CHC33015 Certificate III in Individual Support Assessment Workbook 5

Assessment Workbook 5 for CHC33015 Certificate III in Individual Support covering Support relationships with carers and families and Provide home and community support services. Includes written questions and case studies.

CHC33015 Certificate III
in Individual Support
Home and Community Support
V1.2 Produced 25 August 2017
Assessment Workbook 5

Version control & document history
Summary of modifications made Versio
n
Version 1 final produced following
assessment validation. 1.0
Updated links and logins for Lotus
Compassionate Care site. 1.1
Added url to hyperlink 1.2
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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.
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 UNITS OF COMPETENCY...................................................9
ASSESSMENT REQUIREMENTS...............................................10
ASSESSMENT METHODS........................................................15
RESOURCES REQUIRED FOR ASSESSMENT...............................17
ASSESSMENT WORKBOOK COVERSHEET.................................18
KNOWLEDGE ASSESSMENT....................................................19
Part 1: Supporting carers and families....................................................19
Part 2: Providing home and community support services.......................24
CASE STUDY........................................................................29
Instructions to Student............................................................................29
Introduction to Case Study......................................................................30
WORKBOOK CHECKLIST........................................................39
FEEDBACK...........................................................................40
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INSTRUCTIONS
The Written Questions Assessment covers generic underpinning knowledge
of basic terms and concepts relating to the relevant units of competency.
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 online or hard
copy resources to complete this assessment.
Some questions cover processes you would be likely to 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 prescribed industry best practice.
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
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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.
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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.
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
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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
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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 Units of Competency. For example, if the assessment was
gathering evidence of the candidate’s 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 UNITS OF COMPETENCY
The units of competency specify the standards of performance required in
the workplace.
This assessment addresses the following units of competency from
CHC33015 Certificate III in Individual Support:
CHCCCS025 - Support relationships with carers and families
1. Include carers and family members as part of the support team
2. Assess and respond to changes in the care relationship
3. Monitor and promote carer rights, health and well being
CHCHCS001 – Provide home and community support services
1. Determine requirements of individual plan
2. Establish relationship in the home
3. Operate respectfully in the home
4. Complete reporting and documentation
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
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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:
 Performance Evidence - describes the subtasks that make up the
element of the unit
 Knowledge Evidence - describes the knowledge that must be applied
in understanding the tasks described in the elements
 Assessment Conditions - describes the environment and conditions
that assessments must be conducted under
The associated assessment tool in this kit covers all of these components as
detailed in the matrix to follow:
Units of
competency
Assessment Activities
CHCCCS025
CHCHCS001
Written Questions  
Case Studies  
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CHCCCS025 - Support relationships with carers and families
This unit describes the skills and knowledge required to work positively
with the carers and families of people using the service based on an
understanding of their support needs.
This unit applies to workers across a range of community services contexts.
The skills in this unit must be applied in accordance with Commonwealth
and State/Territory legislation, Australian/New Zealand standards and
industry codes of practice.
Performance evidence:
The candidate must show evidence of the ability to complete tasks outlined
in elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
1. assessed and responded to the needs of at least 3 different people and
their carers or family members
2. used strengths-based solutions to respond to both routine and
unpredictable problems related to care relationships
Knowledge evidence:
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of
this unit, manage tasks and manage contingencies in the context of the
work role. This includes knowledge of:
1. context for caring in Australia:
- carer demographics
- carer support organisations and resources
- attitudes, stereotypes, false beliefs and myths associated with
caring
- different pathways into service settings for the person and the
implications for carers, families and friends
2. rights, roles and responsibilities of different people in the care
relationship
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- the person
- family members
- friends
- support worker
3. impact of the caring role on family, carers and friends
4. different family patterns and structures and their impact on the
person
5. life cycle transitions:
- types of transitions
- positive and negative impacts
6. current service delivery philosophy and models:
- basic principles of person-centred practice, strengths-based
practice and active support
- strategies to work positively with families, carers and friends
7. organisation policies and procedures in relation to carers and families
8. legal and ethical requirements for working with carers and families
and how these are applied in an organisation and individual practice,
including:
- discrimination
- privacy, confidentiality and disclosure
- work role boundaries – responsibilities and limitations
Assessment conditions
Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. The following conditions
must have been met for this unit:
1. use of suitable facilities, equipment and resources, including
organisation policy, protocols and procedures relevant to carers and
families
2. modelling of industry operating conditions and contingencies,
including people, carers or family members with whom the candidate
can interact
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CHCHCS001– Provide home and community support services
This unit describes the skills and knowledge required to work in a home
support environment and community settings with individuals, family
members, staff, visitors, suppliers and others to meet established work
requirements.
This unit applies to workers in a community services context. Work
performed requires some discretion and judgement and is carried out under
regular direct or indirect supervision.
The skills in this unit must be applied in accordance with Commonwealth
and State/Territory legislation, Australian/New Zealand standards and
industry codes of practice.
Performance evidence:
The candidate must show evidence of the ability to complete tasks outlined
in elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
1. provided services to individual/s in at least 2 different home or
community support settings
2. used appropriate inter-personal skills:
- establishing a positive relationship with the individual
- seeking clarification of tasks
- interpreting and following instructions
Knowledge evidence:
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of
this unit, manage tasks and manage contingencies in the context of the
work role. This includes knowledge of:
1. legal and ethical considerations for providing home and community
services, including:
- codes of practice
- basic home fire safety and associated state/territory smoke alarm
legislation
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- dignity of risk
- duty of care
- privacy, confidentiality and disclosure
- practice standards
- work role boundaries – responsibilities and limitations
- work health and safety
2. relevant organisation policies and procedures and how to access
them, including risk management practices when the work
environment is a person’s home
3. personal and property security procedures, including personal
security protocols and equipment
4. relevant policy and programs, including:
- home and community care (HACC)
- Department of Veterans’ Affairs (DVA)
- government community care directions
5. implications for work in the sector including:
- person-centred practice
- consumer-directed care
- empowerment and disempowerment
6. indicators of abuse and/or neglect, including:
- physical
- sexual
- psychological
- emotional
- financial
Assessment conditions:
Skills must have been demonstrated in an ageing support workplace with
the addition of simulations and scenarios where the full range of contexts
and situations have not been provided in the workplace. These are
situations relating to emergency or unplanned procedures where
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assessment in these circumstances would be unsafe, impractical or
threatens the dignity of the person. The following conditions must be met
for this unit:
1. use of suitable facilities, equipment and resources, including:
- individualised plans and any relevant equipment outlined in the
plan
- personal protective equipment
- relevant organisation policies and procedures
Overall, assessment must involve workplace interactions with people in
their home, colleagues, families/carers and working with the person’s
individualised plan.
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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) Skills Workbook. This is Workbook 5.
Theory Workbooks
The Theory Workbooks contain two assessment methods:
1. Written Questions – 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 – A set of hypothetical questions to test the student’s
analytical skills in project problem solving. Students will be provided
with a set of project management documents to analyse.
Workbook 1 Support independence and well being
Workbook 2 Compliant aged care practice
Workbook 3 Work in health and community services
Workbook 4 Support and empowerment of older people
Workbook 5 Home and Community Support
Workbook 6 Preparation for Vocational Placement
Workbook 7 Home and Community Care Skills Workbook
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Skills Workbook
The Skills Workbook contains the practical assessment which covers all
units of competency of CHC33015 Certificate III in Individual Support.
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 first six (6) workbooks and have received feedback
from your Assessor.
The assessment method used in the Skills Workbook includes:
1. Workplace Projects – a planned set of tasks to be executed within
the context of your role in the workplace.
2. Workplace Demonstration – a practical exhibition of skills required
in your role in the workplace.
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RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Case studies and simulations
 Information about work activities
 Templates: Abuse Form (provided in this workbook)
The student to provide:
 Computer with internet access, Microsoft Word, Adobe Acrobat
Reader
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: Workbook 5
TITLE: Home and Community Support
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.
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Name : Signature: Date:
KNOWLEDGE ASSESSMENT
Part 1: Supporting carers and families
1. Describe the following phases of life cycle transitions in the care
setting:
Engaging formal
services
This is a major phase under which formal services
in terms of engaging various other services with the
concerned client that may lead to enhancement of
the life’s living.
Client move from
home to a
supported
residential setting
As per this stage client will get different exposure
of life because it will entitle it to come in contact
with other persons.
2. List three examples of positive aspects of life cycle transitions into
the care setting:
i. Grabbing of satisfaction with regard to live happily.
ii. Free from home violation and insulation.
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iii
. Getting better treatment.
3. List three examples of negative aspects of life cycle transitions into
the care setting:
i.
Separation from family is counted as main example because it will
lead to raise the distance between family and client.
ii.
Lack of emotional support which is being gained from family is a
negative aspect.
iii
.
Lack of motivation and desire to live the life will be missed when in
old age client need to be separated from its family.
4. Briefly describe how the following legal and ethical requirements
are applied in working with carers and families in the home and
community care setting.
a) discrimination Highly applicable and complied. This means
being a carer it always need to complied with this
aspect that it will make fell client to be treated
equal and free from any discrimination.
b) privacy,
confidentiality and
disclosure
Being a carer working with community care
setting must need to kept this concept in mind.
This will lead to the compliance of ethical
consideration. This will bring confidence among
the client that their information is kept
confidential.
c) work role
boundaries –
responsibilities and
limitations
guidance: provide one
example of
Responsibility:
As clients in care home comes with trust and
want family exposure. So it is the responsibility
of the carer to deliver best services in terms of
care and family feeling to the client.
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responsibility and one
example of limitation Limitation:
Carer need to be connected with the client but it
must limit itself with the generalization of client
information and hurting its emotional balance.
d) Codes of Practice
and Work Health
and Safety
This is an important aspect with respect to carer
in care home because it always need to perform
its work in association with the code of practice
of the concerned care home. Likewise, it kept
focus towards the Work Health and safety
because it is dealing with that phase of life which
is extra sensitive.
e) Dignity of risk It always need to be emphasised and practiced so
that the client will not face an issue of
uncomfortableness. This will lead to bring dignity
and fulfilment of self-esteem.
f) Duty of care It is the major aspect with regard to carer. As
there are various aspect of client with regard to
emotional care or the health care. So this is the
basic duty with regard to carer.
g) Work Health and
Safety
This need to be completely and strictly followed
and imposed in the care setting. This will lead to
enable protected and safe environment for the
client and the employees too.
5. Briefly describe stereotypes, false beliefs and myths associated with
caring, and how these affect the attitude of carers and support
workers. List two.
stereotypes, false beliefs and myths
associated with caring
how these affect the attitude of
carers and support workers
The stereotypes in association with
caring includes the need of
emotional and health care with
regard to client.
Stereotypes will reform the attitude
of carer in terms of devotion and
dedication.
Likewise, the support worker’s
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This is very common in caring
wherein carer has false belief that
client need critical care and
attention.
The biggest myth in association with
caring is related to sending of only
those persons which are depressed
and non-devoted with their families.
attitude will also be affected in terms
of dealing with client.
False belief will mould the carer
belief in terms of its delivery of
services. This will make the support
workers to be cautious and careful.
Myth will affect the carer attitude in
terms of dealing the client. Support
workers will also started seeing
client from other ways.
6. Describe the implications of the following service options to the
client’s carers, families and friends:
Community
Support Services
This service will lead to bring and raise motivation and
inner spirit in association with the client’s carer,
friends and families too.
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Residential Care This will enable to deliver the best care and services to
along with enabling relaxation to families and carer.
Respite This will deliver relaxation and peace to client’s carer,
families and friends.
7. Briefly explain how the following changes in family patterns and
structures will impact on a person with care and support needs.
Modern
families often
have fewer or
no children
This will change the concerned person’s emotional
need and support because person with care and
support need always wants and need that they have
more children and care.
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Modern
families start
families much
later in life
than before
This will affect and impact the emotional need because
person with care needs and expects children at early
age and this will impact their emotional expectation.
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Part 2: Providing home and community support services
1. Briefly describe legal considerations relevant to basic home fire
safety relevant to working in home and community care setting.
Legal
considerations to
relevant basic home
fire safety
In case of delivery services with regard to the care
home it must need to comply with the Regulatory
Reform (Fire safety) Order 2005 or the Fire Safety
Order.
2. Answer the following questions related to smoke alarm legislations
relevant to working in home and community care setting.
a) Is it a law for residential
properties to have mains
powered smoke alarms
installed?
No there is no law but there is a New Fire
and Smoke Alarm Standard which is
needed to be installed in home or halls or
common places.
Likewise, Building Regulation 2012 also
made necessary to install fire alarm while
construction of house.
b) What is a compliant smoke
alarm?
(give two examples of
requirements that make a
compliant smoke alarm)
It is made compulsory as per Building
regulation 2012.
For the protection of unforeseen
circumstances in terms of danger
towards fire and safety.
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3. Briefly explain where a support worker would typically access
organisation policies and procedures relevant to risk management
practices when the work environment is the client’s home:
This would be allowed and made mandatory in case of situation of
emergency. This means that if there is an occurrence of any discrepancies
or emergency situation then it will be made allowed to support works that
it can raise and make access with regard to the risk management policies.
4. Briefly describe the following policies and programs relevant to the
home and community support services.
a) home and community care
(HACC)
As per this programme basic support
services are being provided to the older
frail and disabled people so that they can
live healthy and fruitful life within the
society. it includes enabling help at
home, support in terms of getting out in
community and enabling breaks for carer.
b) Department of Veterans’
Affairs (DVA)
It is a cabinet level executive branch
department of federal government which
is charged with enabling life-long
healthcare services. These services are
being provided to military veterans at
1700 VA medical and healthcare centres
and clinics across the country.
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c) government community
care directions
As per this programme various direction
with regard to carer and care centre are
being enabled by the concerned
government. This will lead to enhance the
service standards with these centres.
5. Briefly describe personal security protocols and equipment
relevant to providing home and community support services:
Security protocols
With regard to making security protocol engagement
and establishment of security communication
including direct contact over phone or emergency
communication through 24*7 message
communication will be inculcated.
Security equipment
In order to enable and deliver home and community
support services an inculcation of security
equipment’s in the form of installation of cameras,
alarm system, scanners, and various other
equipment’s will be focussed and considered.
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6. Briefly describe how the following models of delivery impacts home
and community support services:
a) person-centred
practice
This will lead to delivery of best services in
association with the home and community
support services. This is because with an
engagement of direct associated person will lead
to deliver a continuous watch and best delivery of
services as per need and observation.
b) consumer-directed
care
This will lead to meet needs of customers in
terms of delivering services as per consumer
needs. This will bring satisfaction among the
customers and making their need fulfilment.
7. Give an example of practices and/or activities that demonstrate
empowerment and disempowerment in the home and community
support setting, and explain how this impacts the client.
a) Empowerment
An enabling of empowerment will lead to better
decision making along with better delivery of
services. For example allowing carer to take
immediate moves in case of emergency. This will
also impact client in terms of grabbing of faster
servicers with efficient moves and enhanced
satisfaction.
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b) Disempowerment
This will bring opposite and adverse impact in
terms of dis-satisfaction among client as well as
carer. For example not allowing a carer to take
decision or entitlement of rights.
8. List indicators of the following different types of abuse and/or
neglect. List one example of indicator of abuse for each type listed
below:
a) Physical Situation of Distress, pain, illness.
b) Sexual Bite marks, pain, burn marks and others.
c) Psychologica
l Ignorance, depressed, hopeless
d) Emotional Insult, yelling or any verbal harassment.
e) Financial Theft or embezzlement of money
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CASE STUDY
Instructions to Student
These case studies are hypothetical situations 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 in the
home and community care settings.
In real life, support workers in the home and community care settings will
be required to meet personal needs of their clients, facilitate their
empowerment, and provide support to people living with care needs, as well
as encounter problems and issues along the way. This assessment will allow
you to demonstrate your problem solving skills in such situations.
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Introduction to Case Study
For this part of the assessment, you will be taking the role of a support
worker at the Home and Community Support of Lotus Compassionate
Care.
Lotus Compassionate Care is an organisation that provides services in
disability support, home and community support, and residential care.
You can find out more about Lotus Compassionate Care by visiting their
website. Click on their logo below to access the site: (hold the control
key and click on the logo below)
(username: learner password: studyhard)
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/lotus/)
As per your role as a home and community support care worker, you
directly report to Rachel Allcot, the Manager at Lotus Compassionate
Care.
This assessment contains a number of tasks that you need to complete
based on the given scenarios. You are required to complete ALL tasks
included in this case study.
Assessment Workbook 5 Version No. 1.2 Produced 25 August 2017
© Compliant Learning Resources Page 35

Scenario 1: Charles Darwin comes home
Charles Darwin is a 47 year old
male client of Lotus
Compassionate Care’s Home
and Community Support
Services. Charles is partially
blind and paraplegic. Charles
was able to see and walk 2
months ago, before he was
involved in an accident. He has just been allowed to go home after a 2-
month confinement in the hospital.
Charles lives in a two-storey apartment with his wife, Lisa. As they
anticipate that Charles will need to adjust to his current condition,
Charles and Lisa decided to avail Lotus Compassionate Care’s Home
and Community Support Services. Lisa is a small lady and is unable to
safely assist Charles transferring from his wheelchair to the bed, from
the wheelchair to the toilet, etc.
Lisa is an administrative supervisor and used to work at an office every
day from 9AM to 5PM. However, since the accident, Lisa has reduced
her work hours to 10am to 2PM so she can be at home to assist with
Charles’ morning personal care needs like showering, and preparing
evening meals. Lisa also ensures meals are prepared for during the day
for Charles and placed in the fridge before she leaves for work.
Charles and Lisa has arranged for Lotus Compassionate Care to send
home care assistance Mondays through Fridays to assist with
showering in the morning, and community access such as visit to the
physiotherapy and some cleaning.
Charles was an IT manager, and has stopped working since the
accident. This is the first time Charles has stopped working since he
was 16 years old.
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1. Consider the scenario provided above. What is the importance of
Lisa’s role in providing care and support for Charles?
Lisa being the Charles wife is having a major role in terms of delivering
emotional support to Charles. As after a long time journey of Charles is at
home with suffering from partial blindness and parapelegic is suffering
from a number of emotions in terms of alones or depressed or loneliness.
Here Lisa’s role is important in terms of enabling mental peace and
emotional support to Charles.
2. Based on the information provided about Lisa, identify relevant
knowledge and skills that she may have that can complement your
role as a support worker providing support to her and Charles.
Guidance: list one example of knowledge and one example of skill that
Lisa may have that can complement how you deliver support services to
her and Charles.
a) Knowledge:
She had a knowledge of administrative supervisor as
she is being working in an office. As she is having a
supervisory knowledge which will assist the carer while
delivering its services.
b) Skill:
She is having skills of maintaining work life balance.
This means that apart from managing work at home and
caring of Charles, Lisa is also having skills that she can
make management of its office life. This would be
counted as management skill and time management.
Assessment Workbook 5 Version No. 1.2 Produced 25 August 2017
© Compliant Learning Resources Page 37

3. Give two examples of potential risks of change to the care
relationship between Lisa and Charles brought about by the
situation.
Guidance: provide two examples of potential risks (one potential physical
harm, and one potential psychological harm)
a) potential physical
harm
As Lisa is not physically capable in terms of
handling Charles with regard to assisting
wheelchair. So it may lead to have occurrence
of the physical harm in terms of occurrence of
accident or physical injury. It may also lead to
create damage towards the Charles with
physical harm like fracture or any other
injury.
b) potential
psychological harm
The changed scenario and situation will also
put impacts towards the psychological
aspects. This means that it may lead to the
occurrence of emotional burnt-out or the
psychological trauma. It may also include
loosing of hopes and hopelessness with low
energy and spirit to live life.
4. Give two examples of issues that may impact on the physical and
emotional health and well-being of Lisa, and explain how you would
respond to these issues.
Issues How to respond to these
issues
a) Impacting
physical
health and
well-being
of Lisa
Physical health will be
impacted in terms of over
exercitation or over work
pressure. This will lead to
affect the physical health in
terms of raised chances of
the illness.
In order to respond to
Lisa’s issue, her work in
terms of home or office will
try to be soughed. This will
includes enabling
relaxation to Lisa in terms
of performing the work of
Charles so that she will be
physically fit in terms of
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safeguarded from injury.
b) Impacting
emotional
health and
well-being
of Lisa
Lisa will also be
emotionally affected in
terms of over pressure and
care and need of her
husband. Likewise, being a
wife her emotional site will
be affected in terms of
seeing her husband in such
situation.
In order to move out of
emotional trauma, peace in
terms of relaxation will be
enabled to Lisa. This will be
imposed in terms of
enabling living her cool
moment with terms of
mental peace.
Assessment Workbook 5 Version No. 1.2 Produced 25 August 2017
© Compliant Learning Resources Page 39

Scenario 2: Lisa struggles
Charles has been having a hard time
adjusting to his new condition. Charles has
always been a very independent person, and
he is having difficulty depending on other
people for support, especially when Lisa is not
around and a support worker has to assist
him with his personal care needs, for
example, going to the toilet.
He’s become very irritable and impatient.
Lisa used to make sure that she is home before the support worker
leaves their home at 2:00PM. However, lately, Lisa has been staying
late at work to avoid dealing with Charles’.
1. Consider the scenario provided above. Lisa has confided with you
that she is struggling to cope with the challenges of caring for a
partially blind and paraplegic husband whilst trying to stay on top
of her work.
Search for relevant carer support services that you could
recommend to Lisa. List two.
The carer services which will be needed by Lisa will include an
appointment of 24*7 service provider. This will enable Lisa to lead her
work life balance along with resolving an issue concerning with dealing of
Charles.
Appointment of personal care taker for Charles will also be a good option
because it will sought Lisa’s issue of handling Charles. This is because all
the work associated with Charles will be performed by that carer and as a
result Lisa’s issue will be resolved.
Page 40 © Compliant Learning Resources

2. How will you respond to the routine problems encountered by Lisa
as she provides care and support to Charles?
Guidance: based on the provided scenario, provide a specific example of
these routine problems and a corresponding strengths-based solution
The routine problem may include the servicers in association with
Charles. This may include care with regard to Charles, fulfilling her
personal requirement like bringing them to washroom. Handling Charles
with low morale attitude. Managing work of home along with Charles and
workplace.
Thus, in order to address routine problem to Lisa an inculcation of the
concept of time management along with an appointment of carer and
social worker would be the best option. This is because a personal care
taker will handle and perform the work of Charles and letting the Lisa to
be tension free regarding handling of Charles. Likewise, assigning time to
particular task and aspect like scheduling of work will also proves to be
helpful for Lisa.
Assessment Workbook 5 Version No. 1.2 Produced 25 August 2017
© Compliant Learning Resources Page 41

3. Charles has unpredictable changes in his behaviour. When he is
having a particularly bad day, he prefers not to engage in any
activities, not engage in conversation and be left alone. These
mood variations often result in arguments between Charles and
Lisa. Because of this, Lisa has been frequently staying late at work
to avoid Charles.
How will you respond to these unpredictable problems related to
the care relationships between you, Charles and Lisa?
Guidance: provide a strengths-based solution
In order to deal with the situation and mood swings of Charles, there is a
need of smooth and effective communication. Likewise, a consideration
towards the social cognitive theory will also be useful. As the behaviour of
an individual is highly influenced by the external environment or the
personal experiences so considering this fact the situation of mood swing
and behavioural change will be easy to address.
Being a unpredictable problem so the carer and the Lisa will always need
to be ready to face this problem and as a result pre-preparation will lead
to deliver best outcome and results.
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Assessment Workbook 5 Version No. 1.2 Produced 25 August 2017
© Compliant Learning Resources Page 43

4. One month into their service, you noticed that Lisa and Charles
barely talk anymore. Lately Lisa has been rushing to get to work in
the morning and returning home late. It is becoming very apparent
that Lisa’s behaviour towards Charles is causing him emotional and
psychological distress. On one of your days off you saw Lisa with
another man kissing him passionately
How will you respond to this situation?
Guidance: consider ethical dilemmas, behaviours of concern, possible
abuse and/or neglect involved in the scenario, and how to respond to
such cases in accordance with relevant policies and procedures.
The current situation and scenario is related with the ethical dilemma or
the work place dilemma. This is because the carer is being appointed on a
job and he has no right to interpret her appointer. Likewise, being
appointed for the care and health concern of Charles and as the health of
the Charles is not so good so it will be counted as major ethical dilemma
for the carer that whether it make disclosure of it or not. Being
performing the work of carer the main responsibility includes the taking
care of client and enabling mental peace with the compliance of
confidentiality norm. this means that it also need to be considered and nit
make disclosure with the Charles.
It is also to be noted that it will be counted under the neglect and abuse of
Charles by Lisa because she was not taking care and consideration
towards the Charles.
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5. One Monday, you arrived at their residence and noted that dirty
dishes were left in the sink, spoiled takeout food are left on the
table, dirty clothes are on the floor, and the bed has not been
made.
Charles also had a bruise on his shin which he explained he got
after falling from his chair while trying to go to the toilet by
himself.
Lisa has already left for work.
After much consideration, you’ve concluded that Charles is
experiencing neglect and abuse from his wife. Using the form
below, report your observations to your supervisor.
Abuse Form*
Guidance: once completed, save the document using filename Subject5-
Abuse Form and submit it along with this workbook.
*Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/lotus/files/2016/05/Subject-5-
HACC-Abuse-Form.docx
DETAILS OF INCIDENT
Name of Facility Date of Incident or
Notification of Incident
Name of Person
reporting
the incident
Time of incident or
Notification of Incident
Name of Person
Incident
reported to
Rachel Allcot Date & Time Reported Monday
DETAILS OF RESIDENT OR COMMUNITY CLIENT
Name of Resident /
Client Charles Date of birth
Medical Diagnosis
and relevant history
Partial blindness and
paraplegic Gender Male
Female
Name of Resident’s /
Client’s
Representative
Date & Time
Representative
NotifiedDETAILS OF ANY INJURY
Nature of the Injury Physical injury in the form of bruise
Immediate care given No
Name of Medical
Practitioner (MP)
notified
Date & Time MP
attended
Name of Attending
Police
Officers & police
station
Date & Time Police
attended
Assessment Workbook 5 Version No. 1.2 Produced 25 August 2017
© Compliant Learning Resources Page 45

Name of hospital if
transferred
Date & Time
transferred
to Hospital
DESCRIPTION OF EVENTS
Factual description of
the incident or
alleged incident.
Please be specific,
noting times,.(attach
a separate sheet if it
is necessary to
provide more
information)
On Monday, when I arrived at Charles home I saw that the whole
home was disturbed in terms of dirty clothes on floor, not washed
dishes and food being splattered on table. Charles has bruise on
shin which he told that it occur after falling from chair when he
was trying to go to washroom.
DETAILS OF WITNESSES (attach written statements)
Name Address Phone
Name Address Phone
Signature & Designation of Person
Reporting Date
TO BE COMPLETED BY CARE MANAGER
Incident Reported to
Department of Health and
Ageing?
Yes
No Date & Time Reported
Incident Reported to
Department of Health and
Police?
Yes
No Date & Time Reported
Date & Time Investigation
Form completed
Signature of Facility Care
Manager
Date
Page 46 © Compliant Learning Resources

WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the
candidate’s assessment against the checklist below:
Written Questions
Part 1 – Supporting carers and families
Part 2 – Providing home and community support
services
Case Study
Scenario 1: Charles Darwin comes home
 Written Questions
Scenario 2: Lisa struggles
 Written Questions
 Abuse form
IMPORTANT REMINDER
Students must achieve a satisfactory result to ALL assessment
tasks to be awarded COMPETENT for the unit relevant to this
subject.
To award the student competent in the units relevant to this subject,
the student must successfully complete all the requirements listed
above according to the prescribed benchmarks.
Assessment Workbook 5 Version No. 1.2 Produced 25 August 2017
© Compliant Learning Resources Page 47

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