper social life
The rights of the organisation providing services:
Right to ask about the legality of the clients
26. What are the requirements and boundaries of a case manager’s
coordination role in the community services?
Guidance: Provide at least five (5).
Case manager need to:
Ensure proper protocol is maintained
Ensure that continuous development is initiated
Ensure that none of the services are delayed
The boundaries include:
Avoid getting in any type of relationship
Avoid interfering in personal matter
27. Every individual has their own value system which may have an
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effect on the case management process. Briefly discuss how the
individual value systems of the client and workers/key stakeholders
can impact on case management outcomes.
a. Client
Individual value system of the clients need to be based on the
management process that can help workers to continue with the
process that exists in the community services
b. Worker and key stakeholders
Worker and key stakeholders can help by contributing with the
investments and being involved with the manner in which impact
on the case can take place
28. In 150 words, summarise the principles and practices 0f planning
for individuals with complex needs.
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Planning for individuals with complex needs can be made based on the
manner in which clients can be identified. The principles and practises
related to the planning of courses can help in understanding the manner
in which principles and practises can be applied. For example, in the
case of old people, it can be said that the planning needs to be based on
the support that is needed to be provided. The complex needs that can be
maintained include finding a proper support system of the old people.
Hence, proper analysis of the practises and the needs of the old aged
people needed to be taken into consideration for planning purposes
29. In 150 words, summarise the principles and practices 0fworking
across multiple services.
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Working across multiple services can help in identifying the manner
required for the development of a community. Multiple services need to
be developed so that every service provider can understand the
requirements that exist within the society. Hence, collaboration need to
take place that can affect in understanding the needs of the clients so
that community services can take place within a span of time
30. What are the issues/concerns/barriers that may cause client
confusion when they are accessing multiple services?
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The major issues include diverse people taking with one another at the
same time. Hence, it is important to assign one individual to the clients
so that confusion can be reduced. Similarly, it can be said that in the case
of multiple services it is necessary that coordination takes place between
the members. Clients may get confused if the people do not understand
the things that are being told them. Hence, use of a common language is
needed to avoid confusion
31. What are the issues faced by clients, their family and carers when
accessing multiple services?
While accessing multiple services, clients, family and the carers may face
confusion regarding the person they had spoken to. It may be that
different services are used by each one and hence, three things that are
required may either be got in excess.
32. What are the impacts of service duplication to clients, families
and carers?
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Service duplication may cause dissatisfaction among clients as the
services rendered may be in excess. This may not provide satisfaction as
excess service of the same thing may not be required by the customers.
33. Identify and explain at least three (3) impacts of generational abuse
to individuals who have experienced this.
People may be psychologically broken
People may break down emotionally
People may commit suicide due to this
34. What are the impacts of welfare dependency to individuals?
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Welfare dependency can provide individuals with an opportunity to
continue health and safety in the community. Every organisation can
depend upon the individuals in the society to continue with the progress
that exists so that safety and security of the councils can be gained
35. What is the basic feature of multiple and complex needs affecting
client groups?
The basic features that affect the multiple and complex needs of clients
include understanding the requirements of the society so that complex
contemporary systems can take place. In the case of corresponding needs
client group can be used to understand the basic functions that can help
with understanding the basic requirements of an organisation
36. In 150 words, describe the impact of having clients with multiple
and complex needs tocommunity service organisations and service
providers?
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It is recommended that assessment or information for assessment will be
conducted or gathered over a period of time and cover the normal range
of workplace situations and settings Where, for reasons of safety, space,
or access
To equipment and resources, assessment takes place away from the
workplace, the assessment environment should represent workplace
conditions as closely as possible
37. Chris is a 24 year old male who was first diagnosed with anxiety
and depression during high school. He has been diligently visiting his
psychiatrist and attending therapy sessions ever since. But, he
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stopped seeing his psychiatrist and therapy sessions when his mother
passed away last month.
Over the past few weeks, Chris’ family and friends have noticed
increasingly bizarre behaviour. On many occasions, they’ve overheard
him whispering in an agitated voice, even though no one is nearby.
At the supermarket where Chris works, his supervisor has already
warned him that he might lose his job due to an incident with a male
customer. There were a number of that he has arrived at work
appearing to be under the influence of alcohol/drugs.
a. What are the complex issues that Chris might be experiencing?
Chris is feeling a sense of insecurity as well as complex stress that leads
him o tak drugs for survival
b. What are the potential interrelationships between the complex
issues you have identified?
Chris may be subject to drugs based on the fact that he may also be gay.
The incidents with male customers have provided evidence for such
statement. It is for this reason that Chris has been suffering of anxiety as
he is unable to come out in the open about his sexual orientation
c. In this scenario, what are the indicators of imminent self-harm or
harm to others?
Guidance: Provide five (5) for each.
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Indicators of imminent self-harm
Use of drugs
Indicators of imminent harm to others
Irrational behaviour with customers at work
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38. You have received a call from an anonymous neighbour of Leticia
Thompson. The caller did not want to give her name because she did
not want to be involved but reported being concerned about her
neighbours. The caller reported that the family’s home is just across
the road from her house.
Two nights before, the neighbour heard banging, crying, and
shouting. Last night, the caller heard Paul, Leticia’s husband, shouting
and cursing at the children, and had heard more crying. This morning,
the neighbourbumped into Leticia and noticed that she had a black
eye that was badly concealed with makeup. The caller greeted
Leticia’s two children who were with her, Amber (4 y/o) and Aaron (1
y/0), and noticed that there are bruises and welts in the children’s
arms. When the caller tried to talk to Amber and Aaron, the two hid
behind their mother and would not speak.
When you checked the Thompson’s family records, Paul had already
been charged with domestic violence in a previous relationship.
a. What are the issues that Leticia and her family might be
experiencing?
Child abuse
b. What are the potential interrelationships between the complex
issues you have identified?
Child abuse of the family is mainly based on the work of Paul. He had
been physically abusing his children and at the same time was brutal
towards Leticia. Hence, insecurity of relationships can be seen in this
case as well
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39. Philip, 36 years old, married with two children, has been working
as a delivery driver for a large food service distributor for four years.
One afternoon, Philip’s company notified him that it was laying him off
along with more than a hundred employees.
He searched aggressively for jobs in the newspaper and online but
could not secure a position. His self-esteem fell, and he became
depressed. Philip was so demoralised by the loss of his job that he
started to drink more often. The drinking became regular and so did
the fights with his wife. The fights became so physical that his wife left
him, took the children and moved in with her parents. About six
months after losing his job, Philip stopped receiving support from
Centrelink as he was not actively looking for a job. He was evicted
from the apartment because he was unable to pay the rent.
Family and friends allowed him to stay with them but his heavy
drinking and anger issues got worse, and his hosts always asked him
to leave. When Philip ran out of people to stay with, he found himself
without a place to stay for the night and started sleeping at the park.
a. What are the issues that Philip might be experiencing?
Philip is experiencing a feeling of loneliness and useless due to the loss of
job. At the same time, depression was felt mainly due to the loss of his
family. He was also homeless and had started residing at parks
b. What are the potential interrelationships between the complex
issues you have identified?
The loss of jobs caused depression which led to Phillip being aggressive
with the family. It is for this reason that Phillip lost the support of his
family and was violent against other members. This led to the drinking
problems which in turn led to him being homeless
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40. Danvir, a 9 year old boy, is often teased by his classmates because
he wears a turban and has a long hair. They call him a girl, saying he
shouldn’t go to the boy’s restroom, and threatens to cut off his hair.
Unlike other mums, his mum had sent a letter to the school to explain
their family’s faith.
Danvir and his family are Sikh, and confusion about their religion has
led to bullying in the past. Each new school year seemed to bring
Danvir more tears and frustration. Danvir has told his parents many
times that he does not want to go to school anymore because
“everybody is being mean”.
a. What are the issues that Danvir might be experiencing?
Danvir had been a victim of racial abuse mainly due to the culture that he
follows allows him to wear a turban and keep long hair
b. What are the potential interrelationships between the complex
issues you have identified?
Due to the abuse, Danvir may be emotionally and mentally broken down.
This may lead to his depression and in turn can lead to him committing
suicide
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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:
Written Questions
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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