SAB CHCDIV001 Work With Diverse People CHCCCS023 Support Independence and Wellbeing

STUDENT
ASSESSMENT
BOOKLET
CHC33015
C ERTIFICATE III IN I NDIVIDUAL SUPPORT
SUPPORTING OTHERS
CHCDIV001 Work with diverse people
CHCCCS023 Support independence and wellbeing
Student first name: ____________________________________________________________________________________
Student last name: ____________________________________________________________________________________
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ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of the units:
 CHCDIV001 Work with diverse people
 CHCCCS023 Support independence and wellbeing.
ABOUT YOUR ASSESSMENTS

This cluster requires that you complete 5 assessment tasks. You are required to complete all tasks to
demonstrate competency in these units.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 30 questions.
Assessment Task 2: Case studies There are six case studies in this task. You are to read and
complete the questions related to each.
Assessment Task 3: Project – Cultural You are to reflect on your own experiences of culture and
reflections diversity.
Assessment Task 4: Project – Cultural You are to research a number of different cultures.
research
Assessment Task 5: Workplace You will be observed assisting three clients with activities of
observation daily living.
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics
related to this cluster:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of
the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this cluster. You are required to complete
all tasks to demonstrate competency in these units.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Written questions
2. Case studies
3. Project – Cultural reflections
4. Project – Cultural research
5. Workplace observation
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or considerations to be made for this assessment?  Yes  No
If yes, what are they?
____________________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment?  Yes  No
Student name: ______________________________________________________________________________________
Student signature: ______________________________________________________ Date: ________________________
Assessor name: _____________________________________________________________________________________
Assessor signature: _____________________________________________________ Date: ________________________

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name:
Date of birth: Student ID:
Cluster: Supporting Others

Units:
Student to complete Assessor to complete
Student Sufficient/
Resubmission? insufficien
Assessment Task Y/N initials t Date
Written questions
STUDENT DECLARATION
I _________________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ___________________________________________________________________________________
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: __________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents
to help you with your answers if required.
 You must answer all 30 questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if
you can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in the classroom or for homework – your assessor will advise.
 Write in your due date as advised by your assessor: ____________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
QUESTION 1
a) Describe what diversity means in the workplace.
b) What are the advantages and disadvantages of culture and diversity in the workplace? Provide at least 3
examples of each.
Advantages of culture and diversity
Example 1:
Example 2:
Example 3:
Disadvantages of culture and diversity
Example 1:
Example 2:
Example 3:
QUESTION 2
How could you develop or improve your social and cultural awareness? Provide at least three strategies. .
Strategy 1 Observe and listen to foreign customers and call.
Strategy 2 Bridge the culture gap with good communication skills.
Strategy 3 Celebrate traditional holidays, festivals, and food.

QUESTION 3
Provide at least 3 methods of improving and promoting inclusiveness of culture and diversity in the workplace.
Method 1: Holding celebrations of different culture
Method 2: Obtaining feedback from work
Method 3: Creating equal employment opportunities
QUESTION 4
In one short paragraph, briefly explain how everyone is responsible for cultural inclusiveness.
A culturally inclusive environment requires mutual respect, effective relationships, clear communication,
explicit understandings about expectations and critical self-reflection. In an inclusive environment, people of
all cultural orientations can: freely express who they are, their own opinions and points of view.
QUESTION 5
In what instances would you need to seek assistance from other people or services such as interpreters?
Provide at least 3 examples.
Example 1: support
Example 2: Interpersonal conflict
Example 3: Emotional states, such as fear, anger and frustration
QUESTION 6
What regulations, standards or Act support culture and diversity in the workplace? Provide at least three.
1: Age Discrimination Act 2004.
2: Disability Discrimination Act 1992.
3: Rights and Equal Opportunity Commission Act 1986.

QUESTION 7
The new personal care workers are planning a night out to celebrate the end of their probationary period.
The team leader responsible for the new staff is organising dinner at a local pub advising staff they
welcome to bring a friend or partner. One of the new instructors Tom, is planning on bringing his partner
of 5 years Dave. When the news circulates to the team leader, he pulls Tom aside and tells him it would
not be appropriate to bring his partner as it may impact the reputation of the facility and cause discomfort
among the other staff.
a) Is Tom being discriminated against? Explain your answer.
c) What legislation or relevant Acts protects this type of breach?

QUESTION 8
Jana’s team are organising a team barbecue lunch as part of their Friday activities. To organise the food,
the team sent around a survey so everyone could indicate their food preferences. Jana advised that she
could not eat pork as part of her Muslim culture. When Jana bit into her sausage during the lunch, she
questioned the organiser on what the meat was. She asked them whether they had seen her food
preference on the survey. She was told that they were not able to cater for her as the majority of the team
opted for pork sausages and it would have complicated the order.
a) Is this an example of cultural inclusiveness? Explain your answer.
d) How should the organiser of the lunch have responded to her request?
QUESTION 9
What are human rights?
Human rights also guarantee people the means necessary to satisfy their basic needs, such as food,
housing, and education, so they can take full advantage of all opportunities. Finally, by guaranteeing life,
liberty, equality, and security, human rights protect people against abuse by those who are more powerful.
QUESTION 10
a) Describe at least 3 effective strategies that could assist with communication when there is a language
barrier.
Strategy 1: Lack of training and /or experience be dealt with through further training session,
individual professional development coaching or mentoring.
Strategy 2: Personal issues this would be dealt with similarly to negative attitudes, as you would need
to find out the underlying issues where the individual felt comfortable discussing it with
you. If you can help in this situation, you may be able to offer counselling or some time off
work to allow the individual time to deal with the situation.
Strategy 3: No incentives or recognition implement incentive and make sure everyone ’hard work,
suggestions and ideas are recognised with a simple think or incentive.
e) How effective is visual imagery when communicating information to ethnic groups? Provide at least three
examples of universal imagery or colours used within the workplace (you may draw examples where
required).
Example:
Example 2:
Example 3:
QUESTION 11
What are some benefits of culture and diversity on Australian employment and economy? Provide at least 5.
 Increased profits.
 Improved employee engagement.
 Reduced employee turnover.
 Improved company reputation.
 Wider range of skills.
 Improves cultural insights.

QUESTION 12
Describe at least three issues a client who is intersex or transgender may experience during their everyday
living.
Issue 1:
Issue 2:
Issue 3:
QUESTION 13
In a short paragraph, describe at least three cultural biases or social expectations which may exist when
working with:
a) Someone of a young age.
f) Someone of an older generation
QUESTION 14
a) Elsie is 80 years old. She lives on her own in an old country property five kilometres from town. Her
nearest neighbour lives over 500 meters away and is often away from home. Elsie does not have a
mobile phone. The house needs repair as the roof is leaking but Elsie does not have the money for this.
 What safety and security risks does Elsie face?

 What strategies could be put in place to reduce Elsie’s safety and security risks? (List at least four.)
Strategy 1: Provide mobile phone so she can contact her neighbours, friend during emergency.
Strategy 2: Arrangement of personal health worker to see her daily.
Strategy 3: Providing security alarm
Strategy 4:
g) Gianni lives alone at home. His eyesight is deteriorating rapidly however he is fiercely determined to
stay in his own home until he dies. He walks to the shops each day at 10.00am for his shopping but is
finding that harder and harder with his bad eyesight. The town where he lives is not the same as it was
when he moved there fifty years ago. In those days it was a nice country town – now it is a growth area
in the outer suburbs of Melbourne. There is a large problem in the area with high rates of
unemployment and large rates of methamphetamine use.
 What safety and security risks does Gianni face?

 What strategies could be put in place to reduce the safety and security risks of Gianni? (List at least four.)
Strategy 1: Regular monitoring of his eyesight by specialist.
Strategy 2: Police protection in the area
Strategy 3:
Strategy 4:
QUESTION 15
Lois is 50. She has had a stoke which has left her paralysed down her right side. Her needs are being
assessed. Through the assessment process it has been noted that
Lois has the following needs:
 Lois is very keen to remain living in her home. Her son comes in to visit twice a week and there are
neighbours who can assist with shopping etc.
 Needs assistance to shower and dress.
 Lois is right-handed so paralysis on right hand side is restricting her ability to do many activities of daily
living.
 Lois finds it difficult to walk with the crutches she was given when coming out of hospital. She can walk
but does not think the crutches give her enough stability.
 Lois is worried about her security. She wonders about getting a personal alarm.
 Enjoys knitting but finds this impossible while her right hand is paralysed. She feels she needs
something to do – perhaps learn a new language.
 Lois loves her garden. It is breaking her heart to see all the weeds growing.
a) Make a list of resources that would assist Lois. (List at least eight.)
1:
2:
3:
4:
5:
6:
7:
8:
h) What strategies could be put in place to increase Lois’s strength that she has lost due to the stroke? List 3 strategies and explain how these would benefit Lois
and how the carer could support Lois in each process.
Strategies for Lois Benefits Carer support
QUESTION 16
522621636.DOCX CHC33015 CERTIFICATE III IN INDIVCIUDAL SUPPORT

Apex Training Institute Page 24
a) Provide two reasons why aged care clients may feel disempowered.
i) Provide two strategies that can enable clients to be empowered in relation to their care.
Strategy 1:

Strategy 2:
QUESTION 17
Write down the definition of the terms in the table below.
Term Definition
Sexuality
Personal identity

Term Definition
Spirituality
Cultural identity
QUESTION 18
a) In the table below, list some indicators you may observe in an older person who is subject to abuse. You must list at least 3 indicators for each form of abuse.
Type of abuse Indicators of abuse (list at least 3 for each type)

Financial

Sexual
Physical
Psychological

j) If you suspected that a client was being abused, do you have an obligation to report it? Explain your answer.

k) In the table below, list some indicators you may observe in an older person who is exhibiting emotional issues. You must list at least three indicators for each type
of issue:
Emotion Indicators of emotional issue

Prolonged sadness
Distress
Anxiety

Emotion Indicators of emotional issue
Lack of engagement
Heightened level of emotional

expression
QUESTION 19
In one paragraph, describe one common myth that surrounds sexuality in older people, and why this myth is not true.

QUESTION 20
a) List 3 health risks involved in poor dental hygiene.
Risk 1:

Risk 2:
Risk 3:
l) List five ways that exercise improves health.
1: controls weight. Exercise can help prevent excess weight gain or help maintain weight loss.

2: Exercise boosts energy.
3: Exercise combats health conditions and diseases.
4: Exercise improves mood.
5: puts the spark back into your sex life.
m) Why is support with personal hygiene important in aged care?

Good personal hygiene is one of the best ways to protect yourself from getting illnesses such as
gastroenteritis and the common cold. Washing your hands with soap removes germs that can make you ill.
Maintaining good personal hygiene will also help prevent you from spreading diseases to other people.
n) What are 4 common diet related health problems experienced by older people?
Problem 1: Cardiovascular disease

Problem 2: Dental disease
Problem 3: heart disease
Problem 4: Respiratory diseases
o) What are four things that can improve mental health outcomes?
Improvement 1: Surround yourself with good people.
Improvement 2: Quiet your mind.

Improvement 3: Learn how to deal with stress.
Improvement 4: Give yourself:
QUESTION 21
a) Suggest a community network that could be beneficial to the following groups of people.
Aged clients with

alcohol addictions
Vietnamese
women

Arthritis sufferers
Italian men
p) What is the advantage of older people continuing with social groups and activities that they have been involved in for some time?
Studies show that seniors who stay socially active and engaged experience a variety of benefits, including:
Better cognitive function. Social activities keep us sharp and mentally engaged, and this is important to
prevent the onset of dementia or Alzheimer's disease. Maintaining good emotional health

QUESTION 22
You are talking to a friend outside of work about the number of multicultural clients where you work. He says ‘How do you manage to work with all those different
kinds of people? How do you know that you are not going to offend someone by mistake?’
Write down how you would answer your friend.
QUESTION 23
Choose three problematic issues that are currently facing older people living in the community. Write one paragraph for each issue that describes how it impacts on
the health and wellbeing of older people.

Issue 1:
Issue 2:
Issue 3:
QUESTION 24
a) What is meant by the term ‘normal’ ageing’? How can attitude and a healthy lifestyle influence the impact of the normal ageing process both physically and
psychosocially?

Normal ageing is the result of a complex process that is progressive in nature, in the absence of disease. It
is important to note that the speed of ageing varies by individual. In the same way, major morphological and
functional differences can be observed between individuals of the same age.
a) What is meant by the term ‘ageing in place’?

Ageing in place means that as people get older, they can remain living in their home rather than entering
residential aged care, even when the impacts of old age (e.g. the increasing risk of illness or disability) affect
their mobility and mental ability.

QUESTION 25
a) Participating in the community is important for many people. As people age, community engagement can often become more difficult. Think of a person you
know who is elderly or disabled, or imagine yourself as elderly and frail.
What types of community participation do you think is important so an aged person can engage socially and undertake their tasks of daily living? What
challenges are there?
b) Choose one of the challenges that you identified above. What support could be provided to someone with this challenge so they could continue their community
participation?

QUESTION 26
If you were unsure of the cultural needs of a particular person, how would you go about finding out information about that culture?
QUESTION 27
You will have your own perception of different cultures and practices depending on your own beliefs and values, and your own life experiences.
What can you do to prepare yourself to work with all types of different cultures – some of which will have values and beliefs very different from you own?

QUESTION 28
In one to two paragraphs, explain why Australia is considered a multi-cultural country.
Multiculturalism in Australia is today reflected by the multicultural composition of its people, its immigration
policies, its prohibition on discrimination, equality before the law of all persons, as well as various cultural
policies which promote diversity, such as the formation of the Special Broadcasting Service.
QUESTION 29
a) What does a cultural interpreter do?

A cultural mediator/interpreter/translator plays a critical role in facilitating successful communication with
students and families who speak a language other than English. They function as an oral link between the
culture of the school and the culture of the child's family.

b) What is the role of a language interpreter?
An interpreter is a qualified professional who enables communication between people who speak or sign a
different language. Interpreters take a spoken or sign language and convert it accurately and objectively into
another language to enable communication between two parties who do not share a common language.
QUESTION 30
List two strategies you could use if you were involved in a cross-cultural conflict with a work colleague and needed to resolve it.

Strategy 1:
Strategy 2:
What do I need to hand in for this task? Have I completed this?
Your answers to each question 

Name:

Units:
Student Sufficient/
Case study 1: Claude and Ray
Case study 2: Team conflict
Case study 3: Harry
Case study 4: Billy
Case study 5: Fadi
Case study 6: Rachella
STUDENT DECLARATION

Student signature: _____________________________________________________________________________________
Student name: ________________________________________________________________________________________
Date: _________________________________________________________________________________________________
ASSESSOR FEEDBACK
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Assessor name: _____________________________________________________________________________________
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ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
 Complete the questions that follow each case study.

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if you prefer to type your responses).

 You will do this task in the classroom or as homework – your assessor will advise.
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

CASE STUDY 1 – CLAUDE AND RAY
Claude is a new client at New Greens Aged Care Facility. He has come into aged care as he has had a
stroke and his male partner Ray is no longer able to look after him. Claude is finding it very difficult to adjust
to life at the facility. Ray’s sister brings him in to visit Claude once a month as he is unable to drive, but she
has never been able to accept their homosexual relationship. After 20 minutes or so she insists on leaving.
Claude confides to his carer that he misses Ray terribly. He might as well not come to visit anymore as his
sister glares daggers at them if they so much as hold hands and says they are disgusting. He would so
love just to share some love and affection.
1. What effect do you think Claude’s separation from Ray is having on his emotional well-being?
2. What effect do you think Ray’s sister is having on Claude’s emotional and psychological well-being?

Suggest at least three strategies could be put in place to enable Ray to visit so that they can enjoy some intimate time together?
Strategy 1:
Strategy 2:
Strategy 3:
3. If nothing is done to bring Claude and Ray together how might this effect his health over a period of time? Suggest four possible effects.
Effect 1:

Effect 2:
Effect 3:
Effect 4:
4. Research community support organisations that Ray or Claude could contact to obtain advice about their problems. List two organisations and provide their web
addresses.
Organisation 1: Name”

Website address:
Organisation 2: Name”
Website address:
Ray and Claude manage to get some time together – in fact, Ray is going to stay overnight. A trundle bed
has been wheeled into Claude’s room for him to sleep in.
5. Apart from supplying a trundle bed, what support could you give Claude to provide a suitable environment where they will feel secure, private and comfortable?

You notice that Claude is setting out a lot of candles. While you think that is very romantic you are
concerned about the risk of fire – especially as there are so many of them. When you tell Claude that this is
a safety risk he gets very discouraged – the lights in the room are so bright and sterile.
6. What could you suggest as a safer alternative?

Claude is much happier now Ray is able to visit regularly. However the other day they got a bit carried
away in the dining room and offended some of the other residents who complained that their behavior was
putting them off their dinner!
7. How would you deal with this problem?

Given that your own values and attitudes about sexuality may be different than that of your clients, or your co-workers, how do you go about making sure you do not
impose your views onto others?

CASE STUDY 2 – TEAM CONFLICT
A team of carers is experiencing conflict. There is an Aboriginal worker on the team (Barry), a Muslim
worker (Ahmed) and two white Australian workers (Janice and Julia). It started when Ahmed accused Barry
of being lazy and rude – ‘He never rushes, even when we are rushed off our feet and he doesn’t even look
me in the eye when he talks to me.’
Barry retaliates by accusing Ahmed of taking time off all the time to ‘pray on his stupid prayer mat’.
Janice responds by saying, ‘For God’s sake, why can’t you just be normal like the rest of us?’
Janice and Julia get caught up in it with, both Ahmed and Barry complaining all the time about each other
and trying to get them to take sides.
Their conflict is impacting on their clients.
1. What are the cultural issues that are impacting on this team?

8. Is there a legal requirement for Ahmed to be allowed time to pray during work hours?

9. What do you think Janice means by ‘normal’? What is the problem with her statement?

10. What could this team do to resolve its differences?

11. What external resources could they use to resolve the cultural differences?
12. What could management put in place to eliminate bias and discrimination in the workplace?


CASE STUDY 3 – HARRY
Harry has recently entered aged care. Through the assessment process it has been noted that Harry has
the following needs:
 Needs assistance to get out of his chair
 Has recently had hip replacement. Recovery has been slow and muscles are badly wasted.
 Likes to shower everyday but requires assistance
 Incontinent
 Enjoys reading, chess and reading the newspaper
1. In what way do you think Harry’s physical disabilities may impact on his overall wellbeing?

13. Make a list of resources that will be needed to suit Harry’s needs. (List at least 10.)
14. What strategies could be put in place to increase Harry’s strength that he has lost due to the hip replacement?
List three strategies and explain how these would benefit Harry and how the carer could support Harry in each process.

Strategies for Harry Benefits Carer support
15. What strategies will be used to monitor Harry’s physical status?

16. What are two other activities that Harry would enjoy that would suit his physical limitations?

CASE STUDY 4 – BILLY
Billy is very overweight. Because of this mobility is difficult, his breathing is labored and the doctor is
concerned about his heart. Billy has a mental disability which makes communication difficult. Billy’s doctor
has asked that he be given a diet and exercise program.
1. Write a goal for Billy’s individual diet and exercise plan in relation to his diet and nutrition.
17. What are the objectives of the diet and exercise that are planned for Billy?

18. Which body systems are being affected by Billy’s weight? (Name three body systems)
19. What actions may be specified in Billy’s care plan to support him with his exercise?

20. What aids could Billy use to assist him with mobility?
21. What assistance can be given to Billy to help him to recognise his strengths and achievements through the program?

22. What support services could Billy be referred to obtain expert advice and assistance that is outside your scope of practice? Name at least three.
23. What documentation should be kept to track progress towards Billy’s goals


CASE STUDY 5 – FADI
Fadi’s son has put in a formal complaint about the food that is served to his father. Fadi told his son that the
food is mainly western style, is very dull and often tough. As he is a Muslim, Fadi does not eat pork.
The staff always provide another alternative when pork is on the menu but yesterday, when pork sausages
were on the menu, the only alternative was fish – which Fadi’s has never liked.
When he said he didn’t want sausages or fish he was told he would have to have a Vegemite sandwich
instead. This is hardly enough for the main meal of the day!
There are many different nationalities and it is impossible for every cultural food requirement to be catered
for all the time. But the kitchen is keen to help out as much as they can so long as it is within their tight
budget.
1. What rights does Fadi have?

24. What process should be undertaken to investigate this complaint?

25. Suggest three strategies that might solve Fadi’s problem.
Strategy 1:

Strategy 2:
Strategy 3:
26. How can Fadi be offered choice in determining solutions to his problem?


CASE STUDY 6 – RACHELLA
Rachella is one of your clients. Rachella suffers from anxiety and depression for while she takes medication
and is monitored by her GP. Rachella also has counselling once per fortnight.
Today Rachella is very fidgety. She is pacing up and down, seemingly in a world of her own. When you ask
her if she is OK she snaps at you and says “Of course I’m not all right – nothing is all right. You know
nothing!! No-one can help me – I’m sick of everything – I just can’t go on anymore”.
When you ask what the matter is she gets angry and tells you to just leave her alone.
1. From her manner you think that she may be suicidal – you know that she has attempted suicide once before. As a personal care attendant this is beyond the role
of your job. What will you do?
27. What action needs to be taken to protect Rachella from harm until medical help can be obtained?

Name:

Units:
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Project – Cultural reflections
STUDENT DECLARATION
Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
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Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
ASSESSMENT TASK 3: PROJECT – CULTURAL REFLECTIONS
TASK SUMMARY:
You are to reflect on your own experience of culture and diversity in the workplace.

 Access to textbooks, learning materials and the Internet for research.

If your assessor marks any part of your report as incorrect, you will need to rewrite the required sections.
INSTRUCTIONS:
For this task you need to reflect on your own attitudes, beliefs and perceptions of cultural diversity in the workplace.
You are to provide a report that covers each item below. Your report should be no more than 750 words.
 What is your definition of a culturally diverse workplace?
 What do you feel is the value of diversity when working in the health and community care sector?
 How do you think that different cultural influences and changing cultural practices have impacted on Australian society? Think about political, social, economic
and cultural influences.
 Describe your own cultural background. Identify any conceptions and preconceptions you may have of other cultures based on your own upbringing and
experiences.
 How do your cultural beliefs, values and experiences impact on your personal behaviour, interpersonal relationships, perception and social expectations of
others?
 Describe two social practices that you do that are a direct result of your cultural upbringing. Have these changed from the practices of your parents when they
were young. Why/why not?
 How has your cultural background impacted on your communication style and delivery
 What difficulties or challenges might you expect to experience if you were of the cultural minority in a workplace?
 Describe whether you needed any communication assistance from friends, family or specialised services, or if you have observed this. Describe your
experience of either getting or providing communication assistance.
 Do you feel that you have experienced any issues of discrimination – describe this.
 Do you consider yourself to be socially and culturally aware in the workplace? Provide an example to support your response.
 What programs or initiatives have you participated in that support or promote cultural diversity in the workplace?
Your answers to the questions 

Name:

Units:
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Project – Culture research
STUDENT DECLARATION

Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
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____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
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____________________________________________________________________________________________________
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____________________________________________________________________________________________________
____________________________________________________________________________________________________
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____________________________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSMENT TASK 4: PROJECT – CULTURE RESEARCH
TASK SUMMARY:
You are to reflect on your own experience of culture and diversity in the workplace.

 Access to textbooks, learning materials and the Internet for research.

If your assessor marks any part of your report as incorrect, you will need to rewrite the required sections.
INSTRUCTIONS:
a) Research each of the different cultures below.
What things are of specific importance in these cultures that would need to be considered when providing health and community services?
List at least four items of importance for each culture listed.
 Aboriginal culture

2

 Italian culture
 Vietnamese culture

2

 A culture of your choice that is different to your own.
a) What are four access and equity issues that Aboriginals and Torres Strait Islanders face when being provided health and community services?

2
Your answers to the questions 

Name:

Units:
Student Sufficient/
Workplace observation
STUDENT DECLARATION

Student name: ______________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
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____________________________________________________________________________________________________
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Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________

ASSESSMENT TASK 5: WORKPLACE OBSERVATION
TASK SUMMARY:
Students will be observed assisting three clients with activities of daily living.

 Access to your work placement service.
 Access to three clients.

 During one of your assessor’s visits to your work placement service.
 Write in the date of your assessor’s work placement visit: _______________________________
If your assessor sees that you have not shown appropriate skills or knowledge during any of these tasks, they will give you some feedback and you will need to do
the specific task again.
If your assessor marks any of your written answers as incorrect, you will need to either:
INSTRUCTIONS:
During one of your assessor’s workplace visits, you will need to demonstrate that you can support three clients undertaking activities of living.
‘Activities of living’ refer to everyday tasks that we do as part of our normal life. This can include activities such as:
 Gardening
 Cleaning

 Domestic laundry
 Meal or snack preparation
 Shopping
 Attending to financial matters and personal correspondence.
You need to choose three clients to work with and identify one ‘activity of living’ that each client is interested in, and where you can provide support. You must plan
the activities prior to the assessment.
You must obtain the permission of your clients and your supervisor prior to conducting this task. You will also need to liaise with each client’s carer.

Your assessor will be looking to see that you:
For all three clients
Identify a client to work with and identify one activity of living of interest to the client?
Obtain permission from the client and your supervisor to conduct the task?
Locate the client’s individualised plan and refer to this for information about the client?
Plan the activity in conjunction with the client?
Seek feedback on your plan from the client’s carer – this may either be done by phone or face to face. Did
you amend the plan if necessary?
Ensure the environment is safe prior to the task?
Remind the older person of any potential risks throughout the task?
Discuss the activity with the client allowing them to take the lead role where they are able?
Obtain appropriate aids and equipment appropriate to the client’s needs (eg mobility devices, gardening
equipment, specialised equipment etc)?
Promote healthy lifestyle practices while undertaking the activity?

Demonstrate an inclusive attitude and cater for individual needs, adapting the environment where
necessary to cater for these?
Deal sensitively with any age or disability-related conditions that the person faces?
Provide support to undertake the task while encouraging independence wherever possible?
Communicate effectively , both verbally and non-verbally, with the client taking into account their needs?
Following the observations, your assessor will ask you a set of verbal questions about the activities of living, your clients and their carers.
You do not need to hand in anything 


SAB CHCDIV001 Work With Diverse People CHCCCS023 Support Independence and Wellbeing

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SAB CHCDIV001 Work With Diverse People CHCCCS023 Support Independence and Wellbeing

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STUDENT

CHCCCS023 Support independence and wellbeing

Student first name: ____________________________________________________________________________________

Student last name: ____________________________________________________________________________________

Street Address: 1374 Logan Road Mt Tel: 1300-831-661 / (07) 3420 5861

Eduworks Resources is a division of RTO Advice Group Pty. Ltd.

Cover image © Shutterstock www.shutterstock.com

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

3. Project – Cultural reflections

4. Project – Cultural research

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student name: ______________________________________________________________________________________

Student signature: ______________________________________________________ Date: ________________________

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

Date of birth: Student ID:

Cluster: Supporting Others

Student to complete Assessor to complete

I _________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: ___________________________________________________________________________________

Student name: ______________________________________________________________________________________

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

Advantages of culture and diversity

Strategy 1 Observe and listen to foreign customers and call.

Strategy 2 Bridge the culture gap with good communication skills.

Strategy 3 Celebrate traditional holidays, festivals, and food.

Method 1: Holding celebrations of different culture

Method 2: Obtaining feedback from work

Method 3: Creating equal employment opportunities

Example 2: Interpersonal conflict

Example 3: Emotional states, such as fear, anger and frustration

1: Age Discrimination Act 2004.

2: Disability Discrimination Act 1992.

3: Rights and Equal Opportunity Commission Act 1986.

a) Is Tom being discriminated against? Explain your answer.

c) What legislation or relevant Acts protects this type of breach?

a) Is this an example of cultural inclusiveness? Explain your answer.

 Improved employee engagement.

 Reduced employee turnover.

 Improved company reputation.

 Wider range of skills.

 Improves cultural insights.

 What safety and security risks does Elsie face?

Strategy 2: Arrangement of personal health worker to see her daily.

Strategy 3: Providing security alarm

 What safety and security risks does Gianni face?

Strategy 1: Regular monitoring of his eyesight by specialist.

Strategy 2: Police protection in the area

Strategies for Lois Benefits Carer support

522621636.DOCX CHC33015 CERTIFICATE III IN INDIVCIUDAL SUPPORT

522621636.DOCX CHC33015 CERTIFICATE III IN INDIVCIUDAL SUPPORT

522621636.DOCX CHC33015 CERTIFICATE III IN INDIVCIUDAL SUPPORT

Type of abuse Indicators of abuse (list at least 3 for each type)

522621636.DOCX CHC33015 CERTIFICATE III IN INDIVCIUDAL SUPPORT

Student signature: ______________________________ Date:

Assessor signature: _____________________________ Date: