ABOUT YOUR ASSESSMENTS

Part A: You will be observed collaborating with an individual and their family and/or carer to develop and implement a person-centered approach.

Part B: You will be observed monitoring and reviewing an approach you have implemented.

Written questions

Role plays

Case study

Journal

Workplace observations

CHCDIS005 Develop and provide person-centred service responses

Assessor to complete

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

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 17 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.

Amy’s dad has been seen on occasion to yell at Amy and he gets easily frustrated with her, which makes her cry.

The church has a number of volunteers who come along and help out during the week. Two of the volunteers have disabilities – one is visually impaired and the other uses a wheelchair.

Upon surveying the exterior one day, Ryan notices that much of the surface at the main entrance of the church is made of gravel. The gravel path is also very close to the busy front street. He is concerned that this may not be very safe for some of the volunteers.

Have I completed this?



CHCDIS005 Develop and provide person-centred service responses

Assessor to complete

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

You are to play the role of the carer of two clients who each have a disability. For each role play, you will need to demonstrate working with the person using a person-centred approach.

Penny’s family would like to see her get involved in more tasks at the service, as they have noticed she is not very motivated or interested in talking when they come to visit.

You have been told that Penny used to be a very organised and efficient person in the household when the kids were growing up – everything was in its place and she kept herself occupied doing house chores.

Penny used to enjoy the household chores as she liked putting things back in order.

Today you are going to try something different with Penny to get her more involved with physical movement, her motivation and general interest.

It is almost lunchtime and you are normally laying out the tablecloth and setting up each table with a spoon and fork, in preparation for the residents’ lunchtime meal.

You would like Penny to help you set up the table using a tablecloth, plates and a set of cutlery.

For example: ensuring all resources are prepared and organised (ensuring the tablecloth, cutlery and plates accessible and ready for the client to complete this task with your support)

For example: demonstrating appropriate interpersonal skills; empathy; patience; using words of encouragement; drawing on the client’s interests and strengths, etc.

For example: allow Penny the chance to participate with as many tasks as possible (for example, unfolding and laying down the cloth, gathering the cutlery and laying them out one by one and soon)

For example: asking Penny questions that are not difficult for her to answer; speaking with a clear, even pace; using appropriate listening skills; adjusting your communication style; displaying empathy as required (for example, if she gets confused or makes a mistake)

For example: asking Penny during the task how she feels; confirming the task and participation is effective; reading her body language and behaviour; using verbal feedback as cues to ensure the approach is suitable etc.

He resides at home and receives in-home care support on a daily basis. Rodney has always been a hands-on person, stimulated by touching or playing with objects and getting involved with tasks.

Rodney is usually a very chatty person and loves to talk about his hobbies, food interests and his best friends from the art club.

Lately, it has been reported on his file that Rodney has been challenging or non-responsive to his carer’s instructions when it comes to doing the house chores. His carers provide him with a schedule and remind him in the morning what the plans and tasks are for the day; however, due to his depression, he does not seem engaged or seem to recall his daily tasks.

As a new carer of Rodney, you have come to his home in the morning and will need to remind Rodney of his schedule for the day.

Rodney is now dressed and has had his breakfast, and is ready for his day.

You need to engage him and make sure he knows what he needs to do today.

This includes the whiteboard, coloured whiteboard markers and a whiteboard eraser

For example: this will include using interpersonal skills; showing empathy and patience; using words of encouragement, etc.

For example: allowed him the chance to participate, which might include picking out the colours he would like to use to write the schedule with; decorating the whiteboard with drawings etc.

For example: asking questions that are not difficult for him to answer, speaking clearly; making sure Rodney understands what you are saying; using appropriate listening skills; adjusting communication style as necessary; displaying empathy as required

For example: asking Rodney how he is feeling; confirming the task with Rodney; encouraging participation based on his interests (for example, he likes to draw, he can draw a hamburger next to his lunch); reading his body language make sure he is consistently engaged; behaviour and verbal feedback as cues to ensure the approach is suitable.

Implemented approach – what approach/strategy was implemented?

Client response – how did the client respond?

Stakeholders – who else was involved in reviewing the approaches/strategies used?

Community networks/services – what services and networks were involved in this approach?

Barriers – what barriers were involved that impacted on the approach

Areas for improvement – what things did you identify that need changing?

Supervisor – your direct supervisor’s signature needs to go here

Date/time – how long did you spend reviewing and monitoring?

Have I completed this?



CHCDIS005 Develop and provide person-centred service responses

Assessor to complete

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

There are two parts to this task:

Part A requires you to work with an individual and their family and/or carer to develop a person-centred approach.

Part B requires you to monitor and review the approach (this part may involve a different client to that chosen in Part A).

For example: this will include communicating with each person in a professional manner; considering the information and requirements received from each member to implement into the approach and so on.

For example: this will include communicating the needs of the client, asking appropriate questions; using appropriate listening skills; adjusting communication styles as required (for example, visual communication versus written/verbal); using appropriate level of language and grammar; showing empathy; clearly stating information; requesting confirmation that the client/family understands, etc.

For example: confirming with the client and members of the support team that the approach and goals are realistic, achievable and aligned with the client’s needs, strengths and preferences; modifying aspects of the approach based on feedback, etc.

For example: clearly completing all required documentation; taking notes about what is discussed; maintaining or updating client files or records (manually or electronically as per procedures), etc.

For example: this might include contacting specific services to help put in place in the approach/plan (for example, organising client services, transport, additional staff) etc.

For example: being able to identify and refer instances where the client may require additional services outside of the student’s own scope, skills or qualification.

For example: communicating with the client and family to review the client’s needs and progress. The student must be able to demonstrate different communication mediums used in the consultation process (this might include phone calls, emails, face to face meetings/discussions).

Review the client’s responses to the approach

For example: identifying the client’s response to the approach and activities; re-evaluating the plan based on the success/ failure of the client’s response or by referring to observations or feedback from the care team.

Identify and take action to improve the approach

For example: re-establishing actions/next steps in modifying the client approach, plan or strategy; defining new activities or modifying existing activities to better suit the client’s needs and preferences.

Follow all relevant procedures in line with the service’s quality system and standards

For example: completing tasks and activities in line with workplace processes and procedures; ensuring high quality service is maintained at all times; working in a professional manner; referring to workplace documentation to ensure they are adhering to standards and protocols, etc.)

USE THESE FORMS IF THE CLIENTS ARE NOT ABLE TO GIVE PERMISSION

CHCDIS005 Assessment Task 5 – Permission Form Client 1

Family member or carer’s approval

Dear

My name is

As part of my study I am required to work with a client with a disability to develop a person-centred approach.

I am asking your permission to work with

<insert client name> for this project.

This task will involve developing a person-centred approach:

Working effectively and professionally with the client and all members of their support team

Developing an approach suitable for the client’s needs and preferences

Completing relevant workplace documentation

Organising required resources

Seeking assistance or advice from others as required.

I will be supervised at all times during this task.

I would welcome other family member’s participation in this project if you would like them to be involved.

Please sign below to show your agreement.

Name:

Signature:

Date:

I, ,

<Supervisor’s name> approve

<student’s name> to undertake this project with

<Client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date:

CHCDIS005 Assessment Task 5 – Permission Form Client 2

Family member or carer’s approval

Dear

My name is

As part of my study I am required to work with a client with a disability to develop a person-centred approach.

I am asking your permission to work with

<insert client name> for this project.

This task will involve reviewing and monitoring person-centred approach and response, including:

Discussing findings or observations of the client’s responses to the approach

Reviewing the effectiveness of the approach with the client and/or their family or carer

Identifying areas of the approach that did not meet the client’s needs

Planning future action and next steps to improve identified areas

Reviewing the approach in line with workplace service delivery

Following all relevant workplace procedures.

I will be supervised at all times during this task.

I would welcome other family member’s participation in this project if you would like them to be involved.

Please sign below to show your agreement.

Name:

Signature:

Date:

I, ,

<Supervisor’s name> approve

<student’s name> to undertake this project with

<Client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date:

USE THESE FORMS IF THE CLIENTS ARE ABLE TO GIVE PERMISSION

CHCDIS005 Assessment Task 5 – Permission Form Client 1

Client approval

Dear

My name is

As part of my study I am required to work with a client with a disability to review and monitor person-centred responses.

I am asking for your permission to work with you for this project. The project will consist of developing a person-centred approach, including:

Working effectively and professionally with the client and all members of their support team

Developing an approach suitable for the client’s needs and preferences

Completing relevant workplace documentation

Organising required resources

Seeking assistance or advice from others as required.

I will be supervised at all times during this task.

I would welcome your participation in this project.

Please sign below to show your agreement.

Name:

Signature:

Date:

I, ,

<supervisor’s name> approve

<student’s name> to undertake this project with

<client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date:

CHCDIS005 Assessment Task 5 – Permission Form Client 2

Client approval

Dear

My name is

As part of my study I am required to work with a client with a disability to review and monitor person-centred responses.

I am asking for your permission to work with you for this project. The project will consist of reviewing and monitoring person-centred approach and response, including:

Discussing findings or observations of the client’s responses to the approach

Reviewing the effectiveness of the approach with the client and/or their family or carer

Identifying areas of the approach that did not meet the client’s needs

Planning future action and next steps to improve identified areas

Reviewing the approach in line with workplace service delivery

Following all relevant workplace procedures.

I will be supervised at all times during this task.

I would welcome your participation in this project.

Please sign below to show your agreement.

Name:

Signature:

Date:

I, ,

<supervisor’s name> approve

<student’s name> to undertake this project with

<client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date: