CHC33015-Sub 1 Assessment

Assessment Workbook 1
CHC33015 Certificate III in

Individual Support
Support Independence and Well-

being
Version 2.1 Produced 27 April 2018
Version control & document history
Date Summary of modifications made Version
Version 1 final produced following

12 May 2016 1.0
assessment validation.
Modification made on the benchmarks of

Case Study 1 – Role Play Task 2: part 2;
9 March 2017 Updated Intranet logins; 1.1
Updated question in Case Study 1
Scenario 3 Question 7.
Added Learner Reference Mapping in

17 March 2017 1.2
Knowledge Assessments
Made changes on the following:

Added date and time to incident on Case
study 3 – Maximilian Mills
Rectified minor punctuation and spelling
errors in sections: ‘The basic principles of
assessing nationally recognised training’
and ‘The rules of evidence’
28 March 2017 2.0
Added citation in ‘The basic principles of
Streamlined for Ageing, Disability and
Home and Community Care
Removed Project in Assessment Methods
Removed Feedback Section
Modifications include the following:

Updated resource to current style guide.
Minor changes to wording and
formatting.
27 April 2018 Updated benchmark on Knowledge 2.1

Assessment part 1 item 8.5.
Updated benchmark on Knowledge
Assessment part 2 item 2.
Updated benchmark in Case Study
Scenario 3 task 7.
Assessment Workbook 1 Version No.2.1 Produced 27 April

Page 2 2018
TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open
in Word, you will need to hold down the Control key while clicking for this to work.
INSTRUCTIONS......................................................................5
WHAT IS COMPETENCY-BASED ASSESSMENT.....................6
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING................................................................................7
THE DIMENSIONS OF COMPETENCY....................................8
REASONABLE ADJUSTMENT.................................................9
THE UNITS OF COMPETENCY...............................................11
CONTEXT FOR ASSESSMENT...............................................12
ASSESSMENT REQUIREMENTS...........................................12
ASSESSMENT METHODS......................................................13
RESOURCES REQUIRED FOR ASSESSMENT........................13
ASSESSMENT WORKBOOK COVER SHEET..........................14
KNOWLEDGE ASSESSMENT.................................................15
Part 1: Individualised Support...................................................................................15
Part 2: Independence and Well-being.......................................................................25
Part 3: Healthy Body Systems....................................................................................35
CASE STUDY.........................................................................55
Case Study 1: Abraham Chatzkel...............................................................................55
Scenario 1: Abraham’s Care Plan............................................................................60
Roleplay Task 1........................................................................................................62
Scenario 2: Abraham Feels Down...........................................................................63
Roleplay Task 2........................................................................................................65
Scenario 3: The Case of Antonio Iglesias................................................................67
Assessment Workbook 1 Version No.2.1 Produced 27 April 2018

Page 3
Roleplay Task 3........................................................................................................69
Case Study 2: Judith Comet.......................................................................................73

Scenario 1: The Reunion..........................................................................................74
Scenario 2: Nurse Naja............................................................................................76
Scenario 3: Getting Back on Track.........................................................................80
Roleplay Task 4........................................................................................................81
Case Study 3: Maximilian Mills.................................................................................83

Scenario 1: The First Visit.......................................................................................84
Scenario 2: Back on His Feet..................................................................................86
WORKBOOK CHECKLIST.....................................................87

Page 3
Version control & document history
Date Summary of modifications made Version
Version 1 final produced following

12 May 2016 1.0
assessment validation.
Modification made on the benchmarks of

Case Study 1 – Role Play Task 2: part 2;
9 March 2017 Updated Intranet logins; 1.1
Updated question in Case Study 1
Scenario 3 Question 7.
Added Learner Reference Mapping in

17 March 2017 1.2
Knowledge Assessments
Made changes on the following:

Added date and time to incident on Case
study 3 – Maximilian Mills
Rectified minor punctuation and spelling
errors in sections: ‘The basic principles of
and ‘The rules of evidence’
28 March 2017 2.0
Added citation in ‘The basic principles of
Streamlined for Ageing, Disability and
Home and Community Care
Removed Project in Assessment Methods
Removed Feedback Section
Modifications include the following:

Updated resource to current style guide.
Minor changes to wording and
formatting.
27 April 2018 Updated benchmark on Knowledge 2.1

Assessment part 1 item 8.5.
Updated benchmark on Knowledge
Assessment part 2 item 2.
Updated benchmark in Case Study
Scenario 3 task 7.

Page 2 2018
TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open
in Word, you will need to hold down the Control key while clicking for this to work.
INSTRUCTIONS................................................................................................ 5
WHAT IS COMPETENCY-BASED ASSESSMENT............................................ 6
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING......................................................................................................... 7
THE DIMENSIONS OF COMPETENCY.............................................................8
REASONABLE ADJUSTMENT..........................................................................9
THE UNITS OF COMPETENCY....................................................................... 11
CONTEXT FOR ASSESSMENT........................................................................ 12
ASSESSMENT REQUIREMENTS.................................................................... 12
ASSESSMENT METHODS.............................................................................. 13
RESOURCES REQUIRED FOR ASSESSMENT................................................ 13
ASSESSMENT WORKBOOK COVER SHEET................................................. 14
KNOWLEDGE ASSESSMENT......................................................................... 15
Part 1: Individualised Support...................................................................................15
Part 2: Independence and Well-being.......................................................................25
Part 3: Healthy Body Systems....................................................................................35
CASE STUDY.................................................................................................. 55
Case Study 1: Abraham Chatzkel...............................................................................55
Scenario 1: Abraham’s Care Plan............................................................................60
Roleplay Task 1........................................................................................................62
Scenario 2: Abraham Feels Down...........................................................................63
Roleplay Task 2........................................................................................................65

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Scenario 3: The Case of Antonio Iglesias................................................................67
Roleplay Task 3........................................................................................................69
Case Study 2: Judith Comet.......................................................................................73

Scenario 1: The Reunion..........................................................................................74
Scenario 2: Nurse Naja............................................................................................76
Scenario 3: Getting Back on Track.........................................................................80
Roleplay Task 4........................................................................................................81
Case Study 3: Maximilian Mills.................................................................................83

Scenario 1: The First Visit.......................................................................................84
Scenario 2: Back on His Feet..................................................................................86
WORKBOOK CHECKLIST..............................................................................87

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INSTRUCTIONS
This assessment workbook, together with the skills workbook, addresses all the
competency requirements of the following units:
 CHCCCS015 - Provide individualised support
 CHCCCS023 - Support independence and well being
 HLTAAP001 - Recognise healthy body systems
The questions in this workbook are divided into two (2) categories: Knowledge
Assessment and Case Study.
The questions under Knowledge Assessments are all in a short answer format.
The longer questions requiring creative and analytical thought processes are covered
in the Case Study and Project Assessment. You must answer all questions
using your own words. However, you may reference your Learner Guide and
other relevant resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally,
you should be able to answer these questions based on the processes that are
currently in place in your workplace. However, if you do not currently have access to
a workplace, then answer the questions based on processes that should be
implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages and or
external links. These intranet pages and external links are formatted in Blue
UnderlinedText.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac
users while clicking on these links.

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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 the 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.
Definition of Competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support
thejudgement on whether competency 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.

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THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducting assessment, in an Australian vocational education and
training context, is founded on a number of basic conventions:
The principles of assessment

 Assessment must be valid
- Assessment must include the full range of skills and knowledge needed
to demonstrate competency.
- Assessment must include the combination of knowledge and skills
with their practical application.
- 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
- Assessment must be reliable and must be regularly reviewed to ensure
that assessors are making decisions in a consistent manner.
- Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
- Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners through a variety of
delivery modes so they can proceed through modularised training
packages to gain competencies.
- Assessment must be mutually developed and agreed upon between
assessor and the assessed.
- Assessment must be able to be challenged. Appropriate mechanisms
must be made for reassessment as a result of challenge.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

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The rules of evidence
When collecting evidence, there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current:
 Valid
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
This rule relates to the amount of evidence gathered. It is imperative that
enough evidence is gathered to satisfy the requirements that the learner is
competent in all aspects of the unit of competency.
 Authentic
When evidence is gathered the assessor must be satisfied that evidence is the
learner’s own work.
 Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance and
not only narrow task skills. The four (4) dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners
with a disability - November 2010 - Prepared by - Queensland VET Development
Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner with a
disability. A reasonable adjustment can be as simple as changing classrooms to be
closer to amenities or installing a particular type of software on a computer for a
person with vision impairment.
Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability
have:
 The same learning opportunities as learners without a disability, and
 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 beforeenrollment and during the course
 Monitoring the adjustments to ensure learner needs continue to be met

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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.For example, if the assessment were gathering evidence of the
candidate’s competency in writing, allowing the candidate to complete the
assessment verbally would not be a valid assessment method. The method of
assessment used by any reasonable adjustment must still meet the competency
requirements.

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THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit(s) of competency from CHC33015 –
Certificate III in Individual Support:
CHCCCS015 Provide individualised support
1. Determine support needs
2. Provide support services
3. Monitor support activities
4. Complete reporting and documentation
CHCCCS023 Support independence and well-being

1. Recognise and support individual differences
2. Promote independence
3. Support physical well-being
4. Support social, emotional, and psychological well-being
HLTAAP001 Recognise healthy body systems Element 1

1. Work with information about the human body
2. Recognise and promote ways to support healthy functioning of the body
For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

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CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students need to have access to their
learning materials and the Internet. The Knowledge Assessment and Case Study may
be completed wholly at the student’s home or chosen place of study.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to 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 below:
Units of Competency
HLTAAP001
CHCCCS023
CHCCCS015
Assessment Activities
Knowledge Assessment   
Case Study   

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ASSESSMENT METHODS
This workbook uses the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace questions testing the

student’s general knowledge and understanding of the general theory behind
the unit.
2. Case Study –Includes detailed scenarios and simulated environments
providing all necessary information required to complete relevant tasks and
activities.
RESOURCES REQUIRED FOR ASSESSMENT

Assessor to provide:
 Templates needed for tasks such as progress notes templates.

 Case studies and simulations.
 Information about work activities.
Candidate will need access to:

 Computer with Internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 Workplace-specific tools, equipment, materials, and industry software
packages (where applicable)
 Access to Video recorder and at least one support personnel to volunteer in
roleplaying activities

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ASSESSMENT WORKBOOK COVER SHEET
To the candidate: Print this coversheet and complete it by filling in all the required
information and affixing your signature in the space provided. Your signature must be
handwritten. Scan the completed cover sheet and submit it along with your evidence
submissions. Use the filename: CHC33015 Subject 1 Cover Sheet.
WORKBOOK: WORKBOOK 1
TITLE: Support Independence and Well-being
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the
terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate,
and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I
can make for each assessment, and I am submitting all documents
required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided, and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of qualification or statement of
attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name: Signature: Date:

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KNOWLEDGE ASSESSMENT
Part 1: Individualised Support

1. Briefly describe the basic principles of person-centred practice in the context of
individualised support planning and delivery.
In the context of individualised support planning and delivery, person-centred practice for individuals
is treatment and care provided by health services that place the client at the centre of their own care
and considers the needs of the older client’s carers.
The main principles of person-centred planning are:
1.The client is the centre of the planning process and fostering their right to make informed decisions
about their own life.
2. Getting to know the client’s needs, values, beliefs, preferences, dreams, interest, likes and dislikes.
3. Providing information and using the client’s preferred communication method to support the client
to make informed decisions about their own life.
4. Including family members, informal carer, health professionals, other service providers and other
people of the client’s choice in developing individualised care plans.
5. Supporting the client to use their strengths and gifts in promoting independence and quality of life.
6. Person-centred planning meetings are conducted on a regular basis to ensure the client’s current
holistic needs are being met.
2. Briefly describe the basic principles of strength-centred practice in the context of

Strength-centred practices look at what the client can do, and what they want to be able to do; rather
than focus on what they are not able to do and build on these. Similar to the person-centred approach,
the client is the expert regarding what outcomes they want to achieve in their life. The following are
the some of the principles in strength-based approach in the context of support service:
1. Every client has their strengths.

2. Trauma and abuse, illness and struggle have harmful effects, but they may also be sources of
challenge and opportunity for the individual.
3. Clients can best be served by working closely with them.
4. Every environment has resources.

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3. Briefly describe the basic principles of active support in the context of
Active support is designed to make sure that people who need support have the chance to be fully
involved in their lives and receive the right range and level of support to be successful. It builds on
the client’s strengths, that is, supporting the client to engage in their life based on their abilities rather
than disabilities.
The underlying principles of active support involve supporting meaningful activities and
relationships, helping people to gain more control over their own lives and to become valued
members of their community. It promotes optimum participation in everyday activities of the client’s
own life. It involves developing and maintaining skills in self-care, engagement in social activities
and relationships.
4. The following are examples of recording and reporting documents used in the
care service industry.
Briefly describe the process involved in completing these documents, and provide
a brief explanation why completing these documents as needed is an important
part of your role as an individual support worker.
Document Process Rationale

write in print using black ink, not use The purpose of progress notes is to
correction fluid (whiteout) for errors, provide a daily account of each
Progress Notes put a line through any errors, rewrite client and their illness, and
the information, and sign initials on developments within their care for
the correction,for entry, draw a line all those who visit that client. This
through to the end of the page, write enables all carers to communicate so
the dates when the note has been they can detect whether the client's
written, including the time of the health is getting worse, better or
incident, All notes must be signed remaining the same
and include the compiler’s printed
name and status, never write personal
opinion only write the facts.
Respond to the immediate needs of support the provision of high-quality
the individual, advise senior staff services to clients through the full
members, contact the department and and frank reporting of adverse
Incident Reports
advise of the incident, submit the events and subsequent analysis,
incident report form. assure and enhance the quality of the
department’s programs, through
monitoring and acting on trends
identified through incident reports,
inform the appropriate ministers, the
secretary, executive directors,
program directors and directors of
health and aged care, of significant
incidents affecting clients and staff,
in a timely and accurate manner,
ensure due diligence and duty of

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care requirements are met and any
identified deficits addressed, and
organisational consistency.

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5. Identify the roles and responsibilities of the following people in the provision of
care to a client.
Guidance: also describe the communication that occurs between each
role
Role Responsibility
Their roles include friends, family Carers and family members, including
5.1 Carers and members (spouse, father, mother, son, substitute decision-makers are sought
family daughter, etc.), and other relatives. They for assistance in the event that the
provide support with activities of daily older client or person with a disability
living (ADL’s) and community access. is unable to provide consent for
themselves.
It includes the role of the client, patient, to respect the rights and needs of other
5.2 Person
and/or care recipient. people within the residential care
being service, and to respect the needs of the
supported residential care service community as
a whole, respect the rights of staff to
work in an environment free from
harassment, care for their own health
and well-being, as far as they are
capable, inform their medical
practitioner, as far as they are able,
about their relevant medical history
and the current state of health.
These would include the nurse, doctor, Health care professionals have a wide
5.3 Health physiotherapist, psychologist, and range of responsibilities. For example,
professionals therapist, among others. Healthcare doctors attend to the client’s medical
professionals help ensure the care and conditions; nurses assist the doctors in
support provided to the elderly are in carrying out medical orders;
line with the client’s health care needs. physiotherapists help clients to keep
moving and to function as well as they
can, and so on.
role is to follow the care plan and meet Individual support workers provide
5.4 Support client’s individual needs. physical care and emotional support to
workers people who require assistance with
daily tasks, work within the scope of
their responsibilities, and report
concerns to their supervisor.
These would include the registered The supervisor works closely with a
nurse, residential care manager, and client’s physicians and family to
5.5 Supervisor team leader. Supervisors oversee the ensure that the client receives
roles fulfilled by the people providing optimum care.
health care to the clients.
6. Describe the following service delivery models.
It offers an on-going care, usually permanent, in

6.1 Residential care residential care facility tailored to an individual’s needs.
It offers temporary, short-term care in a residential care

6.2 Respite care facility to support not only the individual but their
carers to live at home for as long as possible.
It provides care and support services to assist individuals to

6.3 Home and continue living independently in their own home.
community care
Assessment Workbook 1 Version No. 2.1 Produced 27 April

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7. Consider the standards of service delivery models in the support sector.
a. List two (2) standards of residential care as set by Accreditation Standards.
b. List two (2) standards of home care as set by Home Care Common
Standards.
1. Management systems, staffing, and organisational

7.1 Residential care development.
2. Physical environment and safe systems.
7.2 Home and 1. Appropriate access and service delivery.

community care 2. Service user rights and responsibilities.
Assessment Workbook 1 Version No. 2.1 Produced 27 April 2018

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8. Briefly explain how the following legal and ethical requirements are applied in the
support service industry.
Guidance: Include how it is implemented by support service organisations
and individual support workers.
8.1 Privacy,  The home and the approved provider are not
confidentiality, informed orally or in writing of the names of
and disclosure residents or representatives interviewed by
the team.
 Interview records are not left in view of
anyone at the home.
 The reports prepared at the end of each visit
do not disclose the identities of residents or
their representatives interviewed
need to use skills and knowledge to judge each situation,

take into account what to know about the client and think
8.2Duty of care
about the possible risks and how serious the risks might be.
ensure that the full range of the client’s rights is
safeguarded and upheld..
By allowing residents and clients to make their own

8.3Dignity of risk decisions regarding the things they want to do and take it at
their own risks.
This approach incorporated in the aged care reform package

8.4Human rights to the delivery of services for older Australians aims to
promote people-centred decision-making and real change
in organisational culture.
can be minimised or prevented if policies and procedures
8.5 Discrimination about this are set in place. Managers and supervisors know
the policies about caring for older adults and can offer
guidance on ageist attitudes
8.6Mandatory  Report to the police and the department
reporting incidents of alleged or suspected reportable
assaults within 24 hours of the allegation, or
when the approved provider starts to suspect a
reportable assault.
 Take reasonable measures to ensure staff
members report any suspicions or allegations
of reportable assaults to the approved provider
(or another authorised person), to the police
and the department.
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 Take reasonable measures to protect the
identity of any staff member who makes a
report and protect them from victimisation.
8.7 Work role  Professional development activities in the workplace

boundaries; (provided by the organisation)
responsibilities
 A range of vocational education training for
and limitations
individual support qualifications
 Performance improvement plans
 Skills training

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9. List two (2) examples of factors that affect older or disabled people requiring
support.
1. Attitudinal barriers – These are behaviours and perceptions about

ageing and disability that cause difficulty or misunderstanding with
them and other individuals. Some attitudinal barriers include:
o Presumption that older individuals are given unfair advantages.
o Presumption that older individuals are incapable of
accomplishing tasks and not given the opportunity to display
their skills.
o Because older individuals may be impaired in one or more major
life functions, some people treat them as second-class citizens.
o Some people feel sorry for older individuals, which tends to lead
to patronising attitudes.
2. Social, emotional and mental health condition of the older client.
10. List two (2) examples of practices that support skill maintenance and
development for individual support workers.
1. Professional development activities in the workplace (provided by the

organisation)
2. A range of vocational education training for individual support qualifications

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11. The following are typical conditions experienced by a client that requires special
care and support. Describe possible indicators that these care and support needs
are not met and ways you can respond as an individual support worker to address
these needs.
Ways to respond to unmet

Condition Indicators of unmet care needs
needs
a common condition in ageing as  Schedule bathroom breaks.

the muscles in the bladder and the  Use incontinent pads.
urethra declines in their ability to  Keep their skin dry by changing
hold urine. garments when they are wet
and applying a barrier cream if
may have symptoms such as
the skin is frequently wet.
smelling like urine, sheets and
Incontinence
clothing are stained with urine, and  Follow their personal care plan
skin irritation. regarding incontinence.
Self-esteem and confidence  If the client finds verbal

Independence and autonomy communication difficult, speak
slightly more slowly and use
Social roles and relationships
simple words and sentences.
 Do things together; try to do
things with the client rather
than for them when offering
assistance.
Dementia  Use preferred communication
method.

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o Verbal  Face the hearing-impaired
messages need client directly
to be repeated  Speak clearly, slowly, distinctly,
several times. but naturally, without shouting
Hearing o TV or radio is or exaggerating mouth
difficulties set to loud movements.
volume.  Assist client with hearing
devices.
o Failing to
follow
conversation in
noisy
surroundings.
o symptoms of
irritability,
negativism and
anger, fatigue,
tension, stress and
depression. They may
also have avoidance
or withdrawal from
social situations.
12. The following are major risks typically encountered in care facilities. Describe
ways individual support workers can respond to these risks.
Risks Ways to respond to these risks
o Ensure that bathroom design allows

sufficient space for shower trolleys,
hoists, and commodes.
o Install overhead railings/hoists in
rooms used for heavy or non-weight
bearing residents.
Manual handling
o Purchase height adjustable electric
injuries
beds.
o Maintain all wheels on linen trolleys,
commodes, hoists, etc.
o Ensure that the wheels on trolleys are
compatible with the floor coverings.

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o Report concerns to supervisor,
aclientmay require health professional
review.
o Follow directions on support plan and
complete relevant documentation.
o Train managers in record-keeping,
analysing reports, and hazard
management.
o Employee discussions and problem-
Resident aggression solving.
o Work in pairs/teams and avoid
rotating employees between residents.
o Don’t wake residents suddenly and
always approach them from the front.
o Train employees to protect themselves
by defusing situations using
negotiation and anger management
skills.
o Wash hands properly.

o Wear personal protective equipment
(PPE).
o Consider all possible sources of
infection to identify potential hazards
including:
- Resident equipment such as
nebulizers, glucometers,
dosettes.
Infection - Wound and skin care.
- Continence management.
- Management of ‘sharps’.
o Develop policies and guidelines (in
consultation with staff) to make sure
standard precautions are always met
when:
- Treating and caring for
residents.
- Handling food.
- Cleaning and laundry tasks.
- Managing sharps and
needlestick injuries.
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Part 2: Independence and Well-being
1. Provide a brief description of each of the following basic human needs.
Basic human needs Description
1.1 Physical the most basic of requirements fundamental to survival no

matter what the age of the person is: food, drink, shelter,
sleep, and treatment of illness and injury. When providing
care for the elderly, this is the area that most caregivers
focus on. Providing these basics, especially with the focus
on health for the frail and disabled, takes the bulk of a
caregiver’s time and energy.
These basic or essential needs are necessary to preserve human
life and to promote well-being.
1.2 Psychological defined as a condition where something is required or wanted.
This gives the person purpose and direction to act towards what
they want or require.
The most widely known models of psychological needs is
proposed by Albert Maslow’s paper called ‘A Theory of
Human Motivation’. His paper proposed that there is a
hierarchy of needs related to identity and purpose, and
persons progress slowly from achieving their basic
psychological needs to attaining self-actualisation.
1.3 Spiritual Spirituality is the part of a person that gives a sense of

wholeness by fulfilling the human need to feel connected with
the world and to a power greater than self. Spirituality and
religion are products of the individual’s cultural background
and experience. Spiritual values form the guiding principles that
people may use to determine right or wrong. A person’s spiritual
feelings play an important part in helping him or her through
crises and stress periods. Spiritual feelings are personal and are
expressed in different ways.
1.4 Cultural We are all a product of our cultural environment. Our
culture is about the day-to-day aspects of the society in
which we live, i.e. the language (or dialect) which we
speak, the type of clothes we wear, the roles we undertake,
the sort of music we listen to, the religious practices we
carry out, the sort of entertainment we engage with etc.
Our culture is a huge part of who we are and therefore
represents an important aspect of needs.
1.5 Sexual Sexuality is a complex need that relates to how a person feels. It
covers their feelings, thoughts and beliefs about their gender,
physical and emotional needs and relationships with other
people. Sexuality is a lifelong characteristic that defines the
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maleness or femaleness of each person.
Sexuality is determined in part by our genetics and in part by
the social expression of our underlining ancestry and
interaction with others. Three (3) common ways in which
sexuality has been described are in terms of sexual behaviour,
sexual orientation, and sexual identity.
2. Explain briefly the concept of self-actualisation as it relates to individual support

care.
Self-actualisation is the desire for self-fulfilment. This is the motivation to realise

one’s own maximum potential and possibilities. With all the experience of life and
maturity, the elderly often find themselves evaluating their lives if they have reached
self-actualisation. The process of ageing often becomes a challenge for our elders to
reach higher levels of self-actualisation, self-esteem and social connection, leaving
today’s ageing confined to the lower levels of survival.
Person-centred active support and strength-based approaches are ways support care
is designed to support the client’s self-actualisation.

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3. Describe the following stages of human development across the lifespan.
Life Stages Description
Trust versus Mistrust. Children are completely

3.1 Infancy dependent on others during the first stage of life.
Autonomyversus Shame and Doubt. Children’s

3.2 Early childhood growing self-control is expressed by climbing, touching,
exploring, and a general desire to do things for themselves.
Initiative versus Guilt. The child moves from simple

3.3 Preschool-age self-control to an ability to take initiative. Learns through
play to plan, and to undertake and carry out a task.
Industry versus Inferiority. In school, children begin

3.4 School age to learn skills valued by society, and success or failure can
have lasting effects on their feelings of adequacy.
Identity versus Role Confusion. Mental and physical

3.5 Adolescence maturation brings to the individual new feelings, a new
body, and new attitudes.
Intimacy versus Isolation. Individual experiences a

3.6 Early adulthood need to achieve an essential quality of intimacy in his or
her life. After establishing a stable identity, a person is
prepared to share meaningful love or deep friendship with
others.
Generativity versus Stagnation. According to Erikson,
3.7 Adulthood an interest in guiding the next generation is the main
source of balance in mature adulthood. This quality, called
generativity, is expressed by caring about oneself, one’s
children, and the future.
Integrityversus Despair. Because old age is a time of
3.8 Maturity reflection, a person must be able to look back over the
events of a lifetime with a sense of acceptance and
satisfaction. According to Erikson, the previous seven (7)
stages of life become the basis for successful ageing. The
person who has lived richly and responsibly develops a
sense of integrity. This allows the person to face ageing
and death with dignity.

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4. Describe the following aspects of well-being.
Aspects of well-being Description
4.1 Physical Being physically healthy and having a healthy body that
enables one to deal with the challenges of everyday life,
fight off illnesses and function well.
4.2 Psychological Absence of a mental illness. It is the ‘psychological state of

someone who is functioning at a satisfactory level of
emotional and behavioural adjustment’.
Social health involves the ability to form satisfying

4.3 Social interpersonal relationships with others. It also relates to the
ability to adapt comfortably to different social situations and act
appropriately in a variety of settings.
4.4 Spiritual Being able to meet one’s needs to realise and freely
express one’s faith, values, beliefs, principles, and morals.
4.5 Cultural Being able to participate in cultural activities, and the

freedom to retain, interpret and express their arts, history,
heritage, and traditions.
4.6 Financial A state of being wherein a person can fully meet current
and on-going financial obligations, can feel secure in their
financial future, and is able to make choices that allow
them to enjoy life.
4.7 Career/Professional A state of wholeness that results from bringing into

balance life, work, people, and money.

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5. Consider the individual differences among people.
a. Briefly discuss how these individual differences are interrelated.
b. Briefly discuss how these individual differences may impact the provision
of support.
a. Individual differences usually include physical characteristics, personality,

motivation, intelligence, ability, interests, etc. As a whole, these attributes make up
the person. An individual is not defined by physical characteristics alone.
b. Persons respond differently to different scenarios, conditions, approaches, etc.

One of the main highlights of a person-centred approach is to address these
differences and develop care plans that will best fit the individual differences of each
client.

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6. Provide a brief description of the following basic requirements for good health of
an older individual or an individual with a disability.
Requirements for
How it applies to older individuals
good health
ageing or disabled people are more likely to

experience events such as bereavement and a drop
6.1 Mental health in socioeconomic status with retirement. All of
these factors can result in isolation, loss of
independence, loneliness and psychological
distress.
Depression is commonly experienced by ageing or
disabled individuals. Dementia is a common mental
health issue experienced by older people.
Older individuals and people with disability go

through many physical changes that also come with
6.2 Nutrition and
changing nutrition and hydration requirements.
hydration
Certain conditions associated with ageing or some
disabilities require specific dietary restrictions
which may affect the older individual’s nutrition
and hydration.
Being physically active helps a person stay strong

and fit enough to keep doing the things they like to
6.3 Exercise
do. Exercise is also known to be good for mental
health.
Starting or maintaining a regular exercise routine
can be a challenge. They may feel discouraged by
illness, on-going health problems, or concerns
about injuries or falls.
Keeping clients clean is essential for good health.

Poor hygiene can cause skin complaints and
6.4 Hygiene infections and be a source of discomfort and low
self-esteem.
Hygiene is an issue that many caregivers have to
deal with. Some clients refuse to take a shower or
bathe, change their clothes, brush their teeth or
clean their house -- all of which result in bad
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hygiene.
Maintaining a healthy lifestyle is essential to clients.

It helps protect them from diseases, helps them
6.5 Lifestyle fight diseases, and helps prevent chronic diseases
from getting worse. Maintaining a healthy lifestyle
helps the client’s holistic (mental and emotional)
health and well-being.
Maintaining good oral health habits is important

for clients because unhealthy bacteria in the mouth
6.6 Oral health not only can harm the teeth and gums but may be
associated with serious medical conditions. Poor
oral health may also affect the client’s eating habits
and nutrition.

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7. The following are common mental health issues encountered by older individuals.
List relevant risk factors and protective factors for each.
Mental health issues Risk factors Protective factors
7.1 Depression Health problems The more active the clients are—
physically, mentally, and socially
Loneliness and isolation
—the better they’ll feel:
Reduced sense of purpose Exercise
Fears Connect with others
Recent bereavements Get enough sleep
Maintain healthy diet
Participate in activities
7.2 Dementia Main risk factors: Diet

Age Physical activities
Family history and heredity Intellectual activities
Other risk factors:
Alcohol use, atherosclerosis,
diabetes, hypertension,
smoking, etc.

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8. Describe possible signs of abuse for each of the types of abuse listed below:
Types of abuse Indications of neglect or abuse
Physical indicators:
19.1 Physical abuse
Facial, head and neck bruising or injuries.
Drowsiness, vomiting, fits (associated with head injuries).
Unexplained or poorly explained accidents or injuries such as
broken bones, sprains, punctures.
Other bruising and marks may suggest the shape of the object that
caused it.
Unexplained fractures, dislocations, sprains.
Pain or restricted movement.
Unexplained bruises, bite marks, cuts, burns, scratches.
Behavioral indicators:
Explanation inconsistent with the injury; explanation varies.
Avoidance or fearfulness of a particular person.
Sleep disturbance (e.g. nightmares; bedwetting).
Changes in behaviour, e.g. out of character aggression; withdrawal;
excessive compliance.
Over or under-use of sedation.
Fear or anxiety.
Physical indicators:
19.2 Physical
Hunger, thirst or lot of weight loss.
neglect
Poor hygiene.
Poor hair texture.
Inappropriate or inadequate clothing for the weather conditions.
Inappropriate or inadequate shelter or accommodation.
Health problems have worsened due to their medications being
mismanaged
Health or dietary practices that endanger health or development.
Unexplained conditions such as hypothermia, dehydration or
pressure sores
Behavioral indicators:
Requesting, begging, scavenging or stealing food
Constant fatigue, listlessness or falling asleep.
Direct or indirect disclosure.
Extreme longing for company.
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Social isolation.
Anxiety about being alone or abandoned.
Displaying inappropriate or excessive self-comforting behaviours.
19.3 Sexual abuse Direct or indirect disclosure.

Sexual act described by the person.
Trauma including bleeding around genitals, chest, rectum or mouth.
Difficulty in walking or sitting.
Internal injuries (tears or bruising), pain or itching to genitalia, anus
or perineal region.
Torn, stained or bloodstained underwear or bedclothes.
Unexplained sexually transmitted infections (STIs).
Unexplained accumulation of money or gifts.
Recent incontinence.
Repeat use of words, e.g. ‘bad’, ‘dirty’.
Self-destructive behaviour, self-mutilation.
Sudden changes in behaviour or temperament, e.g., depression,
anxiety attacks (crying, sweating, trembling), withdrawal, agitation,
anger, violence, absconding, seeking comfort and security.
Inappropriate advances to others.
Sleep disturbances, refusing to go to bed, going to bed fully clothed.
Eating disorders.
Refusing to shower or constant showering.
Changes in social patterns, refusing to attend usual places (work,
respite).
Anxiety when near, or contact suggested with the abuser.
19.4 Psychological Speech disorders.

Weight loss or gain.
abuse
Feelings of worthlessness about life and self; extremely low self-
esteem self-abuse or self-destructive behaviour.
Extreme attention seeking behaviour and other behavioural
disorders (e.g. disruptiveness, aggressiveness, bullying).
Excessive compliance.
Depression, withdrawal, crying.
Low mood.
Confusion.
Loneliness.
Feeling of helplessness.
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Fear.
19.5 Financial abuse Restricted access to, or no control over personal funds or bank
accounts.
No records or incomplete records kept of expenditure and
purchases.
Missing money, valuables or property.
Forced changes to wills or other legal documents.
Inability to find the money for basics such as food, clothing,
transport costs and bills.
Large withdrawals or big changes in banking habits or activities.
Property transfers when the person is no longer able to manage their
own financial affairs.
Stealing from others.
Borrowing money.
Begging.
Fear, stress, and anxiety
9. Outline the responsibilities of approved service providers in relation to compulsory

reporting of assaults on older people, as set by the Aged Care Act 1997.
 Report to the police and the department incidents of alleged or

suspected reportable assaults within 24 hours of the allegation, or when
the approved provider starts to suspect a reportable assault.
 Take reasonable measures to ensure staff members report any
suspicions or allegations of reportable assaults to the approved provider
(or another authorised person), to the police and the department.
 Take reasonable measures to protect the identity of any staff member
who makes a report and protect them from victimisation.

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10. Briefly explain how the Aged Care Funding Instrument (ACFI) is used to
determine funding for aged care recipients.
The Aged Care Funding Instrument (ACFI) is a resource allocation instrument. It

focuses on the main areas that discriminate care needs among residents. The ACFI
assesses core care needs as a basis for allocating funding.
The ACFI focuses on care needs related to day-to-day, high-frequencyneed for care.
These aspects are appropriate for measuring the average cost of care in longer stay
environments.
11. Briefly describe the Residential Care Subsidy as a funding model.
The Australian Government pays approved providers an amount of residential care

subsidy for each care recipient.
Residential care subsidy is paid monthly and is calculated by adding the amounts
due for each resident for each day of the month. Providers submit a claim for each
month, including the details of each resident for whom they are claiming subsidy in
that month. They receive an advance payment in the first few days of each month.
This advance payment is then reconciled with the claim for that month, and the
following month’s payment is adjusted accordingly, either by making an additional
payment or by reducing the total amount paid in lieu of the previous month.
12. Briefly describe the Home Care Subsidy as a funding model.
The Australian Government also pays approved providers an amount of home care
subsidy for each care recipient. Home care subsidy is generally paid monthly and is
calculated by adding the amounts due for each recipient for each day of the month.

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13. List two (2) examples of issues that can impact the health and well-being of
individuals.
1. Age
2. Family history
14. Myths and stereotypes of ageing and older people:

a) List three (3) examples of stereotypes or ‘myth-conceptions’ about older
people and the ageing process.
b) Briefly describe how these stereotypes impact community values and
attitudes towards the ageing population.
1. Sickness and disability come with old age

2. Older people cannot learn and are weak and helpless
3. Old people are boring forgetful, grouchy, and cantankerous
b. This can affect the person’s health and well-being. Older people are often not
included in decision-making situations because it is assumed that they cannot make
logical/practical decisions on their own. As a result, their right to make choices are
not realised. Some do not bother to teach older people new skills/knowledge because
it is assumed that they are incapable of learning new things. As a result, older people
feel discriminated, isolated, and/or left behind.
15. List three (3) examples of issues surrounding sexuality and sexual expression in
older or disabled people.
1. Time-related factors:
o Delay in arousal, with greater need for genital stimulation
o Reduced penile rigidity and vaginal lubrication
o Loss of the sensation of ejaculatory inevitability
o Increasing anorgasmia
2. Medical Factors
o Drugs which can cause impotence or lack of libido
o Diseases (such as diabetes mellitus) which lead to impotence

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o Surgery of the prostate or uterus
o Physical barriers (such as catheters or pessaries)
o Poor mobility due to arthritis or stroke
o Change of body image (e.g. after mastectomy or limb amputation)
o Depression, leading to loss of interest in sex
3. Psychosocial factors
o Having no partner
o Lack of privacy (e.g. in nursing and residential homes)
o Social conditioning

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16. List three (3) examples of indicators of emotional concerns and issues in older
or disabled people.
 Abandoning or losing interest in hobbies or other pleasurable pastimes

 Social withdrawal and isolation (reluctance to be with friends, engage in activities, or leave
home)
 Weight loss or loss of appetite
17. Consider the support strategies, resources, and networks made available.
a) List two (2) general resources on aged support and services for the elderly
in Australia.
b) List two (2) examples of support services funded by the Commonwealth
that directly or indirectly help and support the aged and disabled
population.
c) List two (2) examples of non-government sector associations and
organisations that provide a large range of services and support.
a. 1. My Aged Care
2.Department of Social Services- Ageing and Aged Care
a. 1 Home and community care services

2. Financial counselling
c.
1. Aged and Community Services Australia
2. Centre for Education and Research on Ageing

Page 34 2018
Part 3: Healthy Body Systems
1. Match the following body systems and their associated components to their
correct functions.
Write the letter corresponding to your answer in the space provided below.
Body Systems and Associated Components
a. Cell j. Urinary system

b. Tissue k. Integumentary system
c. Organ l. Lymphatic system
d. Cardiovascular or circulatory m. Nervous system
system n. Immune system
e. Respiratory system o. Reproductive system
f. Muscular system p. Eye
g. Skeletal system q. Ear
h. Endocrine system r. Nose
i. Digestive system s. Tongue
Functions
c
A group of tissues that perform a specific function in the body.
g
Facilitates movement and locomotion.
j
Removes liquid waste from the blood to keep a stable balance of salts and
other substances in the blood.
s.
Vital for tasting, chewing, swallowing food, as well as for speech.
l
Transport a fluid containing infection-fighting white blood cells, throughout
the body.
f
Gives the body its structure, provides the body with the right amount of
blood cells.
q
Receives sound waves from the environment to help us hear. It also helps in
maintaining balance.

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a
The basic unit of all living things. Its functions include metabolism and
reproduction.
h
Secretes hormones into the circulatory system.
b
Group of cells that work together to carry out a particular task in an
organism.
e
Brings oxygen in and carbon dioxide out.
d
Transports blood from the heart to other parts of the body.
p
Helps in receiving, focusing, and transmitting light that helps us see.
n
Provides body protection from infections/diseases.
m
Carries information from the brain to other parts of the body.
i
Breaks down food into energy.
o
Plays an important role in the procreation of life.
k
An organ system consisting of the skin, hair, nails, and exocrine glands.
r
It is the primary organ for smell and it also receives air to help us breathe.

Page 36 2018
answers from the drop-down lists provided.
2. Identify the parts of the heart. Refer to the diagram and fill in the table below. Choose your
Aortic valve
1. Choose an item 7. Choose an item.

Superior vena cava Left atrium
2. Choose an item. 8. Choose an item.
Aorta Pulmonary valve
Aortic valve
Pulmonary artery Tricuspid valve
Pulmonary vein Aortic valve
Right ventricle
Mitral valve Left ventricle
Right atrium Aortic valve
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13. Choose an item.
Inferior vena cava

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Choose your answers from the drop-down lists provided.
3. Identify the parts of the respiratory system. Refer to the diagram and fill in the table below.

Nasal cavity Pharynx
Nostril Trachea
Oral cavity Left main bronchus
Larynx Left lung
Right main bronchus Diaphragm

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6. Choose an item.
Right lung

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below. Choose your answers from the drop-down lists provided.
4. Identify the parts of the musculoskeletal system. Refer to the diagram and fill in the table
1. Choose an item. 4. Choose an item. 7. Choose an item.

Tendon Muscle fibre Fascicle
Epimysium Bone Blood vessel
Endomysium (between Perimysium Endomysium
fibres)

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5. Identify the parts of the skeletal system. Refer to the diagram and fill in the table below.
Choose an item. 8. Choose an item. 15. Choose an item.

1.
Skull Radius Fibula
2.
Clavicle Carpals Tarsals
3.
Scapula Metacarpals Metatarsals
4.
Sternum Phalanges Phalanges
5.
Ribs Femur Vertebral column
6.
Humerus Patella Pelvic girdle
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Choose an item. 14. Choose an item.
7.
Ulna Tibia

Page 40 2018
6. Identify the parts of the endocrine system. Refer to the diagram and fill in the table below.

Pineal gland Trachea
Thalamus Adrenal glands
Pituitary gland Pancreas
Thyroid cartilage Uteras
Thyroid glands Ovaries
Parathyroid glands Testes
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7. Identify the parts of the digestive system. Refer to the diagram and fill in the table

Page 41

Mouth Stomach
Liver Pancreas
Gall bladder Duodenum
Large intestine Small intestine
Oesophagus Anus

Page 42 2018
10. Identify the parts of the integumentary system. Refer to the diagram and fill in the table

Epidermis Follicle
Dermis Oil gland
Fatty tissue Sweat gland
Blood vessels Melanocyte

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11. Identify the parts of the lymphatic system. Refer to the diagram and fill in the table below.

Thymus Tonsils
Liver Spleen

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12. Identify the parts of the nervous system. Refer to the diagram and fill in the table below.

Brain (CNS) Spinal cord (CNS)
Nerves (PNS) Ganglia (PNS)
3. Choose an item.
Digestive tract (ENS)

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13. Identify the parts of the eye. Refer to the diagram and fill in the table below. Choose your

Retina lens
Blood vessels Pupil
Fovea Cornea
Macula Iris

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14. Identify the parts of the ear. Refer to the diagram and fill in the table below. Choose your

Stapes Round window
Semicircular canals Tympanic cavity
Vestibular nerve Tympanic membrane
Cochlear nerve External auditory canal
Cochlea Malleus

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Eustachian tube Incus

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15. Identify the parts of the nose. Refer to the diagram and fill in the table below. Choose your

Olfactory bulb Nasal epithelium
Mitral cells Gloemerulus
Bone Olfactory receptor neurons

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your answers from the drop-down lists provided.
16. Identify the parts of the tongue. Refer to the diagram and fill in the table below. Choose

Taste buds Basal cell
Taste hairs Gustatory cell
Taste pore Transitional cell

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17. Consider how the body maintains or regulates the body temperature.
a. Briefly explain how the body regulates temperature.
b. Briefly explain how the regulation of body temperature is affected by
ageing.
a. The body regulates the temperature when exposed to a warm or cold environment.
Body temperature is controlled by the hypothalamus, which has its processing centre
in the brain. It triggers changes in the sweat glands and muscles to control body hair.
b. The body, however, finds it harder to control its temperature as one gets older. A
decrease in the amount of fat below the skin makes it harder to stay warm. The
body’s ability to sweat also decreases with ageing. Elderly clients may have difficulty
telling when they are becoming overheated.
18. Consider how the body regulates fluid and electrolyte balance.
a. Briefly explain how the body regulates fluid and electrolyte, including pH,
balance.
b. Briefly explain how the regulation of fluid and electrolyte balance is
affected by ageing.
a. The body regulates fluid and electrolyte composition through the kidneys by
controlling the volume and composition of urine.
b. The kidney is one of the major organs in which specific structural and functional
phenotypic changes occur with ageing. The elderly are able to maintain water and
electrolyte balance under normal conditions. Illness, a decline in cognitive ability, and
certain medications can pose a risk to this balance.
19. Briefly explain how the body eliminates these wastes.
Wastes are eliminated from the body through the excretory system. It is made up of
the lungs, skin, liver, digestive organs, and kidneys. The process of waste elimination
involves the following process:
 The liver has a wide range of functions which includes detoxification, protein
synthesis, and production of biochemicals necessary for digestion.
 The sweat glands of the skin secrete fluid waste called perspirationor sweat.
 The lungs diffuse gaseous wastes, such as carbon dioxide, from the
bloodstream as a normal part of respiration.
 The elimination of undigested food content and waste products is the final
process of digestion. After food passes through the small intestine, the
undigested food material enters the colon, where most of the water is
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reabsorbed.
20.Briefly explain how the body regulates blood pressure.
Blood pressure is the amount of pressure exerted on the walls of blood vessels as the
blood is pumped around the body. When the body senses the pressure in the walls of
the arteries, it sends signals to the heart, the arterioles, the veins, and the
kidneys,lowering or increasing the blood pressure.

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21. Briefly explain how the body protects itself from infection.
The skin is the first line of defence that protects the body from infection. While the
skin’s function is intended for protecting the external part of the body, the mucous
membranes act as a partial barrier against infection, providing defence in the
internal part of the body. The lymphatic system removes excess interstitial fluid and
drains the fluid into the circulatory system, absorbs fats via the villi in the small
intestine and helps fight infection. The lymphatic system is a part of the immune
system. The immune system provides body protection from infections and diseases.
It is a complex network of cells, signals, and organs that work together to help kill
infection-causing germs.
22. Briefly describe how much physical activity is recommended for older people to
support the body’s healthy functioning.
 At least 150 minutes of moderate-intensity physical activity (e.g. brisk

walking, ballroom dancing, tennis (doubles), general gardening)
throughout the week. or
o At least 75 minutes of vigorous-intensity physical activity (e.g.
race walking, jogging, or running; swimming laps, aerobic
dancing, heavy gardening) throughout the week, or
o an equivalent combination of moderate- and vigorous-intensity
activity.
 For additional health benefits, they should increase moderate-intensity
physical activity to 300 minutes per week, or equivalent.
 Those with poor mobility should perform physical activity (e.g.
walking) to enhance balance and prevent falls, three or more days per
week.
 Muscle-strengthening activities (e.g. lifting weights and stair climbing)
should be done involving major muscle groups, two or more days a
week.
23. Briefly describe how active and passive exercise can be applied to clients.

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Clients who have the physical capability are encouraged to perform active exercises
to maintain an active lifestyle. Those clients who have physical limitations to perform
active exercise can also maintain an active lifestyle through passive exercises, such as
the Range of Motion (ROM) exercise. ROM exercises are great for clients with
disability or clients such as stroke survivors, who are left with mild to severe
paralysation, or paresis.

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CASE STUDY
This assessment is comprised of three (3) case studies with scenarios and tasks that
will test your knowledge and skills relevant to the competency standard requirements
of the units included in this subject.
These case studies are hypothetical situations which will not require you to have
access to a workplace, although your past and present workplace experiences may
help with the responses you provide.
The evidence of your successful completion of the other competency standards that
are required to be performed in the workplace is all included in your Skills
Workbook.
Case Study 1: Abraham Chatzkel
Name: Abraham Chatzkel

Age: 91
Date of Birth: 16 January 20xz
Room #: 23
Abraham’s Care Plan is provided on
the following page.
Abraham Chatzkel is a new client at Lotus Compassionate Care. Abraham never

married and has no kids of his own. Before moving to the centre, Abraham stayed
with his niece, Abigail, her husband, Jacob, and their two daughters, Aliya and
Amira.
Abigail is a stay-at-home mother, taking care of Abraham and her two kids. Abigail’s
husband accepted a job in New York and moved there with the rest of family.
Abraham did not want to move to New York with them and prefers to spend the rest
of his life in Australia, where he has spent the most of his life.
Due to the distance and the time difference, all communications between the centre
and the family are done via phone call or email.
Guidance: For the purpose of this assessment, Abraham’s first day in the
centre is 7 July, 20xx (current year).

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Care Plan
Name: Abraham Chatzkel (fictitious name)
My preferred name: Abe
My Birthday is: 16th January (he is currently 91 years old)
My Room number is: 23
I am allergic to penicillin
Social History:
I was born in Israel. My mother is from Australia and my father is from Israel. My family
moved to Brisbane when I was 8. My father was the local grocery shop owner, and on
the weekends and afternoons after school, I helped in the shop.
After I finished school I worked in my father’s shop until I went into the army for two
years. While I was in the army, I fought in the second world war. When I left the army, I
went back to work in the grocery shop, which I later inherited from my father.
I returned home from the war after learning my little sister’s husband left her and their
daughter a few months after she was diagnosed with cancer. I took care of my little sister
and raised her daughter, Abigail, as my own after my sister passed away in 1960. I
never married.
Before I moved here, I lived with Abigail and her family. She married a nice young man,
Jacob, and they now have two lovely daughters, the twins, Aliya and Amira. Abigail
stopped working when she had the girls, and just stayed home taking care of them, and
also keeping me company.
I enjoy reading, especially stories about the time of the war. It reminds me of the time I
spent with my mates.
I was diagnosed with renal cell carcinoma which has now spread to other parts of my
body. I am now at Lotus Compassionate Care because my niece’s family is moving to
New York and I did not want to move with them. I want to live the rest of my life here in
Australia. With the twins old enough to go to school, I think it is time Abigail go back to
work and do things for herself. I am finding it more and more difficult to complete
activities of daily living without assistance and I don’t want to be a burden to Abigail and
her family.
Communication
My needs My Goals How you can help me
To be able to hear I would like to be able  Support me to use my hearing aid.
around me as I cannot to hear what people are
hear very well. saying.
Cultural and Spiritual
To be able to keep To follow the kashrut  Help ensure that my food is kosher.
following Jewish (Jewish dietary laws).
practices while in the To be able to pray three  Assist me to say my prayers by
centre. times a day. reminding me of the time and

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guiding me to a quiet place for
prayer.
Recreation

I like to sit out on the Enjoy the outdoors and  Support me to transfer to the care
veranda each morning listen to my favourite chair and wheel me out to the
and listen to the radio. radio station in the veranda. Ensure I have my hat on
mornings. and sunscreen applied. Ensure I am
I like reading books. not directly in the sun for too long
Finish as many new (no more than 30 minutes).
books as I can.  Turn the radio on to ‘easy listening
station’.
 Ensure that I am comfortable.
 Place the feeding cup with a spout
with water within my reach.
 Place the buzzer within my reach.
 Ensure I have new books to read
and my spectacles are within reach.
Sensory
To maintain visual To continue being able  Help me to ensure my glasses are
ability. to read my books. clean before I put them on and
within reach for me when I am alone.
To continue to see the
people I am talking to.
Mobility
To maintain a level of To continue being able  Assist me taking morning walks
mobility that will allow to enjoy taking walks using my walker when I can or take
me to enjoy the outdoors, especially me out in my wheelchair.
outdoors. early in the morning to  Please assist me to transfer using
watch the sunrise. the hoist and two staff members.
To keep my muscles
and limbs toned.
Personal Hygiene
I require assistance to To feel comfortable.  Ensure my privacy and dignity are
meet my personal maintained.
hygiene care needs.  Speak with me about how you will
assist me.
 Ensure the water in the washbasin is
warm but not too hot.
 Use a soft washer and soap
substitute to gently clean my skin.

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 Gently dry my skin with a soft towel
and ensure it is thoroughly dried.
 Apply a protective barrier cream
(please do not rub my skin).
Oral Care
I require assistance to To maintain my self-  Ensure that I am sitting upright.
meet oral care needs. esteem. To maintain  Assist me to clean my teeth with a
healthy teeth and soft, small-headed toothbrush and
gums. fluoride toothpaste.
 Assist me to apply oral gel to my
lips.
Skin Care
To maintain my skin To maintain comfort  Support and encourage me to move
integrity. and prevent pressure around and not stay in bed or sitting
injuries due to lack of in my chair for long hours.
mobility.  Inspect my skin for redness.
 Report and document if you notice
changes in my skin condition.
 Ensure the linen is free from
wrinkles and smooth.
 When conducting transfers, be
careful not to pull, drag or knock my
skin.
 Ensure my skin is clean and dry.
 I have anair pressure ripple mattress
on my bed.
 Regular toileting to prevent me from
being incontinent.
Bowel Function
I sometimes To have a bowel motion  Monitor my bowel motions and
experience every day or every complete the bowel chart.
constipation. second day.  Ensure I have the buzzer within
reach if I need to go to the toilet.
 If I have not had a bowel movement
after the 2nd day, give me an
aperient every morning until I have a
successful bowel movement.Maybe
also encourage me to eat a high-
fibre soft diet as per care plan and
maintain fluid intake.

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Sleep
I sometimes wake To have a restful sleep  Ensure I am comfortable before I go
during the night. during the night. to sleep.
 Ensure the room is at a comfortable
temperature.
 Ask me before you settle me for
sleep if I am comfortable and
reposition the pillows how I like it.
Nutrition and Hydration

Sometimes I am unwell To maintain a good  Support me to sit upright.
and refuse food. nutritional intake.  Support me to eat a high-nutrition
soft diet.
 Ensure I receive kosher meals.
 Record what I eat and drink in my
food diary.
 When I feel unwell and refuse food
inform the registered nurse.
Environment
When I am too hot or To be in an  When you help me with my personal
too cold, I feel environment with a care, ensure the room and water
uncomfortable. comfortable temperature is comfortable.
temperature.  Support me to ensure I have warm
clothing in cold weather and cool
clothing in warm weather before I go
out on the veranda.
 Ensure my bedroom is at an
appropriate temperature.
Pain
If I am experiencing To maintain a  Report and document if I experience

pain, I feel manageable pain level any pain.
uncomfortable. so I can optimise my  Administer my pain relief medication
well-being. as directed by my physician.
My Medical History
I have diabetes and arthritis

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Scenario 1: Abraham’s Care Plan
7 July,
20xx After reviewing Abraham’s care plan, you’ve determined that there are
several aspects of the plan that are outside the scope of your role as an individual
support worker.
1. What is your role in implementing Abraham’s individual care plan?

Guidance: List specific tasks that are within the scope of your role.
My role and responsibility is to document and report to my supervisor any changes

in the Abraham’s condition and needs. For example,
Ensure kosher food, help him in daily recreational, physical movements, make him to feel
comfortable, Report and document if he experiences any pain, Report and document if any
noticeable changes in his skin condition
2. What aspects of the care plan are beyond the scope of your role? List at
least two (2).
Guidance: List specific tasks that are outside the scope of your
knowledge, skills, or job role
Being physically healthy and having a healthy body that enables one to deal with the
challenges of everyday life, fight off illnesses and function well. Involve him in little
and moderate physical activities for his wellbeing.
Being able to meet his needs to realise and freely express his faith, values, beliefs,
principles, and morals by involving him in his Jewish prayers.

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3. Which parts of the care plan do you recommend be reviewed and
revised?
Guidance: List specific parts of the care plan that outlines task that is
outside the scope of your knowledge, skills, or job role

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Roleplay Task 1
The aim of this role-playing activity is to allow you to demonstrate your skills in:
 Communicating with your supervisor specific issues relating to your
work role.
You will be playing the role of an individual support worker at Lotus Compassionate
Care, assigned to provide care and support to Abraham.
To complete this task, you will need access to:
- A video recorder
- A volunteer:
o One (1) volunteer to play the role of your supervisor
With a volunteer to play the role of your supervisor, simulate a conversation with
your supervisor clarifying your role in the implementation of Abraham’s care plan.
To document your completion of this task, and to allow your assessor to evaluate
your performance, you are required to submit a video recording of this roleplay
conversation. Save your video file using the filename: Subject 1-RP1. Submit this
video file along with this workbook to your Assessor.
Take note that your assessor will be evaluating you against the following criteria:
Assessor checklist
(for assessor’s use only, please leave this section blank)
1. Was the candidate able to clarify his/her own role in

implementing Abraham’s care plan?
2. Was the candidate able to seek appropriate support for aspects

of the care plan that is outside of his/her job role?
Guidance: The candidate must be able to point out
specific details/aspects of the care plan that is beyond
the scope of individual support workers
3. Was the candidate able to discuss aspects of the care plan that
might need to be reviewed?
Guidance: The candidate must be able to provide
suggestions that support the client’s self-determination

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Scenario 2: Abraham Feels Down
9 September,
20xx Abraham is an avid reader of books. Abigail promised Abraham that she will
send him new books every couple of weeks, so Abraham can continue to enjoy his
love of reading.
Two months later, Abraham still has not received any letters or books from
Abigail. You tried giving him books from the centre’s library but he refused them.
He told you that he does not want to read books anymore.
Slowly, you noticed changes in Abraham’s disposition. You noticed that he
appears withdrawn, and rarely interacts with the other residents and individual
support workers at the centre.
In the morning, as you were about to help him get ready for his morning walk, he
very sadly tells you that he does not want to take a walk, and he just wants to go
back to sleep, hoping he does not wake up anymore.
When you asked him why he feels this way, he tells you that he thinks his family
has already forgotten about him, and he wishes to just stop waking up in the
morning. He further asks you if you could just give him ‘too much’ pain
medication so all of his pain will go away.
4. Based on the scenario provided above, list two (2) signs of additional or
unmet needs of the Abraham:
Guidance: Take note of the physical, emotional and psychological
risks involved in the situation, and identify the specific additional or
unmet needs that must be addressed to mitigate these risks.

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5. Based on the scenario provided above, identify risk/s in Abraham’s
behaviour that is beyond your scope of knowledge, skills and job role, which
should prompt you to seek support from your supervisor.
6. Using the template below, complete the log on Abraham’s client progress
notes:
Guidance: You must include all the pertinent details relevant to
Abraham’s care and condition
Initial, name and

Date Time Notes
title

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Roleplay Task 2
 Communicating with your client’s family and carers about the care
provided to your client.
You will be playing the role of an individual support at Lotus Compassionate Care,
assigned to provide care and support to Abraham.
- A video recorder
- A volunteer:
o One (1) volunteer to play the role of Abigail, Abraham’s niece
You’ve spoken to your supervisor about Abraham’s situation. The centre contacted
Abigail and let her know that Abraham has been feeling very sad about not having
any news from his family. Abigail was very surprised and explained that she’s been
very busy but has been sending letters and books to Abraham the past two months.
She was very worried about Abraham and scheduled a trip to the centre the
following week. Abigail also wanted to speak with you personally, as she knows you
provide direct care to Abraham.
With a volunteer (to play the role of Abigail), simulate a conversation with Abigail
to talk about Abraham, his care, and any questions Abigail might have about
Abraham’s conditions.
To ensure that the scenario provides you with the opportunity to demonstrate the
skills required for this task, use the following talking points in your roleplay:
Questions to be asked by Abigail
 How is Abraham? How is he adjusting to the centre? Can you tell me what
his days have been typically like?
 Janet (care manager) said he hasn’t been getting out of his bed. Could this
be because his cancer is getting worse?
 Janet also mentioned that Abraham may be having suicidal thoughts. How
will I deal with that when I go talk to him? Should I bring it up or should I
just act like everything is normal?
 He used to have a lot of pain and discomfort with his arthritis. How is he
managing that now?
Points of discussion to be raised by you as Abraham’s individual support
workers:
 Changes in Abraham’s behaviour, and other relevant concerns (you must
correctly identify these and share it with Abigail).
 Offer advice and suggest available support services for Abraham’s

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depression and suicidal thoughts (research on available support services,
internally or otherwise).
conversation. Save your video file using the filename: Subject 1-RP2. Submit this
video file along with this workbook to your assessor.
Assessor checklist
1) Did the candidate answer Abigail’s question accordingly?
2) Did the candidate discuss with Abigail changes in Abraham’s

behaviour and provide suggestions on how she could help
manage these changes as needed?
3) Did the candidate provide correct information about available

support for Abraham and Abigail (client and carer) with regard
to addressing Abraham’s depression and suicidal thoughts?

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Scenario 3: The Case of Antonio Iglesias
2 October,
20xx Abraham shares his room in the centre with Antonio Iglesias. He is originally
from Spain. He loves listening to classic Latin music and watching soccer on TV.
They
often have their radio and TV on Antonio’s favourite Latin channels. As Antonio
got older, he became more and more nostalgic about his motherland and cannot
stop talking about Spain; the food, the people, and the places. Antonio is very
friendly. He loves to share stories about his adventures in Spain when he was
younger. Antonio is also a devout Catholic and a very conservative man.
On the other hand, although Abraham was born in Israel, he has spent most of his
life in Australia, and cannot relate to Antonio feeling homesick. Unlike Antonio,
Abraham is a very quiet and calm-natured man. He likes to keep to himself, read
books, or write in his journal.
Abraham has always been openly gay. Abraham still keeps a photo of his late
partner, Kevin, on his nightstand. This makes Antonio feel uncomfortable. He
often ends up preaching to Abraham about the sins of being gay and its
consequences according to the bible.
7. Briefly describe the social, cultural and spiritual differences between

Abraham and Antonio.
a) Social
b) Cultural
c) Spiritual
a.
b.
c.

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8. Briefly describe possible support activities you could recommend to
Abraham to address the following needs.
Guidance: Take note of Abraham’s stage of life, development and
strengths when suggesting support activities.
a) Social needs
b) Cultural needs
c) Spiritual needs

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Roleplay Task 3
 Communicating with your elderly clients.
Care, assigned to provide care and support to Abraham.
- A video recorder
- A volunteer:
o One (1) volunteer to play the role of Abraham
One afternoon, Abraham confided with you that he does not like sharing a room with
Antonio.
With a volunteer (to play the role of Abraham), simulate a conversation with
Abraham to talk about his concerns.
Questions to be asked by Abraham:
- Do you believe I will go to hell for being gay?
- Should I just put away Kevin’s photo to get Antonio off my back?
- Lately, I’ve been thinking a lot about joining Kevin in the afterlife. I know
this would make Abigail very sad. Is there anyone I can talk to about these
thoughts I’m having?
Guidance: When responding to this question, make sure to
emphasise the importance of using available support whenever he
feels it is required.
Points of discussion to be raised by you as Abraham’s individual support workers:
- Seek Abraham’s feedback on specific aspects of his care plan that he wishes
to be reviewed by the supervisor/care manager and updated to better fit
his needs.
Guidance: Review Abraham’s care plan and find opportunities for
Abraham to participate in the self-care activities that will help him
feel empowered and independent, as well as help him divert his
attention away from his issues with Antonio and towards more
positive and productive activities.
- Suggest support activities that would help keep Abraham focused on
positive experiences. (activities should reflect Abraham’s physical, social,
cultural and spiritual needs).
Guidance: Choose activities that will provide Abraham
opportunities to utilise his strengths. Do this by helping Abraham

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identify and acknowledge his own strengths and self-care capacity,
and choosing activities together based on this.
- Encourage Abraham to participate in social, cultural, and spiritual
activities. Consider the activities you’ve listed in question (8).
- Apart from the suggested support activities, also provide information on
the existing and potential new networks that are available for Abraham to
join with.
- In the course of your discussion with Abraham, make sure you allow him
to provide feedback and input in managing the delivery of his care.
Guidance: Seek his opinion on the different options you provide
and let him select what he finds best for his needs
conversation. Save your video file using the filename: Subject 1-RP3.Submit this

Page 70 2018
Assessor checklist
1) Did the candidate respond to Abraham in a manner that is

respectful and accommodating of Abraham’s expression of
identity and sexuality?
Guidance: This includes not imposing own values and
attitudes on Abraham; this also includes using positive
and supportive communication to help promote
Abraham’s self-esteem, self-determination and develop
his trust.
2) Was the candidate able to discuss details of Abraham’s care plan
and suggest activities that could help Abraham divert his
attention to more positive experiences?
3) Did the candidate suggest appropriate support activities that

reflect Abraham’s personality and needs, and encouraged him
to participate in these activities?
Guidance:
- This includes helping Abraham identify his strengths
and self-care capacity and choosing support
activities that provide him opportunities to utilise his
strengths.
- Apart from recreational activities, this may also
include activities of daily living.
- Apart from suggesting support activities, this should
also include encouraging Abraham to participate in
them.
4) Did the candidate provide Abraham correct information about
available support services to help him regarding his suicidal
thoughts?
Guidance: This includes referring the candidate to the
correct person within the centre and providing
information how to access these support services and
resources when needed

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5) Did the candidate provide Abraham information on existing
and potential new networks available for him?
Guidance: This also includes encouraging him to
join/participate these networks.
6) Did the candidate provide Abraham support that allows him to
manage the delivery of his care?
Guidance: This also includes encouraging Abraham to
maintain his independence.

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Case Study 2: Judith Comet
Name: Judith Comet

Age: 96
Date of Birth: 3 November 20xx
Room #: 7
Judith has been staying in the centre the past four years.
Judith has 4 children. All of them have their own families and are currently
staying in different States across Australia. They have decided to place Judith in a
home after she had been diagnosed with stage IV colon cancer four years ago.
Having cancer at such an advanced stage at Judith’s age, she was thought to have
at least only a year to live. She was always in a lot of pain and required regular
and constant assistance to complete activities of daily living. It was clear that the
family were unable to meet Judith’s needs, as it was becoming too difficult for
them to take care of her.
They decided to place Judith in the care of Lotus Compassionate Care, hoping
that it will provide her with a more comfortable environment, with all the
professional support she needs to ease the symptoms, pain, physical stress, and
mental stress brought about by her condition for the remainder of her life.

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Scenario 1: The Reunion
30 November 20xx, 1:25PM
Judith has been in your care since she arrived at the centre four years ago.
However, the last two months, you have been away on a holiday.
On your first day back, as you and another individual support worker were about
to hoist her from the bed and onto her wheelchair, you noticed that Judith has
sore, purple discolored and painful spots about 8cm across on both her
shoulders, and a smaller one about 3cm across on the back side of her head.
When she was on her side, you saw some bleeding through her pants and on the
bed sheets from the upper part of her buttocks. It appears it has not been checked
for at least a day or two. Her bed sheets were stained and smelled of faeces and
urine. She looked in pain. You asked her if you could check what’s causing her
pain. You found that she had an open wound about 2cm across and the skin
surrounding it was very red and discoloured. Judith cringed in pain as you gently
assessed the condition of her skin.
You later found out that she has not been out of her bed in two days. You asked
her why she has not gone out of her bed, and she told you that she’s just been
feeling too tired lately and going out just takes too much effort. She asked you if
she could just stay in bed and rest today. You noticed that she seems withdrawn.
You also noticed that she’s lost a lot of weight since the last time you saw her
about two months ago.
1. List two (2) examples of changes in Judith’s physical condition that must be
reported to the supervisors.
1.
2.

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2. Explain how these physical conditions are affecting Judith’s well-
being.
Guidance: Include in your explanation the specific indications (from
Judith’s behaviour and responses) that her physical conditions are
affecting her overall health and happiness
3. According to Lotus Compassionate Care’s policies and procedures, you

are required to report to your supervisor and/or care manager should
you note any of the following:
- Changes in your client’s physical condition and how it is affecting
their well-being.
- Changes in your client’s well-being.
- Required care/support that is beyond the scope of your role.
According to Lotus Compassionate Care’s policies, you are required to
document this in the client’s progress notes.
Complete the Progress Notes template for Judith below:
Guidance: For the purpose of this assessment, your assessor will play
the role of Lotus Compassionate Care’s care manager.
Surname:
Given Name:
Room Number:
DOB:
Care Manager:
PROGRESS NOTES
Date/Time Comments
Signed: Complete name:
Position:

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Scenario 2: Nurse Naja
30 November 20xx, 1:25PM
Judith asked you if you can get medication to help her with the pain. She started
feeling pain on her buttocks and both shoulders two (2) days ago but did not tell
anyone until you were back from your leave. When you asked her why she did
not tell anyone about it, she said she did not want to bother the nurse.
This made you worry about Judith and asked her if there was anything else that
was bothering her. You found out that she has not had any bowel movement in
two (2) days, and urinating has started to become painful for her.
She asked if you can clean her wounds and give her pain medication. You
explained to her that although you would love to help her, you are not qualified
to perform those procedures on clients.
You checked her care plan and found that her nurse’s name is Naja Nielsson.
You explained to Judith that registered nurse Naja Nielsson would be the best
person to clean her wounds and help her manage her pain with medication as
prescribed by her doctor.
Judith appeared worried when you mentioned the nurse’s name. She hesitantly
tells you that the pain is gone, and she feels fine. She tells you she does not need
the pain medication anymore.

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4. List two (2) aspects of the scenario that describe physical health situations
that are beyond your scope of support as an individual support worker.
Guidance: If applicable, indicate specific tasks relevant to these
physical health situations that are beyond your scope as an
individual support worker.
5. List three (3) possible signs of abuse and neglect from the given scenario.
Indicate whether the signs you’ve listed are signs of abuse, neglect or both.
Guidance: You must include at least one (1) example of signs of
neglect, and at least one (1) example of signs of abuse.
Signs of neglect/abuse

Page 77
6. Following Lotus Compassionate Care’s relevant policies and procedures,
complete the Incident Report form provided below.
For the purpose of this assessment, your supervisor at Lotus

Compassionate Care is your assessor.
Guidance: Take note that according to Lotus Compassionate Care’s
policies, reports of abuse must be completed on the same day it was
discovered.
Workplace details
Location:
Supervisor: Contact
phone:
Setting:
Incident details
Day: Date: Time:
Report completed by
Type of incident (indicate which is applicable)
Personal injury Staff Customer Child
Name of the person

injured:
Part of Body Injured (if relevant):

Nature of injury sustained:
Abrasions, scrapes
Bite
Broken bone/fracture
Bruise
Burn
Concussion
Cut
Rash
Sprain
Swelling
Other (please specify):

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Assault Staff Customer Other:
Response to incident (indicate which is applicable)
First aid treatment administered (please specify what/by whom etc.):
Medical treatment administered (please specify where/by whom etc.):
Assistance sought: Ambulance Police Counsellor
Other information
Who witnessed the incident? (please use full name, details of staff’s job title where applicable, and
telephone number/s):
NOTE: Be specific. Describe in detail what actually happened, stating the facts in a clear and
precise manner. Include the exact location of the incident, factors involved and any other details
that may be beneficial. A drawing of the centre layout, identifying where the incident occurred,
would be useful.
Other information
This report was compiled by (full name, title and contact On (date/time):
telephone):
This report is a true and accurate summary of the incident that

occurred (please sign):

Page 79
Scenario 3: Getting Back on Track
Monday, 30 November 20xx, 1:25PM
You checked the rest of the room for other soiled items that need washing. You
noticed that the anti-slip mats in Judith’s bathroom are not there anymore, and
water is pooling between the tiles of the shower floor.
Guidance: For the purpose of this assessment, your assessor will play the
role of your supervisor.
7. Identify the hazards in the given scenario. Following Lotus Compassionate

Care’s relevant policies and procedures, file a Hazard Report using the form
below:
Name: Date:
To be completed by the person identifying the hazard
Description of hazard:
(Include area and task involved, and any equipment, tools, people involved. Use
sketches if necessary)
Suggested actions:
(List any suggestions you have for reducing or eliminating the problem e.g.
redesign, use of mechanical devices, training, etc.)
Report to (name):
Position:

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Roleplay Task 4
 Ensuring your client is aware of their rights and complaints procedures.
Care, assigned to provide care and support to Judith.
- A video recorder
- A volunteer:
o One (1) volunteer to play the role of Judith.
After hearing Judith’s stories, and seeing her injuries, it was clear to you that she
has been physically and verbally abused by registered nurse, Naja. However,
Judith is too frightened to let anyone know about it or file any formal complaints.
With a volunteer (to play the role of Judith), simulate a conversation with Judith
to talk about her rights and options to file a complaint.
Points of discussion to be raised by you as Judith’s individual support worker:
 Talk to Judith about her rights in a manner that will encourage and
maintain her trust.
 Discuss her options for filing complaints.
Guidance: Complaints processes may vary depending on different
centre policies; for the purpose of this assessment, refer to the
complaints process of Lotus Compassionate Care outlined in their
Handbook:
Lotus Compassionate Care handbook

Username: newusername Password:
newpassword
conversation. Save your video file using the filename: Subject 1-RP4.Submit this

Page 81
Assessor checklist
1) Did the candidate provide correct information about Judith’s

rights relevant to the scenario?
2) Did the candidate provide correct information about the

complaints process?
3) Did the candidate speak with Judith in a manner that

develops and maintains trust?

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Case Study 3: Maximilian Mills
Name: Maximilian Mills

Age: 85
No Care Plan is provided as it is
not required for you to
complete the tasks included in
this case study.
Maximilian Mills, or Max, is new at the centre. He was placed in the centre by his
second wife, Marcia. Max’s 1st wife passed away from cancer two and a half years
ago. Max met Marcia, now 45-years-old, a year later and got married soon after.
Max had a boating accident shortly after their wedding. He had hip replacement
surgery and is still recovering. The doctor advised that Max should still be able to
walk again with proper therapy. Max remains positive and hopeful to get back on
his feet, so he can go home to his wife again.
Max was placed in the care of Lotus Compassionate Care after he was released
from the hospital. Marcia feels Max would receive better care and support in the
centre than at home with her. Max never had any children from his first
marriage. Marcia is his only remaining family.

Page 83
Scenario 1: The First Visit
It has been two (2) months since Max arrived at the centre, and Marcia has not
yet visited since. One morning Marcia arrived at the centre to visit Max. She was
carrying with her a basket of pastries and a file folder.
The following day, you noticed Max staring blankly out his window and looking
very sad. You asked if he was okay.
Max explained that he was feeling sad because Marcia wants to sell their house in
the country to move to a smaller house in the city. She says she is feeling lonely
by herself in the big house and cannot take care of it on her own. Marcia told Max
that if they sell their house, and move to a smaller house, they will be able to
afford a private nurse, so Max can stay home with her again. Marcia further
suggested that if Max does not want to sell the house, Marcia will move to Darwin
to live with her sister as she ‘simply cannot stay in that big, old house by herself
anymore’.
Max does not want to sell their house. He grew up in that house. But at the same
time, he wants to go home with Marcia. And he does not want Marcia to move to
Darwin.
Marcia will be back next week for Max’s decision, and it is putting a lot of stress
on Max. You often catch him sitting quietly in a corner and staring blankly into
space. There were also several times you’ve heard him talking to himself,
weighing the pros and the cons of selling the house. This predicament is
obviously putting a lot of emotional and psychological stress on Max.
Although Max still tries to be cheerful and funny when you are around, you see
him by himself more and more often, instead of watching TV with the other
residents or playing chess with his roommate, like he usually enjoys doing. This
has also made his roommate, Bobby worry about him. Bobby asked if you could
talk to Max about his problems.
Guidance: For the purpose of this assessment, the incident happened on 15 June
20xx at 10:42 am.

Page 84 2018
1. Looking after your client’s well-being is a key aspect of your role as an
individual support worker. This includes reporting any cultural or
financial issues impacting your client’s well-being.
Following Lotus Compassionate Care’s relevant policies and procedures, file
the Elder Abuse Incident Form according to the possible abuses described in
Max’s case study scenario:
Lotus Compassionate Care Forms

(Download the Abuse Incident Report
Form) Username: newusername
Password: newpassword
Save the completed form using the filename: MaxMills-IncidentReport
Answer the follow-up questions below:
a. Identify one possible risk to Max’s mental health brought about by his
situation:
b. List two (2) examples of protective factors for mental health present in
the provided scenario:
c. List two (2) examples of cultural or financial issues that may impact on
Max’s well-being:

Page 85
Scenario 2: Back on His Feet
Max decided that he will not sell his house. Max promised himself that he will
religiously follow his therapy and will dedicate his time making sure he is able to
walk again.
The doctor stressed the importance of not over-exerting his affected hip and
making sure that he follows a healthy pace during these physical therapy sessions.
Max is prescribed to have his physical therapy at a maximum of an hour per
session, two sessions per day, and with a minimum interval of 2 to 3 hours of rest.
During his spare time, Max is allowed to do other mild exercises as long as they do
not put a strain on his legs. Other than the hip surgery, Max does not have other
medical conditions.
2. Looking after your client’s well-being is a key aspect of your role as an

individual support worker. This also includes recognising and promoting
ways to support your client’s health.
Research different ways Max can help improve his recovery other than
exercising. List three (3) different things Max can do to supplement his
physical therapy and exercise regime.
Guidance: Include a brief explanation how these activities will
promote the healthy functioning of the body and support his fast
recovery.
How will these activities promote healthy

Three (3) things Max can do to supplement
functioning of the body, and support his fast
his physical therapy and exercise regime.
recovery?

Page 86 2018
WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the
candidate’s submission against the checklist below:
 The candidate has completed all the assessments in the workbook
and has submitted all of the required evidence:
 Knowledge Assessment
 Case Study 1: Abraham Chatzkel
 Role Play Video 1: communicating with the
supervisor
 Role Play Video 2: communicating with the carer
 Role Play Video 3: communicating with the client
 Case Study 2: Judith Comet
 Role Play Video 1: building and maintaining trust
 Case Study 3: Maximilian Mills
 The candidate has submitted all of the following evidence:
 This completed workbook
 Cover Sheet (Assessment Workbook Cover Sheet signed and scanned)
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment
tasks to be awarded COMPETENT for the unit relevant to this
workbook.
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.
End of Document

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Assessment Workbook 1

CHC33015 Certificate III in

Support Independence and Well-

Date Summary of modifications made Version

Version 1 final produced following

Modification made on the benchmarks of

Added Learner Reference Mapping in

Made changes on the following:

Modifications include the following:

27 April 2018 Updated benchmark on Knowledge 2.1

Assessment Workbook 1 Version No.2.1 Produced 27 April

Roleplay Task 1........................................................................................................62

Scenario 2: Abraham Feels Down...........................................................................63

Roleplay Task 2........................................................................................................65

Scenario 3: The Case of Antonio Iglesias................................................................67

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018

Case Study 2: Judith Comet.......................................................................................73

Scenario 2: Nurse Naja............................................................................................76

Scenario 3: Getting Back on Track.........................................................................80

Roleplay Task 4........................................................................................................81

Case Study 3: Maximilian Mills.................................................................................83

Scenario 2: Back on His Feet..................................................................................86

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018

Date Summary of modifications made Version

Version 1 final produced following

Modification made on the benchmarks of

Added Learner Reference Mapping in

Made changes on the following:

Modifications include the following:

27 April 2018 Updated benchmark on Knowledge 2.1

Assessment Workbook 1 Version No.2.1 Produced 27 April

Roleplay Task 1........................................................................................................62

Scenario 2: Abraham Feels Down...........................................................................63

Roleplay Task 2........................................................................................................65

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018

Roleplay Task 3........................................................................................................69

Case Study 2: Judith Comet.......................................................................................73

Scenario 2: Nurse Naja............................................................................................76

Scenario 3: Getting Back on Track.........................................................................80

Roleplay Task 4........................................................................................................81

Case Study 3: Maximilian Mills.................................................................................83

Scenario 2: Back on His Feet..................................................................................86

Assessment Workbook 1 Version No.2.1 Produced 27 April

Accessing Intranet Pages and External Links

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018

Assessment Workbook 1 Version No.2.1 Produced 27 April

The principles of assessment

(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018

(Source: Training in Australia by M Tovey, D Lawlor)

THE DIMENSIONS OF COMPETENCY

Assessment Workbook 1 Version No.2.1 Produced 27 April

Why make a reasonable adjustment?

Reasonable adjustment applied to participation in teaching, learning and

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018

Assessment Workbook 1 Version No.2.1 Produced 27 April

CHCCCS023 Support independence and well-being

HLTAAP001 Recognise healthy body systems Element 1

For complete copies of the above units of competency:

Assessment Workbook 1 Version No.2.1 Produced 27 April 2018

Assessment Workbook 1 Version No.2.1 Produced 27 April

1. Knowledge Assessment – A set of generic and workplace questions testing the

RESOURCES REQUIRED FOR ASSESSMENT