CHCCCS025 Support relationships with carers and families

CHCCCS025
Support relationships with carers and families
Release 1

Final assessment tasks

Part A – Questions

Purpose	You will demonstrate a sound knowledge of the unit requirements in your responses.
Instructions to the candidate	All questions must be answered satisfactorily for Part A to be completed satisfactorily. There is no restriction on the length of the question responses, or time restriction in completing the assessment. You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.
Resources required	The question responses section is the only resource required for this questioning assessment to be completed.
Assessment conditions	Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit: • Use of suitable facilities, equipment and resources, including organisation policy, protocols and procedures relevant to carers and families • Modelling of industry operating conditions and contingencies, including people, carers or family members with whom the candidate can interact Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Reasonable adjustment	If you do not wish to respond to the questions in written form, an interview may be used as an alternative approach if negotiated with your assessor.

Question 1	What is meant by the context of caring in Australia? Give one example.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 2	Give two examples of carer demographics.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 3	Give two examples of attitudes and stereotypes associated with caring.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 4	Give two examples of false beliefs and myths associated with caring.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 5	Give two examples of different family patterns and structures and their impact on the person with support needs.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 6	Why is it important to recognise and support the carer’s relationship with, and knowledge about, the person with support needs?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 7	Outline why it is important that the support worker understand the rights, roles and responsibilities of different people in the care relationships.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 8	Give two examples of policies and/or procedures in relation to carers and families.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 9	Give two examples of potential risks of change to the care relationship, relating to physical harm to carers and the person.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 10	Give two examples of potential risks of change to the care relationship, relating to psychological harm to carers and the person.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 11	Why is it important that the support worker understands about life cycle transitions?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 12	Give two examples of types of life cycle transitions.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 13	Give two examples of positive impacts that can result from life cycle transitions.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 14	Give two examples of negative impacts that can result from life cycle transitions.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 15	Give two examples of current service delivery philosophies and/or models.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 16	Outline the basic principles of person-centred practice.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 17	Outline the basic principles of strengths-based practice.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 18	Outline the basic principles of active support when providing support services.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 19	Give two examples of strategies to work positively with families, carers and friends.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 20	Give two examples of your legal and ethical requirements with regard to privacy and confidentiality when working with carers and families.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 21	Give two examples of your legal and ethical requirements with regard to disclosure when working with carers and families.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 22	Why is it important that support workers understand their legal and ethical obligations when working with carers and families?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 23	Give two examples of your legal and ethical obligations with regard to discrimination when working with carers and families.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 24	Why is it important that you comply with legal and ethical requirements related to your work role boundaries, responsibilities and limitations?
Answer
Marking	q Satisfactory	q Unsatisfactory

Assessor to complete

Feedback	All questions must be satisfactorily answered by the candidate as per the marking guide in the Trainer’s and assessor’s guide. The questioning assessment has been confirmed:
	q Satisfactory	q Unsatisfactory
	Please include recommendations for future training / action in cases where the candidate has not satisfactorily achieved all criteria:
Declaration	I declare that this questioning assessment has been conducted as per the training organisation’s assessment procedures and the instructions provided for this assessment task, and that I have provided appropriate feedback to the candidate.
Assessor name
Assessor signature
Date marked

Part B – Case study questions

Purpose	You will demonstrate a sound knowledge of the unit requirements in your responses.
Instructions to the candidate	All questions must be answered satisfactorily for Part B to be completed satisfactorily. There is no restriction on the length of the question responses, or time restriction in completing the assessment. You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.
Resources required	The question responses section is the only resource required for this section to be completed.
Assessment conditions	Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit: • Use of suitable facilities, equipment and resources, including organisation policy, protocols and procedures relevant to carers and families • Modelling of industry operating conditions and contingencies, including people, carers or family members with whom the candidate can interact Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Reasonable adjustment	If you do not wish to respond to the questions in written form, an interview may be used as an alternative approach if negotiated with your assessor.

Read the case study, then answer the questions that follow.

Case study (questions 1–9)

Travis is a young carer and the primary carer for his mother, Trudi, whose condition has begun to deteriorate over the past few months. Some of Trudi’s friends also provide assistance by cooking meals and doing some of the housework. Her friends have come to know her food preferences well and together have developed a menu list for each week to ensure she eats a balanced diet, based around her preferred foods. Travis provides constant supervision and guidance for Trudi, and has an almost intuitive awareness of her emotional and physical needs.

Travis is finding it hard to maintain his social network and keep up with his schoolwork, and is thinking about dropping out of school completely. Bethany provides ongoing support to Travis and his mum, and they have begun talking about longer term options for Trudi to move into an out-of-home care situation and how Travis feels about no longer taking on the full time caring responsibilities for her. Travis often comments that he feels a bit like someone who has grown up before his time and that many of his former friendship group simply don’t understand why he can’t come down to the beach with them at a moment’s notice. They simply don’t realise how demanding caregiving is, and why it is important that Travis spend the bulk of his time at home, in case he is needed. Lately, he has noticed that his friends have simply stopped ringing or texting him at all. Travis says that one of his friends has told him it’s just not normal for a young person to be caring for his mother. Bethany listens carefully to Travis and then makes some comments to check she has understood him correctly. They then begin to talk about what he might decide to do in the future.

Bethany shows Travis some information, application forms and eligibility criteria guidelines about an out-of-home residential setting near his home, where his mother might be able to move and which would still allow Travis to visit frequently and be involved in her care. She explains that the service has clear guidelines about eligibility and a strong set of policies and guidelines as well as a code of conduct for workers so that Travis would know that she was being well cared for. There is an open door policy, which means Travis could visit any time, and a strong commitment to encouraging community-based activities to maintain links with friends, family members and the wider community. Travis decides to encourage his mother to consider the option of out-of-home residential care, so he meets with Trudi, Bethany and a manager from the setting to begin discussing the options.

CS Question 1	What attitudes, stereotypes, false beliefs and myths should Bethany have identified in this situation?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 2	Outline the pathway that Trudi will take to enter the service setting and the implications for Travis, her family and her friends.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 3	Outline the impact of the caring role on Trudi’s family, carers and friends.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 4	What knowledge and skills does Travis have that can complement the role of Bethany and the service manager?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 5	Why is it important that Bethany identify everyone’s rights, roles and responsibilities in this situation?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 6	What are Trudi’s rights, role and responsibilities in this situation?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 7	What are Travis’s rights, role and responsibilities in this situation?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 8	What are Trudi’s friends’ rights, role and responsibilities in this situation?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 9	What are Bethany’s rights, role and responsibilities in this situation?
Answer
Marking	q Satisfactory	q Unsatisfactory

Read the case study, then answer the questions that follow.

Case study (questions 10–14)

Giselle is ready to start school and is excited about this new change in her life. Her mother, Gert, is feeling nervous and worried about how Giselle will cope at school. She is concerned that the school will not be able to manage her behaviour effectively and that Giselle will lose access to valuable skills. Patrice meets with Gert and makes sure that Giselle is invited to come in for part of the meeting too. Together they talk about the positive aspects of starting school and Patrice shows Giselle a simple picture book about getting ready for school. She provides Gert with brochures and fact sheets about what to expect during the first few weeks and then, while Giselle is busy reading her new book, they make a list of Gert’s concerns and talk about how they can be managed. They also write down some information from Giselle’s behaviour plan to share with the school so they will be able to implement the same strategies at school as home. Gert suggests some positive strategies such as distraction, regular breaks, quiet times and being alert for triggers, which can all help avoid behavioural difficulties arising as a result of Giselle becoming confused or tired during the day. They write an action plan document to help the school plan for any behavioural difficulties that might arise during the first few weeks.

Patrice invites Giselle to come back and sit with them while they write down and draw pictures to show who Giselle would like to invite to the school to see her in her first assembly on the last day of the first school week. Giselle draws pictures of both her grandmothers, and her mother suggests they also invite her big sister and Giselle’s best friend, Becky, from next door to attend. Patrice also asks Giselle to talk about what helps her most when she is feeling tired or cross, and Giselle suggests that taking her teddy with her in her bag would be a good idea as she can cuddle it if she is worried or upset. She says that she often talks to Becky about problems and that Becky is a good listener. Patrice smiles and says that she thinks it would be great to invite Becky to come over for a play after the first week so they can talk about her week at school.

CS Question 10	What strategies does Patrice use to support Giselle and her family to maximise positive aspects of change and transition?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 11	How has Patrice demonstrated person-centred practice, strengths-based practice and active support in this situation?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 12	What strategy has Patrice implemented to work positively with Giselle and Becky?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 13	What strengths-based solution could Patrice use to respond to the possible difficulty of Giselle having trouble separating from Gert on the first few days of school?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 14	How can Patrice support Giselle’s carer, family and friends to maximise ongoing support and involvement in Giselle’s life?
Answer
Marking	q Satisfactory	q Unsatisfactory

Read the case study, then answer the questions that follow.

Case study (questions 15–21)

Patrick is the primary carer for Sebastian, a young man who has complex care needs which are extremely time consuming. He needs full time supervision, medication management and must be turned in bed several times a night. Pahalk is a family support worker who initially created an individual support plan for Sebastian and now provides ongoing support to the family. Patrick meets with Pahalk to talk about how the family is coping at present. Patrick tells Pahalk that he is finding the caring responsibilities challenging and that sometimes he gets very cross and angry. He explains that there have been times when he has left Sebastian unattended to go to the pub nearby and play the pokies. He explains that he does not gamble a lot but that it just gives him a short break and some relief from the demands of caring. Pahalk asks what happens when he feels angry at home and Patrick tells him that one day last week he had found himself thinking about hurting Sebastian. He did not hurt Sebastian, but felt extremely ashamed of himself afterwards for even considering it. Patrick then breaks down and tells Pahalk that he is worried about whether he should continue caring for Sebastian at all. Pahalk provides care and reassurance and asks Patrick if he thinks it is still a possibility that he might try to harm Sebastian. Patrick tells Pahalk that he is worried every day that he might do something bad to Sebastian and that he does not know what to do. He asks Pahalk to promise not to tell anyone about what he has said.

CS Question 15	How should Pahalk respect the confidentiality and privacy of Sebastian and Patrick?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 16	What are Pahalk’s legal and ethical obligations with regard to confidentiality and disclosure of information in this situation?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 17	What services could Pahalk have suggested to Patrick prior to this situation developing that might have helped him maintain his care relationship with Sebastian more effectively?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 18	What are the issues that may impact on Patrick’s physical and emotional health and wellbeing?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 19	Outline Pahalk’s legal and ethical obligations with regard to their work role boundaries and limitations in this situation.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 20	What information could Pahalk give to Patrick and the family about carer support services?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 21	Give two examples of carer support organisations and resources that Pahalk could provide to Patrick and the family.
Answer
Marking	q Satisfactory	q Unsatisfactory

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