Chcccs015 Student Workbook Prabina (Word) (c3) .v1.1

STUDENT ASSESSMENT
BOOKLET
CHCCCS015 PROVIDE INDIVIDUALISED SUPPORT
Student first name: Prabina________________________________________________________________
Student last name: Sharma________________________________________________________________

© 2015 RTO Advice Group Pty Ltd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Bigstock www.bigstock.com (Image 1) and © Shutterstock www.shutterstock.com (Images 2 & 3)
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCCCS015 Provide
individualised support.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case study You are to read the case study and answer the questions that
follow.
Assessment Task 3: Workplace project You are to develop a report on the support
services provided to three different clients.
Assessment Task 4: Workplace You need to complete this task in your workplace. There are
observations two parts to this task:
 Part A requires you to provide support services to a client
 Part B requires you to complete and store reports and
documentation as per your workplace’s policies and
procedures.
Your assessor will observe you during this task.
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.
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Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
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 study
3. Workplace project
4. Workplace observations
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: Prabina Sharma_______________________________________________________________________
Student signature: prabina_______________________________________________ Date: ________________________
Assessor name: _____________________________________________________________________________________
Assessor signature: _____________________________________________________ Date: ________________________
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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: Prabina Sharma
Date of birth: 20 Jan 2001 Student ID: 13895402
Unit:
 CHCCCS015 Provide individualised support.
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I prabina sharma___________________________________________ 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: prabina____________________________________________________________________________
Student name: Prabina Sharma_______________________________________________________________________
Date: ______________________________________________________________________________________________
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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: ______________________________________________________________________________________________
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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 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 your own time.
 Write in the 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.
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QUESTION 1
Provide a definition of each of the following:
 Person-centred practice
The person with incapacity is at the heart of person-centred decision-making and care planning. Its goal is
to figure out what each person requires and desires in order to live a happy and healthy life.
 Strengths-based practice
It is a methodology that introduces a specific systems theory, the theory of living human systems (TLHS),
and its systems-cantered application. In both therapeutic and organisational settings, it aims to deal with
individuals as well as groups as a whole.
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 Active support
Active support is a type of person-centred care that enables disabled and elderly persons to participate in a
variety of programmes.
QUESTION 2
Explain the following types of person-centred approaches.
 PATH – Planning Alternative Tomorrows with Hope
PATH is a people-centered planning tool that uses graphic facilitation of ideas to help people establish a
clear vision and achieve achievement. When utilised to create a vision or a good future for a person with a
disability, as well as providing individualised assistance and resources, this strategy is extremely beneficial.
As a result, it is a goal-oriented procedure that can also be used to resolve conflicts.
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 MAPs – Making Action Plans
This is a unique way of arranging things. People and organisations that use MAPS help people focus on
creating a life story based on their personal aspirations. Following an analysis of the target person's dream
and interests, the team begins to plan and plot how to realise it.
 PFP – Personal Futures Planning
Personal Futures Planning emphasises what a person CAN achieve rather than what she CANNOT do.
Instead of relying on written reports from professionals, it also uses talks with family and other people in the
person's life to guide the planning.
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 Circles of Support
A circle of support is a group of people who come together to help a person with a disability explain,
advance, and defend their views. They assist the handicapped person in making decisions, planning, and
achieving personal goals. This is a chance for people with diverse perspectives and opinions to come
together and support the person in question in fulfilling their potential. Any age group can form a circle to
assist with things like starting school, obtaining a job, joining community groups, and pursuing a passion,
among other things. These bring out the best in others, benefiting both the centred person and the rest of
the circle.
QUESTION 3
Describe what the term ‘self-directed support services’ means.
The self-directed methodology places the person with a disability or age in the centre and holds them
responsibility for the planning, execution, and coordination of the services and supports they require, to the
extent that they are competent of doing so. This is an approach that allows people with disabilities and their
families to take control of their disability, as well as the supports and administrations available to them, in
order to achieve positive outcomes in their life.
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QUESTION 4
Describe the concept of ‘self-determination’.
Self-determination refers to a person's ability to direct their actions and their lives. This implies that instead
of relying on others and allowing others to dominate their lives, a person takes charge of their own destiny.
They make things happen that make their life better.
QUESTION 5
Part of your role and responsibilities when providing individualised support is to meet your service’s
documentation requirements.
What documentation are you required to complete as part of your work in providing client support? Provide at
least three examples and explain the purpose of each one.
Example 1: Notes on communication =It entails a methodical and continual process of telling, listening,
and comprehending.
Example 2: Incident report= An incident report is a tool that documents any event that may or may not
have caused injuries to a person or damage to a company asset.
Example 3: Case and progress notes = A therapist creates brief written notes in a patient's treatment
record to capture certain aspects of his or her patient's treatment.
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QUESTION 6
Under what circumstances might you need to complete a client risk assessment? Provide three examples.
Example 1: Prior to the implementation of new processes or activities,
Example 2: When goods, machines, tools, or equipment change or new knowledge concerning danger
becomes available, before making changes to existing processes or activities.
Example 3: When potential dangers are discovered.
QUESTION 7
a) Provide a definition of each of the following and an example of each in practice.

 Privacy
The right to keep one's personal issues and relationships private is defined as the state of being alone. For
e.g.: A situation where you have privacy would be if you had a private room that no one else could access
and where you could store all of your belongings out of sight.
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 Confidentiality
Confidentiality refers to the state of being secretive or keeping secrets. Some e.g: health history or
documentation, Personal care concerns.
.
 Duty of care
The term "duty of care" refers to the responsibility you have for the health, safety, and well-being of others.
Some e.g.: to be given respect and decency, unharmed and uncared-for.
 Dignity of risk
Customers' right to make their own decisions about their treatment and services, as well as their freedom to
take risks, is known as dignity of risk. For instance, when a child gets older, their parents allow them greater
flexibility and freedom in how they play, even if there is a chance the child could get wounded.
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 Discrimination
When a service provider or staff member treats you unfairly because of a legally protected personal
attribute, such as your disability, race, or religion, this is known as discrimination. Some eg: Religion-based
discrimination and age discrimination.
 Mandatory reporting/compulsory reporting

In general, obligatory reporting legislation provides a list of particular occupations that must report
suspected cases of child abuse and neglect. Some eg: doc- tors, nurses, clergy.
 Responsibilities and limitations relating to work role boundaries
Professional limits are constraints that safeguard the gap between a worker's professional strength and the
vulnerability of their consumer. If these limits are not observed, the following concerns may develop for
caregivers: Over-involvement with or relationship to a customer. providing outstanding client service
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b) Now read each scenario and match it with the correct ethical issue or breach in the table below.
Scenario A
Nancy converted to Islam in her late 30s and is now a practicing Muslim. Nancy became confined to a
wheelchair after a car accident in her late 20s.
Belinda, her support worker, often makes strong political and racial comments about Muslims living in
Australia to both clients and colleagues. She is unaware that Nancy is a Muslim.
Scenario B
You overhear Beth, one of your colleagues, talking on the phone to her friend during her lunch break. Beth
is laughing to her friend over the phone about the mental health issues of one of her aged care clients and
disclosing personal details. Beth is outside in the garden area – you are pretty sure that at least one client
has overheard her conversation as well.
Scenario C
Jason, one of the support workers, tells you during his handover that he noticed a few bruises on Carly
whilst bathing her before bedtime. Carly is one of his youngest clients, who is only 13 years old.
Scenario D
Steven, one of the support workers, has been known as popular with the female clients. He likes to joke
around with them and make them laugh. On occasion he brings in surprise treats or gifts for them.
Lucy, one of his regular clients, tends to receive more gifts from him than the others. This includes flowers,
clothes and chocolates. Steven has also been observed to spend time with her beyond the hours of his
shift.
Scenario E
Clients in wheelchairs who visit your recreational facility once a week have not been properly informed
about the rotting ramp board at the front entrance. There is a side entrance clients can access safely,
however they are not advised to use it as the front board seems to be holding up for the time being.
Scenario F
Georgie has a mental illness and wants to go outside and put the fallen twigs that have accumulated in the
garden into a big pile. Felipe, his support worker tells him strictly that he’s not allowed to go outside for fear
of him poking himself in the eye or falling over. Georgie has fallen over in the garden once before. Felipe
locks the door and Georgie begins to cry.
Scenario G
Maria has a mild intellectual disability. She has capacity to make her own decisions, and has not identified
anyone who can make decisions on her behalf. Amy, her sister, approaches a new employee at your
service and asks them for health information about Maria, particularly related to some new medication she
has heard Maria is taking. Maria says she wants to research the medication and make sure that it is the
right choice for Amy. The carer looks up Maria’s record and provides Amy with the medication details.
Ethical issue/breach Which scenario covers this?
Privacy/confidentiality A
Discrimination B
Work role/boundaries C
Duty of care D
Mandatory reporting C
Dignity of risk G
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QUESTION 8
Explain the key objectives of the United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD)..
The UN Convention on the Rights of Persons with Disabilities (UNCRPD) is an international convention that
outlines disabled people's rights as well as Parliament's and the Northern Ireland Assembly's responsibility
to enhance, secure, and guarantee those rights. The UNCRPD's main goals are as follows:
a) Respect for people's intrinsic dignity, individual autonomy, including the ability to make their own
decisions, and freedom.
b) Disabled people can use their rights and freedoms to the fullest extent possible.
d) Opportunity equality.
d) Respect for disabled children's involvement capacity, as well as their right to maintain their identities.
QUESTION 9
Provide three examples of circumstances that require you to make an adjustment or variation of a client’s
individual plan.
Example 1: Changes in behaviour.
Example 2: Safety and security of client health.
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Example 3: Any changes that took place in the organization.
QUESTION 10
Provide five examples of client rights that you must uphold as part of your job role.
Example 1: The right to exercise all of one's personal, civil, legal, and consumer rights fully and
effectively.
Example 2: Right to privacy and confidentiality.
Example 3: Right to get full information about their health status.
Example 4: Right to have quality care.
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Example 5: Right not to being discriminated.
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QUESTION 11
Provide two examples of when members of the support team might be required to provide feedback on
individual plans.
Example 1: Individualized care and adjustments to individual plans when the client's health state
changes.
Example 2: To improve client safety and avoid potential dangers.
QUESTION 12
List three situations where a care worker may experience a risk to their health or safety.
1. Patients must be lifted, supported, and moved.

2. Bullying and harassment are the first two things that come to mind when I think about bullying.
3. Workplace anxiety.
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QUESTION 13
a) Identify three examples of risks that can occur in a care environment.
Example 1: muscular stress from hazardous manual tasks and patient handling.
Example 2: slips, trips and falls
Example 3: workplace violence and aggression.
b) Explain what steps a worker should take when they are confronted with such risks to one’s safety.
The steps are.

1. mopping or sweeping debris from floors and cleaning all spills immediately.
QUESTION 14
For each area below, identify three examples of how carers can support ongoing skills maintenance and
development of new skills in each area
Life skills
Example 1: Empathy
Example 2: Making decisions
Example 3: Coping mechanism
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Social skills
Example 1:
Example 2:
Example 3:
Vocational skills
Example 1: Social and communication skills
Example 2: Analysis of task
Example 3: Writing skills
Personal support skills
Example 1: Critical thinking and problem solving.
Example 2: Technical skills
Example 3: Communication skills
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QUESTION 15
a) Read the scenario below and identify a minimum of five factors that would affect the support received by
this client.
Antonio is a 45-year-old male client who sustained an acquired brain injury after a
motorcycling accident. He is an Italian expatriate who moved to Australia with his family 5
years ago. He speaks little English and prefers to use Italian where possible, depending on his
children to assist him with translation. He is unable to work as a result of his injury and has
become isolated since the accident, rarely leaving his home and relying predominantly on his
wife and children for support.
The five factors that would affect the support received by this client are as follows;
1.Problems with physical health
2. Relocating to a new location.
3. A lack of therapy options.
4. monetary pressures
5. isolation from others.
b) Explain how social devaluation can impact clients who require support.
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c) Explain how cultural differences can affect clients who require support.
The impact of culture on health is important. It has an impact on people's perceptions of health, sickness,
and death, as well as their ideas about disease origins, health-promoting approaches, how patients
experience and express illness and pain, where they seek care, and the treatments they prefer.
QUESTION 16
There are many people you would be expected to work alongside and liaise with in your profession as an
individual support worker. In order to provide the best possible care for your clients, it is important to
understand the roles and responsibilities of different parties.
a) For each of the following roles, provide a description of what their expected responsibilities in the
workplace would be.
Role Responsibilities
Carers and families Feeding, bathing, dressing, toileting, lifting, and moving are just a few of
the daily tasks they assist with.
Person being supported During their loved one's hospital stay, to encourage, support, and
communicate with them.
Health professionals When an illness or injury may impede a patient's ability to

drive safely, they should provide them clear advice.
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Individual workers To assist older persons with everyday chores and personal
tasks.
Supervisors To communicate business needs, assess employee performance,

provide direction and support, find growth opportunities, and manage the
mutually beneficial relationship between employees and the organisation to
promote both parties' success.
b) For each role pairing below, describe the type of interaction that would occur as well as the
communication methods or channels.
Role pairing Reasons for interaction Communication

methods/channels
Supervisor/Individual To provide health status and

workers progress updates to carer and
To provide
families
guidance, preparation, and
To provide guidance
best practise
To inform
Health professionals/ To recommend Face to Face

Carers and families offices that are associated
with the customer's case
and are affiliated with health
administrations.
Person being supported/ To discuss medical issues with others Face to face
Health professionals who are concerned visual
Examine medical records
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Role pairing Reasons for interaction Communication
methods/channels
Individual workers/Carers . To bring up any concerns or difficulties - Emails

and families that have been identified.
. To make adjustments to the plan and
to keep it up to date.
.
Supervisor/Carers and . Recognize and address educated - Face to face

families murmuring - Emails
. To provide an overall update
Person being supported/ . To be treated with dignity and respect Face to face
Individual workers . To obtain assistance
QUESTION 17
Provide a brief description for each model of care in the table below.
Model of care Description
Person-centred model Focusing on the areas of care, support, and therapy that are most important to
the patient, their family, and carers is what a person-centred approach entails.
So, before even thinking about measuring, discover what is most essential to
them without making assumptions.
Service delivery Any relationship with the government in which individuals, residents, or
corporations seek or supply data, manage their affairs, or complete duties can
be regarded as service delivery. These services must be delivered in a timely,
consistent, dependable, and courteous manner.
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Advocacy Any activity that advocates, advises, argues for, supports, defends, or begs for
others is referred to as advocacy.
Inter-agency approach The process of agencies and families working together to tackle
interdependent problems in order to improve services for children and families
is known as the inter-agency approach.
Charity model The issue is the charity model, which is depending on other people's feelings
to help with a charity or welfare.
Medical model The medical model is a biopsychosocial model that analyses a patient's
problems and matches them to a diagnostic construct using pattern
recognition of clinical variables. Diagnostic frameworks make it possible to
explore, share, teach, and learn critical clinical knowledge in order to influence
clinical decision-making.
Rights model
The rights model focuses on acquiring access to the privileges that people
would have if they weren't disabled. A focus on rights does not seek
fundamental societal change; rather, it aims to make changes to the
current system.
QUESTION 18
There are some situations that you may encounter where it is appropriate to confirm information or details in a
client’s individualised plan with their family and/or carers.
Provide three situations under which you may need to communicate with the client’s family and/or carers.
1.It assists the primary caregiver in reducing stress and reducing the physical and mental toll.
2. It can assist family and friends in better understanding the issue.
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3. Provide you with a sympathetic ear and assistance as necessary.
QUESTION 19
One of your responsibilities as a care worker is to observe your clients for changes and report them to your
supervisor. List three observations you might make that you would need to report to your supervisor.
1. Appetite loss or a change in eating habits.
2. The colour of your skin and how hot or cold it is.
3. Unexplained bodily discharge.
QUESTION 20
It is part of your role and responsibility as a care worker to complete workplace documentation, including
progress notes and observations of your clients. Services will have specific requirements around how you are
to record your information.
Indicate at least six guidelines that must be followed when documenting observations and client information.
1. Make sure you're charting in the correct chart.
2. Write in such a way that others can read what you've written.
3. Write down the correct date and time.
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4. Be as accurate as possible while charting and measuring.
5. Make a chart as soon as you've completed your care.
6. familiar with the rules and regulations of your facility.
QUESTION 21
As part of a service’s privacy procedures, client documentation and other information must be stored in a way
that will keep client’s information private.
Explain three ways in which a worker must ensure that information is stored as per procedure.
1. Confidential documents are sent safely.
2. Keep access to a minimum.
3. Employee education and development.
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QUESTION 22
As you are working closely with clients, you will get to know them well and will often be able to identify when
something may be wrong or of concern. The signs you are seeing could be that the client has unmet needs.
List four indicators of unmet needs you may encounter in your work as a care worker.
1. Illnesses and dual diagnoses.
2. Medications
3. Emotional health.
4. Dual diagnoses and conditions
What do I need to hand in for this task? Have I completed this?
Your answers to each question 
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name: Prabina Sharma
Date of birth: 20 Jan 2001 Student ID: 13895402
Unit:
 CHCCCS015 Provide individualised support
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Case study
STUDENT DECLARATION
I prabina sharma__________________________________________ 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: prabina______________________________________________________________________________
Student name: Prabina Sharma_________________________________________________________________________
Date: _________________________________________________________________________________________________
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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.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor signature: __________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSMENT TASK 2: CASE STUDY
TASK SUMMARY:
You are to read the case study and answer the questions that follow.
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 responses).
WHEN DO I DO THIS TASK?

 You will do this task in your own time.
 Write in the 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.
INSTRUCTIONS:
Read the case study below and answer the questions.
CASE STUDY: TULLY
Tully is a 75-year-old female who has an intellectual disability. She enjoys art, reading and music.
She is not overly social and tends to spend time alone privately completing recreational activities. She has
been a smoker for 40 years and usually smokes up to 8–10 cigarettes a day. She is able to go for walks for
short periods at a time only.
Tully is sensitive to loud noises in the environment, which causes her to become quite anxious and
stressed. Being anxious or stressed causes Tully to smoke more frequently through the day.
Tully’s father passed away from lung cancer due to smoking when she was younger, so one of her goals is
to cut back on smoking. She is hoping to smoke only 2 cigarettes per day.
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1. Imagine you were Tully’s support worker. Explain how you would do the following:
 Interpret and clarify your role in putting in place an individualised plan for Tully, and why.
 Who you would work with in putting together the individualised plan and why.
 Who you would discuss issues with if you encountered situations that were beyond your skills,
knowledge or area/s of responsibility, and what the role of that person would be?
 Ensure that Tully understands her rights as a client and what she can do if she feels her rights are
being infringed upon.
 As the patient's health educator and caregiver, I will be able to show nursing treatments that will
help the patient quit smoking to the best of my ability, as well as provide opportunistic, brief health-
promoting dialogues and tailor the advice to the patient's needs.
 Because the patient's condition involves the majority of her smoking behaviour, I will enlist the help
of the psychiatric department physician to guarantee that the plan is implemented appropriately and
efficiently.
 Nonetheless, a psychiatrist and other health care specialists who specialise in this field will serve as
my mentor and counsellor, assisting me in fine-tuning my ideas to better suit the patient.
 She has the right to speak up about anything that upsets her, regardless of the circumstances.
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2. Explain how you would work with Tully to determine strategies to help her achieve her goal. In your
answer, identify at least three strength-based activities that would assist in promoting her independence,
and how you would ensure Tully is able to make her own informed decisions.
The three-strength based are.
1. Using music therapy to help Tully's ability to make her own informed decisions can be ensured by
listening to and responding to the patient's thoughts, worries, and expectations around their health.
2.Give her the opportunity to study books and create art.
3.Giving her deep breathing exercise.
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3. Identify at least two other health professionals who may be involved in supporting Tully to achieve her
goal.
The two other health professionals who may be involved in supporting Tully to achieve her goal
are.
1. Psychiatrist
2. GP
4. It’s two weeks later and Tully tells you that she wants to go for a longer walk today, down a particular tree-
lined street that she finds relaxing. Her confidence has been building as she has noticed progress in her
general health and wellbeing.
You know that the end of the street has some roadworks being done on it and there are a few noisy trucks
and machinery. You tell Tully no, it’s not a good idea and explain why. She becomes frustrated and upset
– she was so looking forward to the walk and thinks she can deal with the noise if she knows it’s coming
and she can approach it slowly.
Have you done the right thing for Tully? Explain your answer. What other options could you have
suggested?
Yes, I was correct in telling her not to go since there would be roadwork and it would be noisy, and
she is noise sensitive. "There is road maintenance at the end of that road, so it might not be a good idea to
walk towards that road," I might remark instead of "No, that's not a good idea." She was willing to walk
there, despite appearances. Maybe I should have suggested that we stop halfway through so she wouldn't
be bothered by the noise, or that we walk to a different street.
637396592.DOCX
5. It’s many months later and Tully has successfully quit smoking. She managed to get down to two
cigarettes a day, and then decided to quit completely. She is ecstatic at exceeding her original goal!
Explain how you would support Tully to maintain the strategies and skills she learned to help her quit
smoking, to ensure that she does not ‘fall off the wagon’ and start smoking later down the track.
The following are some of the ways I would encourage Tully to keep the methods and skills she learned to
help her quit smoking in order to avoid falling off the wagon and resuming smoking in the future. I'll extend
a heartfelt congratulations on her smoking cessation. I'll tell her to forget about the cigarettes and focus on
her improved health as a result of quitting. I merely talk about the advantages of not smoking. I'm going to
show her a documentary on the advantages of quitting smoking. I'll let her know that our blood oxygen
levels have returned to normal, and our carbon monoxide levels have been cut in half. I'll also inform her
that we're planning a trip to the Bahamas.
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6. You go on leave for several weeks and when you return you notice that Tully’s stress and anxiety levels
seem to have increased somewhat. She also appears to have put on some weight. There are several
unfinished craft activities put aside and she appears to have no interest in completing them.
What appears to be the problem and what might be the risks involved? What would you do in this
situation?
I'll reassess the patient to see what's bothering her so I can adjust or restart her treatment plan so she may
live a healthy and fulfilling life.
What do I need to hand in for this task? Have I completed this?
Your answers to these questions 
637396592.DOCX

Chcccs015 Student Workbook Prabina (Word) (c3) .v1.1

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STUDENT ASSESSMENT

Student first name: Prabina________________________________________________________________

Student last name: Sharma________________________________________________________________

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

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

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

Student name: Prabina Sharma_______________________________________________________________________

Student signature: prabina_______________________________________________ Date: ________________________

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

Name: Prabina Sharma

Date of birth: 20 Jan 2001 Student ID: 13895402

Student to complete Assessor to complete

I prabina sharma___________________________________________ declare that these tasks are my own work.

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

Student signature: prabina____________________________________________________________________________

Student name: Prabina Sharma_______________________________________________________________________

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?

 PATH – Planning Alternative Tomorrows with Hope

 PFP – Personal Futures Planning

Example 1: Prior to the implementation of new processes or activities,

Example 3: When potential dangers are discovered.

a) Provide a definition of each of the following and an example of each in practice.

 Mandatory reporting/compulsory reporting

 Responsibilities and limitations relating to work role boundaries

Ethical issue/breach Which scenario covers this?

Example 1: Changes in behaviour.

Example 2: Safety and security of client health.

Example 2: Right to privacy and confidentiality.

Example 3: Right to get full information about their health status.

Example 4: Right to have quality care.

Example 2: To improve client safety and avoid potential dangers.

1. Patients must be lifted, supported, and moved.

Example 2: slips, trips and falls

Example 3: workplace violence and aggression.

The steps are.

Example 2: Making decisions

Example 3: Coping mechanism

Example 1: Social and communication skills

Example 2: Analysis of task

Example 3: Writing skills

Personal support skills

Example 1: Critical thinking and problem solving.

Example 2: Technical skills

Example 3: Communication skills

Health professionals When an illness or injury may impede a patient's ability to

Supervisors To communicate business needs, assess employee performance,

Role pairing Reasons for interaction Communication

Supervisor/Individual To provide health status and

Health professionals/ To recommend Face to Face

Individual workers/Carers . To bring up any concerns or difficulties - Emails

Supervisor/Carers and . Recognize and address educated - Face to face

Model of care Description

2. It can assist family and friends in better understanding the issue.

Student signature: prabina_______________________ Date:

Assessor signature: _____________________________ Date: