CHCDIS011 Contribute to ongoing skills development using a strengths-based approach : Work in Disability

Assessment Overview

This Student Assessment Booklet includes all of your assessment tasks for Work in Disability, which consists of the following units:

• CHCDIS011 Contribute to ongoing skills development using a strengths-based approach
• CHCDIS020 Work effectively in disability support. 

Assessment Task Summary

This cluster requires you to complete five assessment tasks. You must satisfactorily complete all tasks to achieve competency for the units in this cluster.

Assessment Task	Assessment Method	Task Summary
Assessment Task 1: Knowledge Questions	Knowledge Questions	Answer knowledge questions in an open book written assessment.
Assessment Task 2: Case Studies	Case Study Questions	Demonstrate the application of knowledge of providing client support by answering a series of case study questions. There are three case studies to provide a response to.
Assessment Task 3: Contributing to Skills Development – Hamilton	Project and Role Plays	This task consists of five parts: Part A: Review the Individual Action Plan for Your Client Part B: Support Skills Development Part C: Complete and Distribute Documentation Part D: Implement Skills Development Part E: Maintain Client Documentation
Assessment Task 4: Contributing to Skills Development – Trudy	Role Play	This task consists of five parts: Part A: Review the Individual Action Plan for Your Client Part B: Support Skills Development Part C: Complete and Distribute Documentation Part D: Implement Skills Development Part E: Maintain Client Documentation
Assessment Task 5: Workplace Project	Observation	This task consists of two parts: Part A: Identify Existing Skills Part B: Skills Development

Assessment Outcomes

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC). 
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission.

Assessment Outcome Summary

The Assessment Outcome Summary records the task and overall unit results for the units of competency in this cluster. The results for each attempt at each task must be recorded in the Assessment Outcome Summary. For clustered assessments, the summary indicates which tasks relate to each unit in the cluster.

Once you have attempted all assessment tasks, you assessor must enter a result for the unit in the Unit Results box. You must achieve a Satisfactory outcome for all assessment tasks that are relevant to a unit to be marked as Competent for the unit. Where you have attempted all tasks, but one or more tasks have an outcome of Not Satisfactory, you assessor must record a result of Not Yet Competent in the Unit Results box. 

Assessment Task 1: Knowledge Questions

TASK SUMMARY

In this task, you will demonstrate your knowledge by answering a series of questions that relate to the units of competency in this cluster. 
You must answer all questions correctly to achieve a satisfactory outcome for this task.

TASK INSTRUCTIONS

    Answer all questions below by indicating your response to each question in the space provided. 
    You may use your learning materials as reference if required.
    You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.

QUESTION 1

a)    Considering access and equity, do you think the problem lies with the person in the wheelchair or the environment the person is in? Explain your answer.
b)    Describe this picture in terms of access and equity.
c)    Determine if this is individual or structural discrimination and explain why.
d)    Explain what federal legislation and/or standard is being breached in this picture and why. What legislation from your state would apply?

QUESTION 2

Scenario

Jeremy is 12 years old. He suffers from mild intellectual disability and very bad eczema, which leaves his skin itchy and raw. He goes to the local school where there is a reputation for bullying. Several children in the school call Jeremy ‘Dumb scratch’. 

Sometimes the bullies take his school bag and tip his lunch onto the ground. ‘You don’t need food anyway – freaks don’t deserve to eat!’ they yell at him.

Jeremy tells his teacher, but the teacher says, ‘Toughen up and get over it!’

a) How do you think the response to Jeremy’s disabilities will contribute to his quality of life in the future? Describe three ways
b)  Discuss how the behaviour of the bullies and the teacher are examples of individual discrimination. What can be done to remove the discrimination?

Scenario

Peter is 12 years old. He suffers from mild intellectual disability and a speech impediment, which makes it difficult for people to understand him. 

He goes to the local school, which has a reputation for inclusiveness. Peter has a teacher’s aide who assists him in the classroom. She has been working with him for some time and can understand his speech easily and she will help Peter get his message across if he is struggling. 

The teacher’s aide works closely with Peter’s speech therapist. Peter has been buddied up with a boy of his own age, Martin. Peter knows he can always go to Martin if he has any problems. 

A new child at the school called Peter an insulting name and started to imitate his speech. This was reported to the principal, who called the new child into his office and explained why his behaviour was inappropriate. The child apologised to Peter, and they ended up playing football together.

Peter is good at art and sport. The school makes sure there are plenty of opportunities to build on these skills – not only for Peter but for all the children. 

Peter enjoys going to school. Sometimes the work is hard, but the teachers and the teacher’s aide always spend time to help him understand. He is starting to reap the benefits of speech therapy, and he is improving his ability to communicate.

c) How do you think the response to Peter’s disabilities will contribute to his quality of life in the future? Describe three ways

Scenario

In days gone by, disengagement for people with intellectual disability was a major problem. Many people were left spending most of their day doing nothing, just waiting for something to happen – bathing, meals or clothing support and so on, but engagement in everyday activities was impossible.

Person-centred active support is a support mechanism to provide the right amount of assistance to assist a person to be engaged and to exercise choice and control over their lives.

d)    An important part of person-centred active support is breaking tasks into simple steps.  Imagine you have a client who enjoys cooking. Write down all the steps involved in making a simple dessert – fruit salad with ice cream. Make sure you include the opportunity for choice in the steps.

e)    Choose one of the steps that you wrote above. 
Use the ASK–INSTRUCT–PROMPT–SHOW–GUIDE approach to explain how you would do each of these to support a client with this step. 
The first one has been completed as an example for you.

ASK	Would you like to peel the banana?
INSTRUCT
PROMPT
SHOW
GUIDE

f)    If you found that your client could quite easily do the task after you prompted them, what would you do next time you were helping them with this task?

QUESTION 3

Scenario

Henry was raised in a family of atheists. 

When Henry was in his 20s, he had a car accident that left him a paraplegic. During his recovery, he met a Catholic priest who talked to him about spiritual matters. 

Henry was very taken by the Catholic religion. He started attending services in the hospital and reading the bible the priest gave him. His newfound religion gave him the strength to carry on.

Is this an invasion of Henry’s human rights? Explain your answer, making sure you refer to the United Nations Convention on the Rights of Persons with Disabilities.

QUESTION 4

Scenario

Massimo works with people with intellectual disabilities. Today he has taken a group of five adolescents to the park for an outing. They have skateboards and he takes them to the skate park, which he does each week. They always enjoy their outing and, because they are good friends, there is never any trouble.

Today a pretty young woman is at the skate park with her little brother. She is around Massimo’s age.
She and Massimo start talking, and they enjoy each other’s company. Massimo asks her for her number when her brother is ready to go home. She tells him she has a pen in the car. 

Massimo checks on his clients and because they are playing nicely, he leaves them to go to the car park. The car park is not in the direct line of sight of the skate park. Massimo gets the phone number, and they chat for another 15 minutes. 

All of sudden Massimo hears yelling from the skate park. He runs back to find one of his clients, Mike, has been pushed off his skateboard by a bully. Apparently, the bully had laughed at them all. Mike had gotten angry at him, so the bully pushed him off his board. 

Mike has hit his head on the concrete, and he has a nasty gash, which is pouring blood.
Massimo feels bad as he could have dealt with the bully if he had been there.

a)    What was Massimo’s duty of care to his clients?
b)    How has Massimo breached his duty of care?
c)    What are the consequences of Massimo’s actions?
d)    What should Massimo have done when the woman said she needed to get a pen from her car?
e)    What documentation will Massimo need to complete?

QUESTION 5

Scenario
Gary lives with ADHD. He is disruptive, noisy, fidgety and frustrated and finds it very difficult to stay on task. 
Gary’s mother feels like she is yelling at him all the time to stop, be quiet, sit still or get on with his homework.

a)  What advice would you give to Gary’s mother to use positive reinforcement techniques to assist Gary in managing his behaviour? Provide three examples to assist Gary’s mother.
b) List four things that might motivate Gary to learn.
c)    What are three things that might demotivate Gary to learn?

QUESTION 6

Scenario
‘Boundless Canberra’ is an ‘all abilities’ playground that has opened in Canberra, ACT. The playground provides a space where everyone can meet and play, regardless of their abilities. The play equipment is easily accessible for people of all abilities without being specifically designated ‘disabled access’.
The community is encouraged to use the playground and to support it through fund raising and other activities.
(More information can be found at  boundless playground canberra 

a)  In what way do projects such as this contribute to community education?
b)  What opportunities does the playground give to community groups? Suggest two.

QUESTION 7

Match the roles and responsibilities listed in the table to the following people involved in providing disability support:
a)    Support worker
b)    Supervisor
c)    Carer
d)    Family
e)    Health professional

Roles and Responsibilities	Correct Answer
Understands and communicates organisational aims and standards
Booking and going to appointments with clients
Referral to other health professionals when required
Set boundaries
Delivery of care within the scope of their practice
Cleaning, grocery shopping and gardening
Undertakes risk assessments
Monitors safety
Plan excursions and transport
Daily care for the person needing support

QUESTION 8

Summarise the human rights framework that exists in Australia for persons with disabilities.

QUESTION 9

Positive behaviour support includes eight steps that qualified health professionals use to help someone displaying challenging behaviours. List and briefly describe the eight steps.

QUESTION 10

Indicate true or false to the questions below.

Question	True or False
Providing a suggestion board or box for satisfaction comments and improvements is one way to consult with people with disability.
People with disability don’t require representation in advisory and reference groups.
To consult with people with disability, you should incorporate verbal and/or visual opportunities for feedback.
Inclusive consultation and engagement take into account a variety of access and communication requirements.
When people have the same disability, their requirements will be the same.
You should always have available and promote an accessible complaints process when working with people with disability.

QUESTION 11

When you advocate for a person with disability, you are also supporting them in learning the skills of advocating for themselves. Briefly outline four skills to achieve effective advocacy.

QUESTION 12

Scenario

June is a 22-year-old living with Down Syndrome. She lives in a share house with three other people with Down Syndrome and has a job she enjoys. Her Individual Support Plan was put in place to help her learn to interact confidently with others, manage her finances and learn the skills of living on her own such as paying her bills, cooking, and cleaning.

June’s support worker, Karen, visits to take her shopping for food. While they are out, June excitedly tells Karen that she has met a young man at work who wants to take her out on a date. June says that he thinks she is really funny, and wants to go to dinner and a movie. June confides to Karen that she hopes she will get her first kiss.

Karen is worried that June could be taken advantage of or harmed in some way during the date, as she hasn’t had any experience with the physical side of a relationship. Karen tells June that she can’t go on the date and that June needs to call the young man and tell him she won’t be going when they arrive back at June’s house.

a)    Explain what dignity of risk means.
b)    Explain how Karen’s response interferes with June’s dignity of risk.
c)    What should Karen have done instead of telling June she couldn’t go?

QUESTION 13

Match the risk area for abuse or a systemic issue with the correct definition.

Risk Area for Abuse/ Systemic Issues	Correct Answer	Definition
Paternalism		a)     Negative attitudes or discrimination against someone based on a distinguishing characteristic such as a mental illness, health condition, or disability.
Social isolation		b)    The state of depending on or trusting in something or someone which makes it harder to report abuse.
Misconceptions		c)     Interference by the state, a group, or an individual with another person, defended on the basis that ‘it was for that person’s good’.
Reliance on others		d)    Ascribe lower quality of life to a person living with a disability (e.g. paraplegia, blindness, brain injury) than the person does themselves.
Ableism		e)     The state of having minimal contact with others which means the person is less likely to have someone check up on them.
Stigma		f)     A view or opinion that is incorrect because based on faulty thinking or understanding.
Value judgement around quality of life		g)    The discrimination of and social prejudice against people with disabilities based on the belief that typical abilities are superior.

QUESTION 14

List and briefly describe three types of abuse experienced by people with disability. Provide at least four signs/indicators for each type of abuse listed that you would look for when monitoring your clients.

QUESTION 15

Briefly explain delegation and supervision requirements and how the relationship works when tasks are assigned to support workers by health professionals.

QUESTION 16

List at least three national and/or state/territory statutory bodies that you need to know about as a support worker and give a brief description of what they do.

QUESTION 17

Briefly explain what the Office of the Health Ombudsman is for.

QUESTION 18

Define the two concepts of consent below:
a)   Informed

b)   Uninformed

QUESTION 19

a)  Match the definition to the correct National Standards for Disability Services.

Standard	Definition	Answer
1.     Rights	a)     The standards promote the meaningful inclusion of and participation in society by people with disabilities, plus that of their families, friends, and carers.
2.     Participation and Inclusion	b)    The standards promote the seeking of feedback to improve services at a nationwide and individual level.
3.     Individual Outcomes	c)     The standards promote effective and accountable management and leadership to maximise outcomes for people with disabilities.
4.     Feedback and Complaints	d)    The standards promote the right of the individual to freedom of expression and self-determination and to live free from abuse, neglect, and exploitation.
5.     Service Access	e)     The standards promote a person-centred approach that helps people reach their goals through assessment, planning, delivery, and review.
6.     Service Management	f)     The standards promote access to, commencement, and exit from services in a prompt, equitable, fair, and transparent way.

a)     Identify the industry standards body that manages the National Standards for Disability Services.

QUESTION 20

In Australia, the concept of social and emotional wellbeing has been employed in the National Strategic Framework for First Nations Peoples
Mental Health and Social and Emotional Wellbeing 2017–2023. Outline the purpose of the framework

QUESTION 21

Define the following attitudes and stereotypes. Give one example of what it might look like.
a)    Paternalism
b)    Ableism 
c)    Stigma 

QUESTION 22

Define what a misconception is and list three common misconceptions that are often attributed to people with disabilities

QUESTION 23

Briefly outline how the value judgement around qualify of live affects people with disability and give four examples of dangers this form of misconception might cause when used by health professionals.

QUESTION 24

Explain the social model of disability and how it has affected the contemporary view of disability support.

QUESTION 25

Match the activity to the correct category:
a)    Care
b)    Support

QUESTION 26

Briefly describe what empowerment is for a person receiving support and give two examples of how you would demonstrate it.

QUESTION 27

Summarise the concept of social role valorisation as it applies to everyone having the right to live life as they choose.

QUESTION 28

Access and read HR SD1 Position Description – PCW (available via the Banksia Care website). Provide an outline of the reporting lines for this position.

QUESTION 29

Briefly describe the roles of an interdisciplinary team.

QUESTION 30

a)    List two key organisations within the disability sector.
b)    Name the main organisation that provides funding and accreditation for the disability sector.
c)    Name the standards that services in the disability sector are accredited against.

QUESTION 31

Define cultural competency and briefly explain how it applies to the role of disability support work.

QUESTION 32

According to the State of the Disability Sector Report 2021, briefly outline the four key issues for disability and community support.

QUESTION 33

a) Explain the purpose of an individual care plan.
b)  Outline what the key contents of an individual care plan are.

QUESTION 34

Match the type of disability/functional capacity to its definition according to the National Disability Service (NDS).

Standard	Definition	Answer
1.    Intellectual	a)     Used to describe multiple disabilities arising from damage to the brain acquired after birth. Results in deterioration in cognitive, physical, emotional or independent functioning.
2.     Physical	b)    Refers to sensory impairments associated with severe restrictions in communication, and participation in community life. It is not just vision impairment with hearing loss, or hearing loss with a vision impairment. It is a unique disability of its own, requiring distinct communication and teaching practices.
3.     Acquired brain injury	c)     Encompasses blindness and vision impairment (not corrected by glasses or contact lenses), which can cause severe restriction in communication and mobility and in the ability to participate in community life.
4.     Neurological (including epilepsy and Alzheimer’s disease)	d)    Encompasses speech loss, impairment and/or difficulty in being understood.
5.     Deafblind (dual sensory)	e)     Applies to conditions appearing in the developmental period (age 0–18 years) associated with impairments of mental functions, difficulties in learning and performing certain daily life skills and limitations of adaptive skills in the context of community environments compared to others of the same age.
6.     Vision	f)     Includes recognisable symptoms and behaviour patterns frequently associated with distress, which may impair personal functioning in normal social activity. Normally expect there to be a diagnosis. General issues with behaviour (where there is no specific diagnosis) should be reflected in the support needs data (for example, support needs in relation to ‘interpersonal interactions and relationships’).
7.     Hearing	g)    Applies to children aged 0–5 where conditions have appeared in the early developmental period, but no specific diagnosis has been made and the specific disability group is not yet known.
8.     Speech	h)     Used to describe conditions that are attributable to a physical cause or impact on the ability to perform physical activities, such as mobility.
9.     Psychiatric	i)      Encompasses deafness, hearing impairment, hearing loss.
10.  Developmental delay	j)      Applies to impairments of the nervous system occurring after birth.

QUESTION 35

List five pieces of current terminology used in disability support.

QUESTION 36

a)    Outline the five steps of a risk assessment framework.
b)    Describe the risk assessment considerations for the following roles/actions.

Role/Action	Risk Assessment Considerations
Personal Care Worker
Working in a person’s home
Assisting a person to engage outside of their regular setting
Planning an activity
Medication

QUESTION 37

Define what are the principles of trauma-informed care.

QUESTION 38

a)  Define what a restrictive practice is and list five types of restrictive practices as defined by the NDIS Act 2013.
b)  As the use of restrictive practices is regulated by the NDIS, outline the rules around using them.

QUESTION 39

a)  Provide a definition of Psychosocial disability and brief how it can impact on a person’s life.
b)  Outline the differences between psychosocial disability and mental health.
c)   Outline the ways in which psychosocial disability can interact with other disabilities.
d)  Outline the episodic nature and additional or alternate supports that may be required during different periods.

Assessment Task 2: Case Studies

TASK SUMMARY

In this task, you will demonstrate the application of your knowledge of providing client support by answering a series of case study questions.
There are three case studies to provide a response to.

TASK INSTRUCTIONS

For this task, begin by reading the case studies and then provide detailed answers to the questions that follow. 
You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.

CASE STUDY 1

Jemma

Jemma lives with cerebral palsy. She lives with her sister, Eliza. Eliza has brought Jemma in to be assessed for a communication aid to assist with understanding Jemma’s speech, which has deteriorated significantly. 

Eliza has no trouble understanding Jemma as she is used to how she communicates. Eliza finds now that she must translate for Jemma when communicating with others. This has a significant effect on Jemma’s independence.

Apart from her speech, Jemma is quite independent. She uses her wheelchair to get to the local shops where she likes to go each day. A personal support worker helps her with showering and dressing each morning.

You will be assisting the qualified professional with this assessment.

QUESTION 1.1

There are several different communication aids available. How can the assessment be done so that Jemma and Eliza have a part in the decision-making process and an aid is chosen that best suits Jemma’s needs?

QUESTION 1.2

Jemma is tech-savvy, so she decides to go for one of the more complicated speech-generating devices. This will be very effective when she needs to communicate with people in the community. 

Eliza is a bit worried as she is not tech-savvy, and it all looks too complicated for her to understand. 
What support will need to be given to both Jemma and Eliza to get used to using this technology?

QUESTION 1.3

Jemma asks you a question about the device, but you are having trouble understanding her. Eliza has just left the room, so you cannot get a translation.
What will you do to try to understand Jemma?

CASE STUDY 2

Hamilton
Hamilton was involved in a car accident. He severely damaged his legs and is now undergoing rehabilitation to learn how to walk again. It has been frustrating for Hamilton; however, he has been making slow progress.

Today he is visibly distressed. He confides that his girlfriend has walked out on him, saying ‘I don’t want to live with a cripple’. Hamilton doesn’t think he will continue with the rehab as he doesn’t seem to get anywhere. He may as well just stay in his wheelchair.

You are concerned about Hamilton’s ability to look after himself now that his girlfriend has left.

QUESTION 2.1

You would like to report Hamilton’s change in circumstances to your supervisor, but Hamilton has spoken to you in confidence. What should you do? List the relevant legal and human rights frameworks (your state/ territory and federal) that apply

QUESTION 2.2

What could be done to support Hamilton through this time?

QUESTION 2.3

According to the G4 Record Keeping Policy and Procedure (available via the Banksia Care website), what are five things you need to do to ensure that any case notes you add to the support plan for Hamilton is appropriately updated and stored?

QUESTION 2.4

What impact do you think Hamilton’s girlfriend’s comments may have on his quality of life?

QUESTION 2.5

Your service suggests that Hamilton receive home and community care services to assist him with showering, dressing, and cleaning. Hamilton says he is sick of people meddling in his life and wants to be left alone. Your supervisor thinks there is a high risk of living alone without receiving care services. 

What rights does Hamilton have to refuse services?

QUESTION 2.6

Working with clients that are going through their own physical and mental health issues can be quite stressful, particularly over the longer term. Name two self-care strategies you could practise to ensure you too don’t become overwhelmed or burnt out at work

CASE STUDY 3

Herriot
You are working in a service that is run in conjunction with a youth drop-in program. Herriot is a 14-year-old girl who has been attending the program for some time. Herriot lives with intellectual disability and a reputation for dishonesty, including telling lies and stealing from others. 
Herriot does not have good social skills. She is also not skilled in managing her money.

Despite Herriot’s tendency to steal, she will always admit to doing so if asked. 

Today you are working with Herriot. You will take her to the local shopping centre to buy some clothes. She has $150 in her bank account. This is her money to spend as she wishes, but she needs to keep $50 for her phone bill.

QUESTION 3.1

While you are out at the shops, what opportunities for incidental learning may exist? List at least four.

QUESTION 3.2

Herriot says she wants to take $100 from the ATM. You provide prompts to help her to press the correct keys. She is now ready to go shopping. 
Herriot sees a jumper that she wants. It is bright pink and costs $60. There are other jumpers on special for $20 – not quite the same colour but still a pretty pink. The $60 jumper will use up most of her money. 

How would you support Herriot in making her own decision about this purchase?

QUESTION 3.3

After thinking carefully about it, Herriot decides on the $60 jumper. There is also a skirt that she wants for $50. She decides that she will withdraw all her money and, instead of buying $50 credit for her phone, she will just buy $20 worth of credit. 

You go back to the ATM. Last time you were at the ATM, you verbally prompted Herriot step-by-step on how to withdraw money. She seemed to grasp the concept. What support will you give her this time?

Assessment Task 3: Contributing to Skills Development – Hamilton

TASK SUMMARY

You will assume the role of Harry Jenkins, a Personal Care Worker at Banksia Care. You are helping a client continue their skill development according to their Individual Action Plan. This will be completed in the form of two role plays.
This task consists of five parts:

• Part A: You must review the job description for a personal care worker, as well as the Individual Action Plan for a client that you will support in continuing to develop their skills. You must answer the questions and compose two emails based on the provided information within the job description and action plan.
• Part B: You must complete a role play with your client to demonstrate your ability to work with a person with disability in helping them identify skills they would like to improve and engage with them to work on skills development. 
• Part C: You must complete workplace reports, checklists and forms according to organisational policies and procedures.
• Part D: You must complete a role play with your client to demonstrate your ability to contribute to skills development while monitoring and adapting your strategies.
• Part E: You must update and maintain client documentation.
  Further instructions for each part are provided below.

TASK INSTRUCTIONS: PART A

In this part, you are preparing to work with your first client. You will review your job description as a personal care worker, as well as the clients’ individual action plan to help you determine what strategies you believe are required to help the client develop the skills required.
    Respond to the questions that relate to the job description for a personal care worker.
    Compose two emails to communicate with your supervisor with regards to your role and maintaining privacy and confidentiality.
    From reading a provided client action plan, write a step-by-step plan on how you would accomplish a task with your client.

PART A

1.    Access HR SD1 Position Description – PCW from the Banksia Care website. List duties and responsibilities of your role.

2. Your supervising client care coordinator was recently on leave and you were asked by the person filling in to administer medication to a client while your supervisor was gone. You knew that you were not qualified to perform the task and asked one of the nursing staff to do it while you observed.

According to the Banksia Care Staff Communication Policy and Procedures and the staff listing on the website, list three staff members and their roles that you can approach with this issue.
 
3. Using the SE T3 Email Template, send an email to your direct manager to discuss the situation with the medication and ask for clarification about your role in providing medications to a client. Express any concerns that may have come up in this scenario.

4. Access the Individual Action Plan – Hamilton Ng (provided as a supporting document). Read through the plan. Choose one task and provide a plan on how you would accomplish the task with Hamilton. Make sure to identify any people (both inside and outside of the organisation) you need to engage, and any technology required.

5. What legal and human rights framework requirements need to be considered when an independent support plan is being developed for a client?

6. Your supervisor has emailed you. Once you have read the email, use SE 3 Email Template to respond. Ensure that your response is aligned with the DC3 Privacy and Confidentiality Policy and Procedure and the SE8 Code of Conduct Policy and Procedure. 

PART B: SUPPORT SKILLS DEVELOPMENT

TASK INSTRUCTIONS: PART B

You will be observed participating in a role play, demonstrating you can perform to industry standards and expectations. 

• In this role play, you will demonstrate how you will provide assistance working with a person with disability to identify what skills they would like to improve. You will work with them to support their skills development. You will assume the role of a personal care worker at Banksia Care and must demonstrate how to behave professionally and in line with company policies and procedures.
• You are required to help your client, Hamilton Ng, improve in his use of the walking frame he has recently begun using. You will need to discuss his personal strengths and goals for skill development and help him determine what resources are required. 
•  You will play the role of Harry Jenkins, a personal care worker at Banksia Care. 
• Your assessor may choose to play the role of Hamilton Ng, or they may discuss with you to bring an additional person to play this role. Be sure to first confirm this with your assessor.
• Read through the following documents prior to the role play to ensure an understanding of Banksia Care’s policies and procedures:
  –    AP2 Consumer Needs Policy and Procedure
  –    DC3 Privacy and Confidentiality Policy and Procedure
  –    SE1 Customer Service Policy and Procedure
  –    SE8 Code of Conduct Policy and Procedure.
• Consider what you need to do to get the session with Hamilton started according to SE1 Customer Service Policy and Procedure. You must help him develop the skill of walking with a frame. 
• The role play should take approximately 10–15 minutes.
• Following the role play, your assessor will ask you some additional verbal questions.

Scenario

Hamilton is a 32-year-old male who was involved in a car accident 10 months ago. He severely damaged his legs and is undergoing rehabilitation to walk again. He has improved enough to move from a wheelchair to a walking frame. However, the physiotherapist and doctor do not feel he is progressing as fast as he should. During his last session with Dr Ahmadi, he admitted that the walking frame slows down his daily routine so he hasn’t been using it as much as he should. 

Dr Ahmadi has created an Individual Action Plan to help Hamilton develop the skills to use his walking frame more effectively so that it doesn’t slow him down as much. You have been assigned to help him develop this skill. To do this, you need to have a planning session with Hamilton to determine the best way to improve his skill with the walking frame.

During the role play, your assessor will be looking to see that you demonstrate the following:

•  demonstrate professional conduct and obtain verbal consent whilst working with the client
• use a positive, person-centred approach when interacting with the client
•  identify the client's personal strengths in the discussions
• work with the client to identify their goals
•   identify skills development 
•  identify resources that will utilise the client’s strengths and help them achieve their goal
•   demonstrate regard for the client’s rights and dignity when choosing activities and strategies
• use industry terminology while working with the client
• follow procedures when client asks for a copy of their recorded information.

PART C: COMPLETE AND DISTRIBUTE DOCUMENTATION

TASK INSTRUCTIONS: PART C

In this part of the task, you must complete workplace reports, checklists and forms according to organisational policies and procedures.

• Your client Hamilton, has requested a copy of their case notes following the role play meeting with Hamilton. You must access Case Notes – Hamilton Ng (provided as a supporting document) and record your notes that summarise the meeting with Hamilton. Refer to the G4 Record Keeping Policy and Procedure to determine how records are stored for Banksia Care.
• Email your supervisor using the SE T3 Email Template, asking them to review the notes to determine if any additional information is required. Ensure you notify your supervisor where the information has been saved.

PART D: IMPLEMENT SKILLS DEVELOPMENT

For this task, you will be observed participating in a role play to confirm you can perform to industry standards and expectations. 
    In this role play, you will demonstrate how you implement the Individual Support Plan provided by Hamilton’s Doctor.
    You will play the role of Harry Jenkins, a personal care worker at Banksia Care. 
    Your assessor may choose to play the role of Hamilton Ng, or they may discuss with you to bring an additional person to play this role. Be sure to first confirm this with your assessor.
    Review this video (https://www.youtube.com/watch?v=mYNEpGDZJjc) for the correct use of a walking frame.
    Access and read Hamilton’s Individual support plan which has recently been received from Hamilton’s Physician, Dr Ahmadi.
    Consider what you need to do to get the session with Hamilton started according to SE1 Customer Service Policy and Procedure.
    Teach Hamilton to use the walking frame using active support techniques.
    Discuss the session with Hamilton to evaluate its success. 
    Ensure you take notes throughout the session, which you will need in Part E of this Assessment Task.
    Inform Hamilton that the physiotherapist has told you the plan to improve his leg strength at the gym has been approved. Ask Hamilton how you can help him get the trainer's plan organised.

Scenario

Today is your first skills development session with Hamilton since you worked with him to follow the Individual Support Plan. You will support him in learning how to use the walking frame correctly. 

He is excited to start the work so that he can move towards walking unsupported to surprise his parents during the holidays

During the role play, your assessor will be looking to see that you demonstrate the following:
    seek approval from the client before commencing support activities
    request the client to demonstrate the skill to observe their current level of skill
    maintain the safety of the client and yourself throughout the session
    use active support techniques to provide instruction to the client
    use the strengths of the client to help them develop and apply the skills being learnt
    provide feedback to the client that is both respectful and positive
    monitor the strategies being used through observation of the client’s engagement and improvement
    use approaches that make the learning experience positive and enjoyable
    adapt the support in discussion with the client to increase their independence and experience
    use appropriate equipment and teaching strategies that suit the client and the skills they needed to develop.

Assessment Task 4: Contributing to Skills Development – Trudy

You will assume the role of Harry Jenkins, a Personal Care Worker at Banksia Care. You are helping a client continue with their skill development according to their Individual Action Plan. This will be completed in the form of two role plays.
This task consists of five parts:
    Part A: You must review the Individual Action Plan for a client that you will support in continuing to develop their skills. You must respond by creating a task plan in the space provided below.
    Part B: You must complete a role play with your client, demonstrating your ability to work with a person with disability. You will help them identify skills they would like to improve and engage with them to work on skills development.
    Part C: You must complete workplace reports, checklists and forms according to organisational policies and procedures.
    Part D: You must complete a role play with your client demonstrating your ability to contribute to skills development.
    Part E: You must update and maintain client documentation.
Further instructions for each part are provided below.

TASK INSTRUCTIONS: PART A

Prior to the role play at Part B, complete the following task:
    Access Individual Action Plan – Trudy Lions (provided as a supporting document) and read through the plan. 
    Choose one task and provide a step-by-step plan on how you would accomplish the task with Trudy. 
    Make sure to identify any people (both inside and outside of the organisation) you need to engage, and any technology required.
    Write your step-by-step plan in the space provided below.