Individual Support Case Study

This assignment presents a case study focusing on an individual named Margaret who requires in-home support services. Students must analyze Margaret's needs based on her individual plan and demonstrate their understanding of ethical considerations in caregiving. The task involves outlining the necessary equipment and supplies for a visit, identifying Margaret's goals and how to support them, confirming the purpose of visits, and addressing potential communication challenges with Margaret.

3. Questions
Using a client centred approach
Part 1
A: When working in the home and community sector,
best practice and current approaches to working with
clients includes:
 using person-centred practice,
 working in a consumer-directed care model,
and
 understanding the potential for empowerment
versus disempowerment when supporting
clients.
The care worker integrates these contexts into their
support work on all levels.
Complete the table below by describing each approach
and giving an example of how you might practice this
when supporting clients.
Student Name:Navjotkaurghuman
Student ID:e0877486
32475/02 Knowledge Test – Short Answer Questions
E1144
Certificate III in Individual
Support (Ageing, Home
and Community)
Module 8:
This is assessment 2 of 3.
1. Background/Overview
In order to work in the aged care sector as a care support worker,
you will need to understand the context of providing services to
clients in their home and community. You will also need to be
able to work with clients, carers and family in the course of
providing support services to your client.
2. Brief
This assessment consists of three(3) parts, with 1 appendix.
This assessment will give you the opportunity to demonstrate
your knowledge in the following areas:
 Using a client centred approach
 Establishing relationships in the home
 Providing support in the client’s home.
Deliverables
Please submit this assessment
in Word doc format.
To do list:
1. Write your name and
student ID in the space
provided at the top of this
page.
2. Read the
background/overview and
brief sections of this
document.
3. Read the various scenarios
or client profiles from
CareShore.
4. Complete the 3parts by
answering in the spaces
provided.
5. Make sure you follow the
instructions regarding the
required number of words
(where indicated)
6. Save the Word document
using the naming
convention: your student
number_assessment
number.doc. For example:
“12345678_31135_01.doc.”

Approach Description
(20-50 words)
Provide an
example of
how you might
practice this
when
supporting
clients
(50words)
Person-centred
practice
Person centred
care is all about
providing support
and care to the
patient or the
person who is
being treated,
keeping in mind
what is best for
him and what is
most significant
for the clients
without indulging
in assumption.
I would practice
this in a
scenario where
I am attending
on a patient. I
would look
after ways and
improvise them
in the
healthcare
treatment that
is best for the
person. For
example when
treating an
aged person
with mental
depression I
would dwell on
all the
approaches
that is best for
the client and is
centred only on
his developing
health
prospect.
Consumer-
directed care
Consumer
directed care is all
Example- when
treating an

about giving more
choices and
flexibility to the
client and also
opening up the
aspect of the
direct need and
requirement of
the clients so that
the treatment can
be done in the
best possible way.
aged patient
who is having
he issue of
obesity I will
dwell on ways
that gives the
client a good
number of
options or
choices to
select that how
the treatment
or the
healthcare
approach can
be conducted. I
will welcome
the patient to
give his opinion
and suggestion
and thereby
will practice
consumer
directed care.
Empowerment
versus
disempowerment
Empowerment is
all about
encouraging the
clients in taking
part in their
health treatment
process, knowing
about what is
going on and also
providing them
with choices that
how they need or
want their
Example- While
treating an
aged person
who is quite old
I would go for
the option of
empowerment
by giving her
choices,
knowhow
about her
health
condition and

treatment to be
like whereas
disempowerment
is all about
denying health
care to the client,
not encouraging
them to take part
in healthcare
process or in
decision making
process and
others.
also giving her
the option to
suggestrather
than denying all
these basic
rights which are
otherwise given
to other clients.
Satisfactory

B.Case Study. Read this case study and then answer the questions below.
Mrs Brady is 98 years old and lives with her grandson, Justin. He is her primary carer. Mrs Brady has
dementia, high blood pressure and needs assistance with showering,dressing and walking. Mrs
Brady currently has a package where support workers visit daily at 8am to assist her with showering
and dressing, although Mrs Brady does not usually get out of bed until 10 am. Mrs Brady sometimes
gets angry at the support workers for getting her out of bed so early.
Mrs Brady likes to walk in the garden in the afternoons and it seems to calm her. She has a better
evening and night when she has had a walk in the garden. Justin needs to be at his office from
2.30pm to 4.30pm, so she often misses out on the walk during the week. Justin feels torn as he
would like his grandmother to walk each day to maintain her mobility, but he can’t change his time
to be at the office. Currently, the support workers cannot schedule to assist with the afternoon
walks.
Mrs Brady misses going to the hairdresser that she has attended for the last 10 years, but Justin is
worried about taking her as she may fall. He is trying to cut Mrs Brady’s hair himself, but this has
not been entirely successful as she becomes distracted easily and doesn’t understand why Justin
would be cutting her hair.
Justin has heard about CDC (consumer-directed care) packages now available and he wonders if this
type of package may be suitable for his grandmother.
Complete the table outlining:
1. Two areas of support for Mrs Brady and Justin in a CDC package
2. What could be arranged for each area of support
3. How this would impact on Mrs Brady’s life for each area of support
Area of
support
What could be arranged
(50-100 words)
What difference would this make to Mrs Brady’s life?
(50-100 words)
1.
Walking in the
afternoon in
the garden
For this area of support the health staffs from the consumer directed
package can take her to walk in the garden for some time regularly in
the afternoon so that The health staffs can assist Mrs. Brady to walk in
the garden as he alone cannot walk and Justin also cannot assist his
grandmother in the walk as he has to be in office during that time.
For this support Mrs. Brady will have a through change and will also
have a better and comfortable evening and night. Her health problems
like high blood pressure can be controlled to some extent and above all
she personally will feel very happy and relaxed. Mrs. Brady can feel
better and comfortable and relaxed as well.

2.
Cutting Mrs.
Brady’s hair
For this area of support the health staffs from the consumer directed
package can take her out in their medical van to the hair dresser where
she has been going for last 10 years and get her hair cut. The healthcare
staffs can assist in the visit and the carefully accompany her back to
home
This support will add in happiness and satisfaction and also fondness for
own self into her as she wants to visit this hairdresser and also does not
feel comfortable with Justin cutting her hair. A self satisfaction and also
a self wroth can be seen in her. The health issue of dementia can also be
addressed to some extent as this support will make Mrs. Brady happy
and joyous.
Satisfactory

C: Case Study
As a care support worker in home and community, you may be faced with situations where you identify that a client is disempowered, and may need to act upon this.
Read the scenario and then answer the questions.
Mr Jones is a 73-year-old man who has recently started to receive home and community
care services. His friends contact a the CareShoreCase Manager, Terri, and his support
worker, Julie, to report concerns that Mr Jones’ daughter, Michelle, is selling off his house
against his wishes. The friends report that Michelle is not allowing them to visit Mr Jones,
who has accused themof being undesirable characters who frequently borrow money from
Mr Jones without paying it back.
Julie visits him and he asserts that he did not want to leave home, but was convinced by
Michelle that he should put the home on the market and move to a flat. Julie discovers that
Mr Jones has signed over an enduring power of attorney to his daughter, as she has told
him frequently over the last couple of years that he is 'losing his mind' and is not capable of
looking after his finances anymore.
Mr Jones tells Julie that his friends have borrowed money from him in the past but
havealways paid it back, and says he would like them to be able to visit him.
Julie and Mr Jones meet with Terri and Michelle and explain that Mr Jones would like his
friends to be able to visit.
Julie reminds Michelle that it is Mr Jones' right to decide who visits him, and not hers. With
assistance from Terri, Julieorganises an appointment with a psychogeriatrician, who tests
Mr Jones' mental capacity and reports that he shows no signs of mental impairment. The
psychogeriatrician says that Mr Jones has decision-making ability and is perfectly capable
of managing his own affairs if he wishes to.
Julie and TerridiscussMr Jones’ rights with him, and that he does not have to sell his home
if he does not want to. They also tell him about a range of community care services that are
available to support him to continue to live at home independently.
He asks if, as he still has decision-making capacity, he is able to revoke the enduring power
of attorney that Michelle holds, and Julie (at his request) assists him to arrange a solicitor’s
appointment. Julie encourages him to get in contact with other family members to provide
support and assistance.
Mr Jones calls his son James, wholives interstate, and tells him what has occurred. James
is concerned and horrified, and flies over immediately to assist his father to sort out his
affairs. Mr Jones, supported by James, contacts the real estate agent who has been

advertising his home and arranges to stop the sale going through. Mr Jones then draws up
a new enduring power of attorney naming James as his attorney, but only in the event that
Mr Jones loses decision-making capacity.
Julie explains to Mr Jones that he can report what his daughter has done to the police and
press charges if he wishes. Mr Jones decides he does not want to pursue legal action as
the sale of the house was stopped in time, and he would like to be able to patch up
hisrelationship with his daughter in the future in order to maintain contact with his
grandchildren.

C1.Outline two areas where Mr Jones’ daughter had disempowered him? (100 words)
1 Mr. Jones has been disempowered in the prospect of meeting up with his friends that he
loves doing and feels comfortable and relaxed and happy to do so. He has been denied to
meet with his friends by his daughter and this is something that he does not want or like as
he always wants to meet his friends who come to pay a visit to him in his house.
2 Disempowered in the prospect of not selling the home. He is not given the decision power
and his daughter is implying on selling the house against his wish.
Satisfactory

C2: Identify two actionsJulieand/orTerritook to redress these areas so that Mr Jones was empowered? (50 words for each action taken)
1 Do a mental health assessment and come up with the fact that his mental ability is strong
and fine and he can make his own decision
2 Do way with the power of attorney that was in the hands of the daughter and giving it in the
hands of his son who is really concerned about his health.
Satisfactory

Establishing relationships in the home
Part 2 Case Study
As a care support worker in home and community, you will be required to establish relationships with clients and other people in their home.
Read the scenario and then answer the questions that follow.
Margaret is 59 years old and has younger onset dementia. She becomes frustrated when
she cannot complete tasks and activities that she used to do easily. Margaret lives in a
unit with Stan, her partner, who is also her enduring guardian and her carer.Sometimes
Stan’s children, Ellen (12) and Tony (18) live with them too. Stan is unemployed but does
some mechanical work from home.
Margaret likes to do her own washing, but sorting the clothes, putting the washing
machine on and hanging out the clothes and then bringing them in off the line is
becoming increasingly difficult. She is able to complete the tasks physically but, at times,
can’t remember when to do her washing, how to sort the clothes for washing, the
sequence of the tasks, or to hang out or take the clothes off the line. She wants to
continue to do her own washing, and is afraid that if she can’t do this it is a sign of the
end of her independence.
Sue, one of CareShore’s care support workers, is assigned to visit Margaret to support her
twice a week. She receives a handover from her co-ordinator and before she visits, she
reads Margaret’s plan. The purpose of the support visit is to assist Margaret with the
washing, folding and putting clothes away. Sue notes she needs to take an RCD protector
to use with the washing machine, and report in to the office if Margaret is not at home
when she calls. She notes that Margaret likes to use a list to prepare to do her laundry
and that she requires prompting if she forgets where she is up to in the clothes sorting
process. Sue notes on the careplan that she is to assist Margaret with washing her sheets
and her personal clothes and towels only. The rest of the family washing is maintained by
Stan. The careplan also notes that workers are to monitor the condition of Margaret’s
clothing as previously she had been wearing stained and torn clothing, and one of
Margaret’s support goals is to dress in well maintained clothing.
Sue calls Margaret on the day before the scheduled visit, introduces herself and confirms
the address and time as well as the purpose of the visit with Margaret. Margaret also asks
her to speak to Stan about the arrangements on the phone, which Sue does. Sue knocks
on Margaret’s door at the scheduled visit time. Tony answers the door and Sue greets
him and asks if Margaret is at home. Margaret comes to the door and Sue introduces
herself and shows Margaret her photo ID from CareShore. Margaret invites Sue in and
says she remembers that the support worker was going to visit. Before commencing the

washing,Suespeaks with Margaret asking her how she has been and who is at home with
her today. Stan is home but he and Tony are going out. They say goodbye and leave.
Sue asks Margaret about washing, reminding Margaret that is the purpose of her visit
today. She asks if she wishes to start the washing and can she assist with gathering the
clothes. Margaret pulls a list from her drawer that outlines the steps to preparing for the
washing. They go through it together and start the process. During the visit,Suespeaks
with Margaret about how the visits are for her and if there is anything else she is having
difficulty with. Margaret says she would like to go shopping for underclothes and Stan is
too embarrassed to take her, she doesn’t have any close female friends or relatives she
can ask. Sue says she will check with the co-ordinator if they could support her to go
shopping.
Stan and Tony return and Stan says he is worried as Margaret does not seem to be
sleeping well at all, and she gets up and down a lot at night. He says he is afraid he is not
doing enough to support Margaret and feels ill prepared for his role as carer.
In your own words, complete the questions below,drawing from the information in the scenario and on the information you have learned from this module.
A: How does Sue assure Margaret of her identity before entering the house? If Margaret has had another worker, is there another means by which to assure Margaret
that Sue is her new support worker?
(50 words)
SatisfactorySue assures Margaret of her identity by showing her Id card before entering the house. She shows
the id card of Care Shore where she is working and confirms her identity as a care or support worker.
Yes there is other means and that is the proof of the conversation that she had with Stan before
coming here and to which Stan can also cite to.

B: How does Sueestablish consent from Margaret and provide her information on the purpose of her visit?
(30 words)
Satisfactory- Sue would also call her the day before the visit
to confirm the purpose and time of the visit.
Sue asks her about if she can start with the her support or if she will start with the washing process
and she provides information about her purpose of visit by talking in details about the assistance
that she is going to provide for in washing the clothes.

C: Margaret tells Sueshe needs to buy new underwear but this has nothing to do with the washing task. Should Sue support Margaret to do this?Why or why not? (50-
100 words)
SatisfactoryShe can support her only after speaking with coordinator and then confirming her whether she can
help her or not.

D: Stan and Sue talk about his role as carer and how he is feeling about this. Is this appropriate for Sue to talk with Stan about this? Why or why not (50-100 words)
SatisfactoryStan says that he feels that he is not doing enough for Margaret being his carer and he feels that he
should do more and need to be there for Margaret more. It is appropriate for Sue to talk with Stan
about this as she herself is a support worker and thereby can give some good information and
suggestion and advice to her regarding this.

E: When they go to the laundry area, Sue finds that there is animal faeces all over the floor and in a litter box in front of the washing machine.
How can Sue comply with duty of care requirements, in this case infection control for both herself and for Margaret, whilst demonstrating respect and sensitivity
towards Margaret and her place of residence? (50-100 words)
Satisfactory- She should also wear the appropriate PPE and
wash her hands before and after. She will also need to be
sensitive when talking about this with the client.
Here Sue can opt for the option of hygiene and cleanliness where she can herself look after this
aspect and try to keep the surrounding clear and also tidy so that it does not affect the health or the
hygiene condition of Margareta and her own self as well.

F: One of the tasks that Suehas to attend to is to support Margaretinwashing her sheets. Margaret and Sue go to take the sheets off the bed and Margaret becomes
embarrassed as the bedroom is very untidy with personal items, clothes and papers spread all over the floor. How could Sue negotiate the task of the plan (in this case to
strip the bed and wash the sheets) while respecting that this is Margaret’s personal space? (50-100 words)
Satisfactory
Here Sue can negotiate the task by asking Margaret to go and fetch the sheets from the bedroom
herself and then they will be washing it with the help of washing machine.

G: While they are hanging out washing,Sue sees that Margaret has bruising on both of her upper underarms and around her elbows. Sue asks Margaret how it occurred
and she tells her that Tony got angry recently as he wanted to watch the TV and he ‘frog-marched’ her out of the room and put her in the garden. Stan wasn’t home and
Margaret said she was scared to tell him as there would be a hell of a fight about it. Margaret tells Sue not to worry about it. What should Sue do in relation to dealing
with ethical dilemmas, behaviours of concern, and possible abuse or neglect in accordance with policy and procedure? (50-100 words)
NYS- Please resubmit this. Is t Sue’s responsibility to talk to
Tony or the alleged abuser? Please review about what the
support worker’s responsibilities when it comes to suspected
abuse.
Being a support worker the responsibility here is to make Tony understand about the situation and
the condition that Margaret is having now. The responsibility includes counselling with Tony,
working towards improving the relationship of Tony and Margret and strengthen the bond and
relationship between mother and child.

Providing support in the Clients’ home
Part 3
One key aspect of providing support to a client is determining the requirements of the individual client plan, which may also be called the careplan in some
organisations. Using the individual plan allows the support worker to be prepared to support the client in ways that are individual to them and that provide safety for
both the client and the worker. Read the extract from Margaret’sCareShorecareplan attached in Appendix 1 (below) and answer the following questions.
A: In your own words, by referring to the individual plan, describethreepieces of equipment or supplies that Sue needs to take on her scheduled visit to Margaret.
1 Sue needs to take with her disinfectant
2 Sue needs to take with her clean clothes and sheets if washing is somehow not possible
Sue will not bring these things because the client has them. Sue should be bringing in some
PPE.
3 Needs to take RDC protector
Satisfactory

B: Refer to the individual plan and in your own words, describe two goals that Margaret has and how Sue can support her with these (20-50 words each).
Margaret’sgoal How Sue can support her
1
Independently doing her washing
Sue can help her in this by providing her the
required help and support and also allowing
her to do her own work without any
interference. She can help her by
thoroughly encouraging her, by thoroughly
inspiringher and also by helping her in
washing process or prompting her when she
forgets any steps in washing and not just
doing all the things for her since that would
not help her in being independent and
would also not help her in doing the work
independently which Margaret wants.
2
Being neat and tidy
Sue can help her in sorting her cloth,
washing the bed sheets, maintaining a
hygiene and cleanliness approach and also
help her drying the clothes perfectly and
then laundry before wearing it.
Satisfactory

C: How can Sue confirm the purpose and time of her visit to Margaret? If Margaret does not seem to understand or remember, what should Sue do? (20- 50words).
Sue can confirm the time and purpose of her visit by having a telephonic conversation with her.
Satisfactory- Phoning the client is done the date before. Sue can also talk to Stan if Margaret does not understand.

Appendix 1page 1 of 3
CarePlan
The Care
Pla
nshowswhoisinvolvedinaServiceUser’scare,th
emainfocus;
agre
edgoalsdevelopedtogether,planned actionsan
dwhoisresponsibleforeach action.
Consent Checklist
Beforedevelopingthisplan,ensureconsenttoshareinformationhasbeenobtained
P
Participants InvolvedinCare
ListknownpersonscurrentlycontributingtotheService
User’scare,includingtheindividualandthe carer/advocateandthekeyworker/careplancoordinator/
facilitator(e.g.GP,health/
c
ommunitycareproviders,substitutedecisionmaker,familymembers,volunteersorfriendswhoprovideassistance).Attach
sheettospecify anyadditional persons.
Name
R
ole orareaofs
upport
C
ontactphonenu
mber/s
O
therrelevant contactdetails(
e.g. agency,email)
Participant
i
nplanningp
rocess
(yes/no)
C
opyofpla
nprovide
d
(yes/no)Margaret Service User 555 1233 [e-mail] Y Y
Stan Carer 555 1233 [e-mail] Y Y
Sue Support Worker 232324 [e-mail] Y Y
32475/02 E1144 - CHC33015 Certificate III in Individual Support (Ageing, Home and Community)
Page 27 of 33
To ensure the Service User is able to make an informed decision about consent to the disclosure of their
information, the service provider has discussed the following and secured agreement from the Service User
for:
1. The proposed referral to other services/agencies X
2. Use of the Service User’s information in the referral
under the requirements of privacy legislation X
Service User’s Signature: Margaret Jay Verbal Agreement: □
Service User
Name:
Date of birth:
Sex:
Margaret Jay
12 Mar 1957
Female

Emergency contacts and plan if client does not respond to
scheduled visit
Expected Outcome: A risk management approach will be taken prioritising the client’s safety, should
there be an emergency or the client does not respond to a scheduled home visit:
1st Contact:……Stan……Relationship: …………Partner…(0407 0500 001)….
2nd Contact: ……Miriam Powell……Relationship: …Margaret’s sister in Perth (0417 2192085)…
Specific instructions:
Appendix 1 page 2 of 3
The Person’s Story and Reason for the Plan
Margaret is 59 years young. She was born in Campbelltown and lived with her aunty and uncle most of her
childhood. She has worked as a shop assistant and on production lines. Her favourite role was working in a
pet shop. Margaret does not have children but she spends time with Stan’s children sometimes. Stan is her
partner. He is 43 years old and has been with Margaret for 8 years. He lives with her full-time and cares for
her. Margaret has early onset dementia, diagnosed two years ago when she found she could no longer
work. Margaret hates the thought of not being independent and doing things for herself. She also fears that
she will let herself go appearance wise as the symptoms of her dementia progress.
Care Plan
Opportunities
(listinorderofpriority)
Agreedgoal(measurable) Action/stobetaken&by whom
Targetdate
1 Margaret wishes to
do her own washing
1.1 Margaret will receive
support to complete her
personal washing, her sheets
and her towels twice a week
Action: Sue will attend twice a week to
assist Margaret with washing
Tuesday and
Friday
32475/02 E1144 - CHC33015 Certificate III in Individual Support (Ageing, Home and Community)
Page 28 of 33
If Margaret is not at home and Stan cannot be contacted, please call Miriam. If neither is at home please
contact the police.
Service User
Name: Margaret Jay

Care P la n
1.2 Margaret will complete as
much of the washing task
independently as she can.
Action: Use the task list to assist Margaret
to initiate and complete washing
sequence. See attached
Each visit
2 Margaret wishes to
retain a neat and tidy
appearance by
wearing well kept,
unstained and untorn
clothing.
2.1 Margaret will sort through
her clothing with her support
worker on washing day and
put aside any that require
repair.
Sue will assist Margaret to sort her
personal clothes
Each visit
2.2 Margaret will use stain
remover for any stubborn
stains when washing (Support
worker to take stain remover
in case there is none at the
house)
Support worker to take stain remover in
case there is none at the house
Each visit
3 The environment in
the home may pose
risks when Sue is doing
her washing, for
example long grass in
yard, faulty electrical
outlets, debris on the
floor from pets or other
occupants.
3.1 Margaret will be able to
undertake her washing in a
safe manner with minimal
risk.
RCD to be used with all electrical
appliances during washing tasks.
Support worker to assist Margaret to clear
any debris away from their working area
using PPE (eg Gloves and mask).
Lawn to be visually checked for length and
any debris before clothes are hung on the
line
Each visit
32475/02 E1144 - CHC33015 Certificate III in Individual Support (Ageing, Home and Community)
Page 29 of 33

Appendix 1 page 3 of 3
SupportingDocumentation including Alerts / Key Considerations
Th
ismayincludesocialprofile,assessments,serviceplans,supportplans,GPplans,advancecarep
lans,emergencymanagementplans,screeningorriskalerts.Listappropriatedocumentsandso
urceorlocation.
1. Please refer to the risk assessment re environment:
 Potential for falls from clutter or items on floors.
 PPE required when dealing with Litter tray in Laundry before commencing wash.
 Visual check of lawn before wash is hung out to dry to ensure grass is short and no
potential falls risks are present.
2. Please call Margaret the day before a scheduled visit to remind her of the visit and its purpose.
32475/02 E1144 - CHC33015 Certificate III in Individual Support (Ageing, Home and Community)
Page 30 of 33

4. Assessment Rubric
Below is a rubric that determines whether your answers and knowledge is satisfactory or
unsatisfactory.
To be deemed satisfactory, and to pass the assessment, you must complete the requirements for the
column that is titled ‘satisfactory’.
It is advisable to read the rubric for the question you are answering to determine if you have fully
answered the question to the correct standard.
Criteria Satisfactory Not yet satisfactory
Part 1:
Question A
The student is able to adequately:
- describe each approach,
and
- give an example of how they might
practice this when supporting clients.
The studentfails to adequately:
- describe each approach,
and/or
- give an example of how they might
practice this when supporting clients.
Part 1:
Question B
The student is able to adequately:
- outline two areas of support for Mrs
Brady and Justin in a CDC package
and
- describe what could be arranged for
each area,
and
- describe and how each would impact
on Mrs Brady’s life.
The studentfails to adequately:
- outline two areas of support for Mrs
Brady and Justin in a CDC package
and/or
- describe what could be arranged for
each area,
and/or
- describe and how each would impact on
Mrs Brady’s life.
Part 1:
Question C
The student is able to adequately:
- outline two areas where Mrs Jones’
daughter had disempowered him
and
- describe how Sue and the case
manager redress these areas so that Mr
Jones was empowered.
The studentfails to adequately:
outline two areas where Mrs Jones’
daughter had disempowered him
and/or
- describe how Sue and the case manager
redress these areas so that Mr Jones was
empowered.
Part 2:
Question A
How does Sue assure
Margaret of her identity
before entering the
house? If Margaret has
had another worker, is
there another means by
which to assure Margaret
that Sue is her new
support worker?
The student is able toadequately
- identify and briefly describe two
methods of identify what Mrs Si’s finds
enjoyable in the given scenario.
The student fails toadequately
- identify and/or briefly describe two
methods of identify what Mrs Si’s finds
enjoyable in the given scenario.
Part 2:
Question B
The student is able to adequately:
- describe how Sueestablishesconsent
The student fails to adequately:
- describe how Sueestablishesconsent
32475/02 E1144 - CHC33015 Certificate III in Individual Support (Ageing, Home and Community)
Page 31 of 33

from Margaret
and
-describe how Sue provides her
information on the purpose of her visit.
from Margaret
and/or
-describe how Sue provides her
information on the purpose of her visit .
Part 2:
Question C
The student is able to adequately:
- describe if Sue should support
Margaret to buy new underwear
and
- describe why or why not.
The student fails to adequately:
- describe if Sue should support Margaret
to buy new underwear
and/or
- describe why or why not.
Part 2:
Question D
The student is able to adequately:
- describe if it is appropriate for Sue to
talk to Stan about his role as a carer
and
- describe why or why not.
The student fails to adequately:
- describe if it is appropriate for Sue to
talk to Stan about his role as a carer
and/or
- describe why or why not.
Part 2:
Question E
The student is able to adequately:
- describe how Sue can comply with duty
of care requirements, in this case
infection control for both herself and for
Margaret
and
- describe how Sue can do this while
demonstrating respect and sensitivity
towards Margaret and her place of
residence.
The student fails to adequately:
- describe how Sue can comply with duty
of care requirements, in this case
infection control for both herself and for
Margaret
and/or
- describe how Sue can do this while
demonstrating respect and sensitivity
towards Margaret and her place of
residence.
Part 2:
Question F
The student is able to adequately:
- describe how Sue can negotiate the
task (in this case to strip the bed and
wash the sheets)
and
- describe how Sue can do this while
respecting that this is Margaret’s
personal space
The student fails to adequately:
- describe how Sue can negotiate the task
(in this case to strip the bed and wash
the sheets)
and/or
- describe how Sue can do this while
respecting that this is Margaret’s
personal space
Part 2:
Question G
The student is able to adequately:
- describe what Sue can do to deal with
ethical dilemmas, behaviours of concern,
possible abuse or neglect in accordance
with policy and procedure.
The student fails to adequately:
- describe what Sue can do to deal with
ethical dilemmas, behaviours of concern,
possible abuse or neglect in accordance
with policy and procedure.
Part 3:
Question A
The student is able toadequately:
- describe three pieces of equipment or
supplies that Sue needs to take on her
scheduled visit to Margaret by referring
to the individual plan
The student fails toadequately:
- describe three pieces of equipment or
supplies that Sue needs to take on her
scheduled visit to Margaret by referring
to the individual plan
Part 3:
Question B
The student is able to adequately:
- describe two goals that Margaret has
The student fails to adequately:
- describe two goals that Margaret has
32475/02 E1144 - CHC33015 Certificate III in Individual Support (Ageing, Home and Community)
Page 32 of 33

In your own words,
describe two goals that
Margaret has and how
Sue can support her with
these
by referring to the individual plan,
and
- describe how Sue can support her with
these
by referring to the individual plan,
and/or
- describe how Sue can support her with
these .
Part 3:
Question C
The student is able to adequately:
- describe how Sue can confirm the
purpose and time of her visit to
Margaret?
and
- outline what Sue should do if Margaret
does not seem to understand or
remember
The student fails to adequately:
- describe how Sue can confirm the
purpose and time of her visit to
Margaret?
and/or
- outline what Sue should do if Margaret
does not seem to understand or
remember
Overall assessment requirements
Word count As per tasks. Not as per tasks.
Plagiarism All or most of the work is original and
sourced material (if any) is properly
cited.
There is no or little work that is original
and / or sourced material (if any) is not or
inadequately cited.
Referencing Appropriate referencing conventions are
used.
Inappropriate referencing conventions
are used.
5. Units of Competency
This assessment contributes to the overall competencies for the following unit(s) of
competency:
CHCCCS025 Support relationships with carers and families
CHCHCS001 Provide home and community support services
All terms mentioned in this text that are known to be trademarks or service marks have been appropriately
capitalised. Use of a term in this text should not be regarded as affecting the validity of any trademark or
service mark.
© Open Colleges Pty Ltd, 2016. All rights reserved. No part of the material protected by this copyright may be
reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying,
recording, or by any information storage and retrieval system, without permission in writing from the
copyright owner.
32475/02 E1144 - CHC33015 Certificate III in Individual Support (Ageing, Home and Community)
Page 33 of 33