Work in Health and Community Services

This assessment workbook covers the unit of competency CHCCOM005 - Communicate and work in health or community services and CHCDIV001 - Work with diverse people. It includes performance evidence, knowledge evidence, and assessment conditions. The assessment methods include multiple choice questions, written questions, and case studies. Resources required for assessment include a computer with internet access and software like MS Word and Adobe Acrobat Reader.

CHC33015 Certificate III in
Individual Support
Work in Health and
Community Services
V1.2 Produced 01:44

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reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than
pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources.
Assessment Workbook 3 Version No. 1.2 Produced 09 November 2017
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Version control & document history
Date Summary of modifications made Version
30 May 2016 Version 1 final produced following assessment
validation. 1.0
24 July 2017
Added Client Name in Reportable Assault
Form
Corrected grammatical error in Case Study 3
Task 3
1.1
09 November
2017
Added further instructions in Case Study 3
Task 2 1.2
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1. 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.
1.TABLE OF CONTENTS............................................................4
2.INSTRUCTIONS.....................................................................5
3.WHAT IS COMPETENCY BASED ASSESSMENT............................5
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING ..............................................................................7
5.THE DIMENSIONS OF COMPETENCY.........................................9
6.REASONABLE ADJUSTMENT....................................................9
7.THE UNIT OF COMPETENCY.................................................12
8.ASSESSMENT REQUIREMENTS..............................................13
9.ASSESSMENT METHODS......................................................14
10.RESOURCES REQUIRED FOR ASSESSMENT............................14
11.ASSESSMENT WORKBOOK COVER SHEET.............................15
12.IMPORTANT REMINDER.....................................................16
13.KNOWLEDGE ASSESSMENT................................................16
14.CASE STUDIES.................................................................22
Case Study 1: Eddie...................................................................................22
Case Study 2: Javier...................................................................................27
Case Study 3: Janis.....................................................................................31
WORKBOOK CHECKLIST.........................................................39
15.FEEDBACK.......................................................................41
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2. 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 research part of the
written questions assessment and in the case studies assessment. You
must answer all questions using your own words. However, you may
reference your learner guide to complete this assessment.
3. WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
these exist. Where such competencies do not exist, the
outcomes are based upon those identified in a training needs
analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are
assessed against national standards of competence required by
industry, rather than compared with the skills and knowledge of
other learners.
4. 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
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o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
 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
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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.
5. 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
6. 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:
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 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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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7. 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
CHC33015 Certificate III in Individual Support:
CHCCOM005 - Communicate and work in health or community
services
1. Communicate effectively with people
2. Collaborate with colleagues
3. Address constraints to communication
4. Report problems to supervisor
5. Complete workplace correspondence and documentation
6. Contribute to continuous improvement
CHCDIV001 - Work with diverse people
1. Reflect on own perspectives
2. Appreciate diversity and inclusiveness, and their benefits
3. Communicate with people from diverse backgrounds and situations
4. Promote understanding across diverse groups
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
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8. 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:
U
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t
s
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t
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n
c
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Assessment Activities
C
H
C
D
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V
0
0
1
C
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C
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5
Multiple Choice Questions  
Research – Short Answer Questions 
Case Studies  
9. ASSESSMENT METHODS
1. Written questions
- Written assessments to test students’ understanding of
underpinning knowledge, concepts and/or theories relevant to the
units of competency included in this subject
2. Case Studies
- Detailed scenarios and simulated environments providing all
necessary information required to complete relevant tasks and
activities
10. RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access and a working web browser
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 Installed Software: MS Word, Adobe Acrobat Reader
 A video recording equipment for the case study
 An audio recording equipment for the case study
 Volunteer/s for the case studies
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11. ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 3
TITLE: Work in health and
community services
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
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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/evide
nce of parties who
verify my
performance or
observable skills. I
give my consent to
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contact these
parties for
verification
purposes.
Name : Signature: Date:
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12. IMPORTANT REMINDER
The First Aid unit is a pre-requisite for vocational placement.
It is to be completed at another RTO provider of your choice.
See Workbook 7 for details.
13. KNOWLEDGE ASSESSMENT
1. Briefly describe how each of the following can influence communication
in an aged care context.
Concept Influence
a. Language Language is needed for communication such that
people with speech impalement also communicate with
sign language. Therefore, communication becomes
difficulty in aged care when they did not understand
each others language.
b. Culture As every person belong to different background, thus at
the time of communicating with them, respect and
values is to be maintained which influences the aged
people in right way.
c. Religion Aged person are more attached to their religion, thus at
the time of communicating with them ethics is to be
maintained in respect of presenting their thoughts or
raising any queries.
d. Emotional
state
Usually aged are emotion and promptly react on any
situation. In such perspective patience is to be
maintained at the time of communicating with them.
e. Disability Disability also influence communication in the age care
such that people with intellectual disability are directly
affected the speech and find issue related to having
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communication difficulties. Such that talking with
someone through mild communication is different than
moderate communication.
f. Health If the aged person are not fit,then they cannot
communicate properly with others because health plays
direct impact upon the communication.
g. Age Age factors arises in respect of undertaking different
risk such that when age increases, they did not able to
communicate their views from others and as a result,
others are not able to understand their views.
2. The following are some of the cultural influences in Australia. Select at
least two (2) of these influences. Briefly explain in no more than 50 to
100 how they changed the practices in the diverse Australian society.
a) Pearling industry
b) Farming industry
c) The bush
d) Clothing
e) Food
1) The bush: It also creates positive impact upon diverse Australian
Society such that this is eaten by Aboriginals people in remote areas of
the Australia and the same is also distributed to nearby cafes and cuisine.
This include emu, witchetty grubs and nuts that are also includes on the
menu of restaurants.
2)Food: the country has variety of cuisine which supply different range
of food and people belongs to different culture also enjoy the food.
Therefore, Aboriginals are also taking the food without any restrictions.
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3. Briefly explain, in no more than 50 words, how diversity practices and
experiences affect each of the following:
a) Personal behaviour
b) Interpersonal relationships
c) Perception
d) Social expectation of others
a) Personal behaviour: A good diversity practices affect personal
behaviour such that they change their way of thinking so that people
from different backgrounds build something better than people from
same background. Therefore, it shows that it helps to raise the personal
skill level when people interact with different people belongs to other
culture.
b) Interpersonal relationships: It also creates positive impact such that
increased diversity and acceptance of other culture directly raise
relationships between people belongs to other culture. As a result, it
reduces stigma and prejudice that helps to increase understanding
others culture.
c) Perception: Diversity also plays an important role in perception such
that it creates an environment of a shared belief, the way of thinking and
method of interacting in a group. Therefore, people made their own
perception related to culture and as a result, it impacts the way in which
people think.
d) Social expectation of others: Diversity affect the people belongs to
different culture and social expectation of others as well. Such that
expectation of others creates direct impact upon other's behaviour such
that people's expectation is different from other culture's people and as a
result, it affects the diversity in opposite way.
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4. Consider at least one (1) culture
that is different from your own.
Research on how the following
aspects of that culture impacts
different people and groups.
Culture: Aboriginal
a) Community
attitudes
As they didn’t accept the different caste of the culture
and also discrimination is committed in respect of
misguiding other citizen to not accept the citizens.
b) Language In Australia, people belong to different culture and the
use common Language to communicate their views. But
on the other side, there are Aboriginals who faces issue
to understand the language of others and as a result,
this creates opposite impact upon different groups and
people.
c) Policies Polices are examined in respect of protecting the rights
of the citizen under the Aboriginal protection act, 1908.
d) Structures The structure of the Aboriginal culture is complex as
various role and responsibilities are determined in
respect of accomplishing the common objectives.
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14. CASE STUDIES
Case Study 1: Eddie
Scenario 1:
You are supporting an older person for the first time and you would like to
know their preferences in care. The person you are assigned with is Eddie,
an elderly person from an Aboriginal background, and is having a hearing
loss due to ear infection.
You introduce yourself to Eddie with a smile
and he smiles back to you. Then you asked him if it’s alright to ask him
questions to which he nods his head. You asked him about his day and he
responds with a nod. You start asking about how you could help him. Eddie
looks at you and leans a little forward. You repeat the question because you
think that he did not hear you well. Eddie shakes his head and looks down.
You asked him if he could speak English to which he looks unto you and
shakes his head.
The policy and procedures in your workplace require you to seek immediate
assistance from an interpreter for this kind of situation.
Task 1
Answer the following questions.
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1. What are the signs of possible difficult situations in the scenario? Identify at
least two (2).
a. To present the view, person may talk with sign language so that others
may understand the words.
b. Start conversing in written form.
2. Identify at least two (2) most appropriate persons whom you could ask
for immediate assistance regarding this scenario.
a. The person which is already dealing with such person and are
familiar with the body signs.
b. The residential care agency who can appoint such person to guide
regarding the procedure from whom they can communicate
effectively.
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Task 2
Refer to your responses in Task 1, Question 2. For the purpose of this
assessment scenario, your workplace requires you to call an interpreter
through phone to request for assistance.
Using an audio recording device, simulate a phone call with two (2)
interpreters or relevant persons to inform them of your need for assistance.
Explain about the situation and the communication need. Your audio
recording must be no more than 5 minutes long in total.
Save your file using the filename: CHC33015-Subject 3-Case Study1 and
submit it to your Assessor.
Guidance: Submit only one audio recording for this assessment but it should contain two
simulated phone calls.
 One phone call is to be done to that person who is already suffer the situation, in which I
first gave a summary to whole situation and then ask to provide solution to deal with such
problem.
 Another call is to residential care agency in which I make request to come immediately
in order to feel Eddie comfortable during a situation. I also provide a brief scenario of our
conversation so that they may understand.
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Scenario 2
Eddie has been ill for the past few days and he refuses to take his
medications. He keeps telling the other support worker attending to him,
through an interpreter, that the centre is making him very sick. He says
that bush medicine will make him feel better as that is what they used in
their community. He talks about his life in the Country, how he loves to tend
his land as it makes him feel strong. He tells you that he misses his family
and he wants to see his grandchildren. Eddie asks the other worker every
now and then when he can leave the centre. He is afraid that he may not be
able to leave the place and he wants to die in his own Country. The support
worker then suggested that maybe his grandchildren can visit him in the
centre. Eddie got upset when the worker said this. He told them not to take
away his grandchildren. Eddie wouldn’t speak with anyone again after that
incident.
Task 3
Answer the following question.
Guidance: You may refer to other resources about the Aboriginal culture to answer the
question that follows.
1. What are the impacts of social and cultural diversity from this scenario?
Identify at least three (3).
a. There is negative impact of social and cultural diversity as per the
scenario such that Eddie have its own perception and he love in his
own land rather than other place.
b. As he miss his grand child which clearly shows that there is a huge
difference between his culture and the culture which he feel during
care. Therefore, it creates negative impact.
c. Eddie also state that he did not like this medicine because
generally in his community the treatment is provided with bush
medicine which he feel more comfortable while during his care, he
takes completely different medicine. Therefore, it shows the
opposite social and cultural diversity.
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Scenario 3
The other support worker assigned with Eddie is distressed as the client
would not cooperate with them. They speak with you one day and complains
about the situation. They tell you that they should not be assigned to a
client who doesn’t speak English and has a lot of considerations for
treatment.
Task 4
For this assessment, you are to demonstrate your communication skills in
order to address the conflict between Eddie and the support worker.
Role-play a conversation with the support worker and record it in a video.
Seek the assistance of a volunteer to simulate the role of the support
worker.
Use the following guidelines to complete the scenario:
 The support worker must tell you about the issues between them and
Eddie.
 Assist the support worker in understanding Eddie’s culture.
 Provide possible solutions on how you can support Eddie’s needs
despite the situation.
 Ensure to maintain sensitivity between both cultures when addressing
the conflict.
Your video submission must be no more than 7 minutes long. Save your
video using the filename: CHC33015-Subject 3-Case Study Video and
submit it to your assessor.
Guidance: Any video submission longer than what is required will be marked as
not satisfactory.
In respect of facing the conflict between the Eddie and support workers regarding not cooperating during the
treatment and also facing lot of issues in respect of not communicating with Eddie properly. As Eddie is from
different culture and thus not familiar with all types of languages. In that case, support worker must cooperate with
the Eddie situation and also cooperate with him, at the time of performing their duty. Eddie needs can be supported
in case of providing the familiar background and also having proper communication with their family members.
Through this aspects, it results in more chances of getting improvement in their health. Thus through this aspects,
the Major barriers arise is in respect of communication, thus by expression or any other body sign also result in
resolving their conflict between the two.
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Case Study 2: Javier
You are working in a residential aged
care facility with a number of younger
workers. One of the residents is 7o-year
old Javier, who has been diagnosed for
chronic obstructive pulmonary disease.
He has been a chain smoker since he
was age 20. His treatment plan
includes avoidance of cigarette
smoking.
One day, while you were assisting a
client for an early morning walk, you
saw Javier and two young workers
smoking vape (electronic cigarette) in
the designated smoking area of the facility.
When it was time for you to assist Javier, you mentioned with him that time
when you saw him smoking vape with the young workers. You tell him about
the health effects of using vape. Javier says that it is better than using a real
cigarette.
You know that if he continues to smoke, his health condition might worsen.
In fact, he has been coughing a lot lately and has been having chest pains
despite him taking medications. He does not report this to the support
workers assisting him as he fears that they will also find out about his
activity.
Task 1
Answer the following questions.
1. What are the rights of Javier as a client in the facility? Provide at least
two (2).
a. The rights of the Javier is that he must take all the treatment seriously
which is assigned by him for better treatment.
b. Javier had to protest against the smoking as this is dangerous to
health and also affects the life of Javier.
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c.
2. Provide two (2) responsibilities of Javier which have been
compromised from the scenario.
a. If Javier cant stay away from cigarette, he must communicate with his
support worker regarding such issue so that better treatment is
offered to him.
b. Javier is familiar with his heath condition and also know the side
effects of the cigarette. Thus, by this procedure he is harming his own
body and also violating the terms of residential aged care.
After talking with Javier, you decided to talk with the young workers and
told them that what would possibly happen to the client and to them as
workers if they do not stop participating in the smoking activity. One of
them told you that they are helping Javier achieve his rights as he wanted to
smoke again after some time. The next day, as if nothing happened, you saw
the young workers again with Javier. You have heard from other workers
that Javier has been providing money to the workers to buy liquid nicotine
which they all share.
The service provider prohibits any staff in the facility from participating in
any substance use with the client including drugs, alcohol, or cigarettes.
Moreover, staff are to avoid any situations that will cause conflict of interest
while performing their duties in the facility.
According to your organisation’s policies and procedures, you are to send
your supervisor an email report on instances that any staff finds a breach of
conduct among co-workers.
Task 2
Send an email to your supervisor reporting about the incident. In your
email, discuss any legal and ethical responsibilities that were breached in
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the scenario. Discuss the actions you have taken and any feedback that you
have identified. Write your email text below.
Note: You are not required to send an actual email to address posted below.
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To: [e-mail]
Subject:Violation of terms and condition of the Residential aged care facility
Message:
Respected Sir,
The issue arises in respect of violating the terms and condition which is
fixed by the residential aged care in respect of liquor, cigarette and drugs in
work premises. As after giving so many warning to the young staff regarding
not using such things at work places still they are committing such things
with the patients. At work place certain ethics are to be maintained in
respect of motivating patients to use such services but on contradictory they
are participating with such patients. The actions which is taken against such
activity is that prohibits staff in participating with such activity and also
avoid such situation which bring conflict at work place. The feedback after
such action taken is that they are not mixing up with the patients regarding
such activity and also not communicating more with Javier regarding
supporting him in taking cigarette.
Thank you
Your gratefully
XYZ
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Case Study 3: Janis
Janis is an 80-year old client in a Lotus Compassionate Care’s respite care
facility. She has been diagnosed with Parkinson’s disease about eight years
ago, and is showing signs of dementia. She stays at home with her youngest
son, Ian, who serves as her carer during weekends. On weekdays, Ian
brings his mum to the facility as he has to go to work.
You have been assigned to provide care services for Janis. Janis undergoes
therapy at least twice a week, usually every Monday and Thursday. She has
been observed to be cooperative with the therapist and care workers, and
shows a light disposition.
One Monday, her son Ian
requested if he could watch over while his mum undergoes therapy session
as she is unwell. According to the organisation’s policies, carers of clients
are only allowed to watch their patients outside the therapy room. While the
therapy session is ongoing, you noticed that Ian is uneasy – he is pacing
around the room and peeks into the therapy room’s small window. After the
therapy, the specialist reports that Janis is unusually quiet today. You leave
her to his son, as the son requested that he talk with his mum.
A few minutes later, you see Ian storming out of the room, his face looking
furious. You walk over to Janis to ask what happened. She is hesitant at
first, but she tells you that her son is suggesting that she stays in the facility
as he may not be able to watch after her anymore. His son also told her that
he would be managing the house while she is away, thus, asking her to
provide access to her bank accounts so he could also pay for her
medications. Janis says that Ian probably got upset because she couldn’t tell
him the information for her accounts as she might be having memory
lapses. Janis further tells you not to speak about this with anyone.
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Janis returns home with his son that weekend but is not around the
following week. His son tells you that his mum has become very ill and does
not want to leave the house. He promises to bring her next week.
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Janis arrives at the respite care facility on the week advised. She is more
quiet and only stares or nods when you talk with her. She also seemed to
have lost weight. While helping her get dressed one morning, you noticed
that she has bruises on her wrists. She also has rashes on back. You ask
Janis what happened and she tells you that his son is getting stressed out
with her and is drinking a lot lately. He asked her one time to sign a
document but her hands are having difficulty moving, so his son gripped her
hand. You ask her if she’s hurt but she says that she will be fine.
She feels sad because she wants to stay with her son. Her son also tells her
not to call him as he will be very busy.
You suspect that Janis is being abused by her son. Under your
organisation’s policies and procedures, any suspected abuse of clients,
whether by their carer or support staff in the facility, must be immediately
reported to the supervisor.
Guidance: For the purpose of this assessment, the date that you are currently
talking with Janis is 23 May 20xx. The current time is 9:00 AM.
Task 1
Answer the following questions:
1. What are the indicators of risk affecting Janis in the scenario? Identify
at least two (2).
a. The indicators of the risk which is faced by Janis is that if the care
center take any strict actions against his son, than she didn't get any
such chance to stay with his on in near future.
b. The risk also arises that at this age she is beaten by his son after
getting so much drink. Still she decided to stay with his son in future.
Their is more chances of increase in harassment case and also it
results in neglecting their life in better way.
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2. What is your duty of care to Janis, relating to the scenario? Identify at
least two (2).
a. The duty of the care center is that they talk with Janis son Ian
regarding the health condition and also needs to give them advice
regarding appointing the care taker for 24 hours in their house.
b. Care is also to be maintained in respect of taking strict action against
Ian regarding abusing Janis for not signing the document. As this is
the illegal activity and also they are punish for committing such
offenses.
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Task 2
Role-play the last part of the scenario where you are speaking with Janis
about the suspected abuse. Your task is to show evidence that you can use
effective communication in the context of an aged care setting.
Use the following guidelines to complete the scenario:
 Janis asked you not to report about the bruises and rashes you found
on her body.
 She also asked you to call her son and tell him that she wishes to be
home for the weekend.
 She tells you that she wants to stay with her son because he is
starting to become an alcoholic and is going out with some friends
whom she doesn’t like
As the care worker, you must be able to demonstrate the following:
 Appropriate use of verbal and non-verbal communication when
speaking with the client
 Listening to the client’s requests and clarifying what they meant
 Briefly discuss the service that the organisation can provide if she
decides to stay in a permanent residential care facility
 Ensure the client that you are maintaining the confidentiality of the
conversation. Reassure and explain to the client you have a duty of
care to report any suspected cases of abuse and/or neglect to the
supervisor and provide information about the person’s rights
Enlist the assistance of at least one volunteer and video record this task to
be submitted to your assessor. Your video submission must be no more than
7 minutes long.
Guidance: Any video submission longer than what is required will be marked as
not satisfactory.
Your assessor will be evaluating you based from the criteria on the next
page.
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In respect of the matter which is discussed above is relating to discussing with the volunteers
regarding the condition of the Janis. As Janis is abused by his children regarding not signing the document
and also finds many bruises and rashes on her body. This clearly indicated that she is beaten by his children
after getting drunk. Thus, by this aspect the decision is taken that she had to keep under the norms of the
residential care and also her care is to be taken by the appropriate person. But she refuses to stay under the
residential cares as she wants to stay with his child as she feel that in her absence he consumer more alcohol
and also he goes out with his friends which she didn't like. Thus, the main reason of staying with the child is
this only and also she take a promise that the facts which she tells is not disclosed in front of his child. As this
is the family matter and she not accepts the offer to stay at residential care. As to abuse someone is crime and
also the person is liable to be punished under such offences. But as per the given instruction, the residential
care supporter are bound by the instruction guided by Janis in respect of not disclosing his condition to
anyone.
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Assessor’s Checklist
For assessor’s use only. Check Yes or
No if the candidate’s submission meets
the following criteria:
1. The student’s video submission is no more than 7
minutes long.
Yes
No
2. The verbal and non-verbal communication
appropriately:
a. Uses active listening Yes
No
b. Clarifies information (e.g. repeats client’s
request)
Yes
No
c. Uses proper posture in the act of listening Yes
No
d. Maintains eye contact as necessary Yes
No
e. Nods or shakes head as necessary Yes
No
f. Maintains proper professional distance from
client
Yes
No
3. The candidate does not provide personal advice to
client about the situation.
Yes
No
4. The candidate has provided a brief discussion of the
services that can be provided by a permanent
residential care facility.
Yes
No
5. The candidate ensures the client that the
conversation is confidential.
Yes
No
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Task 3
You have reported the situation about Janis to your supervisor, in
accordance to your organisation’s policies and procedures. The supervisor
asks you to complete a form that will be filed in case there will be an
instance the suspected abuse happens again. He has further advised you to
keep track of the signs of possible abuse that you have noticed of the client.
Complete the form below.
Guidance: For the purpose of this assessment, your work number is your home
phone number.
Reportable Assault Form
Client Name: Janis
Your Name:
Position/Role:
Work Number:
Name of Provider:
Note: An officer might contact you for
further details on the incident.
Report is related to:
unreasonable use of force or assault
unlawful sexual contact
Date and time of alleged/suspected
assault was made known:
Date:
Time:
Has assault been reported to the
police?
Yes
No
Have police arrested or charged a person
in relation to the assault?
Yes
No
Do not know
Actions taken:
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I declare that the information I have
provided in this form is complete and
correct.
Name: Date:
WORKBOOK CHECKLIST
When you have completed assessing this workbook, review the candidate’s
assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment 1 – Multiple Choice Questions
Knowledge Assessment 2 – Research
Case Studies
Case Study 1: Eddie
Case Study 2: Javier
Case Study 3: Janis
The candidate has completed the templates/submitted all of
the following evidences:
Responses for Case Study 1 Questions
Case Study 2: Role-playing/audio submission
Case Study 2: Role-playing/video submission
Responses for Case Study 2 Questions
Case Study 2: Email to Supervisor
Responses for Case Study 3 Questions
Case Study 3: Role-playing/video submission
Case Study 3: Reportable Assault Form
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IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to
be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the
candidate must successfully complete all the requirements listed above
according to the prescribed benchmarks.
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