CHCCCS038

Facilitate the Empowerment of People

Receiving Support
Learner Workbook
Table of Contents
Table of Contents...............................................................................................................2
Introduction.......................................................................................................................4
Competency-Based Assessments........................................................................................5
Assessing Nationally-Recognised Training..........................................................................6
Dimensions of Competency................................................................................................8
Reasonable Adjustment.....................................................................................................8
The Unit of Competency.....................................................................................................9
The Context of Assessment..............................................................................................10
Assessment Methods.......................................................................................................10
Resources Required for Assessment.................................................................................10
Accessing External Links...................................................................................................11
Assessment Workbook Cover Sheet.................................................................................12
Knowledge Assessment....................................................................................................13
Case Studies.....................................................................................................................46
Candidate Instructions.................................................................................................. 46
Your State/Territory........................................................................................................46
Overview........................................................................................................................... 47
Harmony Care.................................................................................................................. 48
Case Study 1 – Suzie......................................................................................................50
Task 1.1 – Recognising Breaches to Human Rights................................................50
Task 1.2 – Responding to Breaches of Human Rights............................................52
Observation Form Task 1.2...............................................................................................52
Task 1.3 – Consulting With the Person......................................................................54
Observation Form Task 1.3...............................................................................................55
Task 1.4 – Reporting Breaches of Human Rights and Signs of Possible Abuse..56
Abuse Incident Report Form............................................................................................ 57
Case Study 2 – Margaret...............................................................................................60
Task 2.1 – Identifying Indicators of Possible Neglect...............................................61

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 Task 2.2 – Consulting With the Person......................................................................61
Observation Form- Task 2.2..............................................................................................62
Task 2.3 – Reporting Indicators of Possible Neglect.........................................................63
Observation Form-Task 2.3.............................................................................................. 63
Case Study 3 – Rosie.....................................................................................................65
Task 3.1 – Providing Service.......................................................................................65
Observation Form – Task 3.1............................................................................................66
Task 3.2 – Meeting Re-ablement Needs....................................................................67
Record of Assessment (Assessor’s Use Only)....................................................................68

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Introduction
The assessments in this workbook are divided into two categories: the Knowledge
Assessment and the Practical Assessment.
The Knowledge Assessment is a set of general and workplace questions testing your
knowledge and understanding of the general theory behind the unit.
You must answer all Knowledge Assessment Questions using your own words. However,
you may refer to your Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you will likely encounter in a workplace setting. Ideally, you
should be able to answer these questions based on the processes that are currently in place
in your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical
workplace setting.
The Practical Assessment is made up of the Case Studies. This assessment tests your
practical skills with respect to the requirements of the relevant unit of competency.
The Practical Assessment requires you to complete and submit workplace documents and
other documentation relevant to the unit of competency.
The evidence you submit must be your own work except where due reference is made and
where you are required to submit supplementary workplace documents such as policies
and procedures.
When completing the assessments included in this workbook:
1. Read the instructions provided in each task carefully before attempting to complete
the task. The instructions will guide you on how to answer the question or complete
the task satisfactorily.
2. Follow the steps provided in each task.
 If the question instructs you to describe, provide a description as your
response. If the question instructs you to list, provide a list as your response.
 Where there is a number of required responses, provide the required number
of responses. For example, if you are asked to list three responses, provide
three responses.
3. Ensure that all your submissions for this assessment indicate your first and last name
and that these submissions have been named according to the file naming
convention prescribed in each task.

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Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering
and recording of evidence to support the judgement on whether competency has been
achieved. Skills and knowledge (developed in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence required by
industry rather than compared with the skills and knowledge of other candidates.

The features of a competency-based assessment system are:

 It is focused on what candidates can do and whether it meets the criteria specified
by the industry as competency standards.
 Assessment should mirror the environment the candidate will encounter in the
workplace.
 Assessment criteria should be clearly stated to the candidate at the beginning of the
learning process.
 Assessment should be holistic. That is, it aims to assess as many elements and/or
units of competency as is feasible at one time.
 In competency assessment, a candidate receives one of only two outcomes –
‘competent’ or ‘not yet competent.’
 The basis of assessment is in applying knowledge for some purpose. In a competency
system, knowledge for the sake of knowledge is seen to be ineffectual unless it
assists a person in performing a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated for the
trainer and candidate. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist,
the outcomes are based upon those identified in a training needs analysis.

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Assessing Nationally-Recognised Training
Developing and conducting assessment in an Australian Vocational Education and Training
(VET) context is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1. Assessment must be valid
 Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
 Assessment must include the combination of knowledge and skills with their
practical application.
 Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
2. Assessment must be reliable
 Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
 Assessors must be trained in national competency standards for assessors to
ensure reliability.
3. Assessment must be flexible
 Assessment, where possible, must cover both the on- and off-the-job
components of training within a course.
 Assessment must provide for the recognition of knowledge, skills, and
attitudes regardless of how they have been acquired.
 Assessment must be made accessible to candidates through a variety of
delivery modes, so they can proceed through modularised training packages
to gain competencies.
 Assessment must be mutually developed and agreed upon between the
assessor and the assessed.
 Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.

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 4. Assessment must be fair
 The assessment process must consider the individual needs of the candidate.
 Assessment must provide for reasonable adjustments, where appropriate, to
consider the individual candidate’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Rules of Evidence
When collecting evidence, certain rules apply to that evidence. All evidence must be valid,
sufficient, authentic, and current:
1. Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills, or attitudes.
2. Sufficient
This rule relates to the amount of evidence gathered. Enough evidence must be
gathered to satisfy the requirements that the candidate be competent in all aspects
of the unit of competency.
3. Authentic
When evidence is gathered, the assessor must be satisfied that evidence is the
candidate’s own work.
4. Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)

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

Reasonable Adjustment
‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment
or making changes to the training delivered to assist a candidate with a disability. A
reasonable adjustment can be as simple as changing classrooms to be closer to amenities or
installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with disabilities
have:
 The same learning opportunities as candidates without disabilities, and
 The same opportunity to perform and complete assessments as those without
disabilities
Reasonable adjustment applied to participation in teaching, learning, and assessment
activities can include:
 Customising resources and assessment activities within the training package or
accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure candidate needs continue to be met

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Assistive/Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, and digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:
Reasonable adjustments made for collecting candidate assessment evidence must not
impact the standard expected by the workplace, as expressed by the relevant unit/s of
competency. For example, if the assessment were gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally would
not be a valid assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.

The Unit of Competency

The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCCCS038 - Facilitate the empowerment of people receiving support (Release 1)
1. Demonstrate commitment to empowerment for people receiving support
2. Foster human rights
3. Facilitate choice and self-determination
A complete copy of the above unit of competency can be downloaded from the TGA
website:
https://training.gov.au/Training/Details/CHCCCS038

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The Context of Assessment
To complete the assessments in this workbook, students need to have access to their
learning materials and the Internet.
The Knowledge Assessment may be completed wholly at the candidate’s home or chosen
place of study.

Assessment Methods
This workbook uses the following assessment methods:
1. Knowledge Assessment
A set of general and workplace questions testing the candidate’s general knowledge
and understanding of the general theory behind the unit.
2. Case Studies
Detailed scenarios and simulated environments, providing all necessary information
required to complete relevant tasks and activities.

Resources Required for Assessment

The candidate will need access to:
 Computer with Internet, email access, and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 Australian Law Reform Commission
 Charter of Aged Care Rights
 Convention on the Rights of Persons with Disabilities
 National Framework for Reducing and Eliminating the Use of Restrictive Practices in
the Disability Service Sector
 National Standards for Disability Services
 NDIS Quality and Safeguards Commission
 NDIS Restrictive Practices and Behaviour Support Rules 2018
 Quality of Care Principles 2014
 The Australian Human Rights Commission website

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  The Australian Human Rights Commission Act 1986
 Harmony Care Policies and Procedures
 Universal Declaration of Human Rights
 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
 Charter of Aged Care Rights
 Aged Care Act 1997

Accessing External Links

Throughout this workbook, you will sometimes be required to access certain websites. Links
to these websites are formatted in Blue Underlined Text.
To access these, hold the Ctrl key and click the link for Windows users, or simply click on
these blue links for Mac users.

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Assessment Workbook Cover Sheet
To the candidate: You must complete the coversheet below by filling in all the details and
signing it.

Workbook CHCCCS038

Title Facilitate the empowerment of people receiving support

(Release 1)

First and Last Name

Phone

Email

Please read the Candidate Declaration below, and if you agree to the terms of the
declaration, sign and indicate the date in the spaces provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made aware of my rights
and responsibilities as an assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can make for each
assessment, and I am submitting all documents required to complete this Assessment
Workbook.
 I have organised and named the files I am submitting according to the instructions
provided. I am aware that my assessor will not assess work that cannot be identified and
may request the work be resubmitted according to the correct process.
 This work is my own and contains no material written by another person except where
due reference is made. I am aware that a false declaration may lead to the withdrawal of
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications that I submit as
evidence, as well as the qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for verification purposes.

Name: Signature: Date signed:

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Knowledge Assessment
1. Listed below are years relevant to the social framework that shows
the history and recent developments in disability and ageing based
on the Australian Human Rights Commission.
Complete the table below by briefly describing the events relevant
to disability and ageing that occurred in each year provided.

Events Relevant to the History and Recent Developments

Year
in Disability and Ageing

i. 1986

ii. 1993

iii. 1998

iv. 2005

v. 2009

vi. 2013

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 2. Differentiate the concepts relevant to the history of and recent
developments in ageing and disability listed below.

i. Enablement versus Reablement

ii. Institutionalised versus person-centred, self-directed model of support

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 3. Listed below are different types of individual, emotional and
environmental barriers to the empowerment of people receiving
support. Complete the table by:
i. Providing one example of each type of barrier
ii. Identifying one way to address each example you provided

One Example of Each Ways to Address Each

Type of Barrier
Barrier Barrier

a. Attitudinal barriers

b. Communication
barriers

c. Physical barriers

d. Social barriers

e. Cognitive barriers

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 4. Answer the following questions about structural and systemic
power.

i. What is structural power?

ii. What is systemic power?

iii. What are the four factors that affect a society or organisation's structural and
systemic power?
a.
b.
c.
d.

iv. Identify three areas affected by the structural and systemic power that can lead
to obstacles to the empowerment of people receiving support.
a.
b.
c.

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 5. Briefly describe how structural and systemic power can become
obstacles to empowerment in each area listed below.

How structural and systemic power can become obstacles

Areas
to empowerment

i. Social

ii. Physical

iii. Emotional

iv. Stigma

v. Ageism

vi. Cultural

vii. Economic

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 6. Answer the following questions about social constructs of disability
and ageing.

i. Describe a social construct of ageing from the perspective of older people.

ii. Describe a social construct of ageing from the perspective of younger people.

iii. Describe the social construct of disability based on the medical model.

iv. Describe disability based on the social model.

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v. How do you feel about working with people with disabilities? Explain your answer
briefly.

vi. Complete the table by:

a. Identifying two examples of your personal attitudes towards people with
disabilities
b. Describing the impact of your identified attitudes on working with people
with disabilities

Attitudes Impact

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 7. Answer the following questions about seeking support from more
experienced and qualified staff.

i. Describe a staff who is more experienced than a care worker.

ii. Describe a staff who is a more qualified than a care worker.

iii. Outline the five steps that a care worker must do when they need support from a
more experienced or qualified staff.
a.
b.
c.
d.
e.

iv. Identify two situations where a care worker must seek support from a more
experienced or qualified staff.
a.
b.

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 8. Identify two support practices for each condition provided in the
table below.

Conditions Support Practices

i. Attention Deficit 
Hyperactivity 
Disorder (ADHD)


ii. Sickle Cell Disease 


iii. Physical Trauma 


iv. Psychological

Trauma


v. Arthritis 


vi. Asthma 


vii. Acquired Brain

Injury

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 9. Answer the following questions about different principles relevant
to providing support.

i. What is empowerment?

ii. Briefly describe the four principles of empowerment for people receiving support.

Principles Description

a. Relate

b. Communicate

c. Illuminate

d. Educate

iii. Describe the principle of rights-based approaches.

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iv. Identify the five principles of the rights-based or human rights approach.
a.
b.
c.
d.
e.

v. Identify three rights of disabled persons based on the Australian Human Rights
Commission Act 1986 Declaration on the Rights of Disabled Persons.
a.
b.
c.

vi. Identify two rights of the child based on the Australian Human Rights Commission
Act 1986 Declaration on the Rights of the Child.
a.
b.

vii. Identify five rights of older persons based on the Charter of Aged Care Rights.
a.
b.
c.
d.
e.

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viii. Briefly explain person-centred practices.

ix. Identify the five principles of the person-centred approach.

a.
b.
c.
d.
e.

x. What are the two important considerations that need to be upheld when
delivering person-centred services during consultation with the person?
a.
b.

xi. What is self-advocacy?

xii. List two activities that promote the self-advocacy of people receiving support.
a.
b.

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xiii. Briefly describe the four principles of active support.

Principles Description

a. Belongingness

b. Opportunity

c. Respect

d. Self-control

xiv. Describe active listening by listing one example of how to demonstrate each
principle listed below.

Principles Example

a. Halt

b. Focus

c. Effort

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xv. What is social justice?

xvi. Briefly describe what a person can obtain from each of the four principles of
social justice.

Principles Description

a. Equity

b. Access

c. Participation

d. Rights

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xvii. List two importance of knowing each person as an individual in the context of
social justice.
a.
b.

xviii. List two significance of showing respect for a person’s individuality in the context
of social justice.
a.
b.

xix. Describe the principle of strengths-based practices.

xx. What are the three principles of a strengths-based approach?

a.
b.
c.

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 10. Answer the following questions about restrictive practices for
people receiving support.

i. Explain what restrictive practices are according to the Australian Law Reform
Commission.

ii. Briefly explain why authorised restrictive practices must only be used as a last
resort.

iii. Identify the five forms of restrictive practices.

a.
b.
c.
d.
e.

iv. Identify two considerations within the human rights framework when
implementing restrictive practices.
a.
b.

v. Describe two impacts of restrictive practices on a person’s empowerment.

a.
b.

vi. Identify two instances where restrictive practices may be used as reflected in the
behaviour support plan.
a.
b.

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vii. Identify the seven conditions when a restrictive practice can be used.
a.
b.
c.
d.
e.
f.
g.

viii. Identify the six core strategies for reducing and eliminating restrictive practices
identified by the National Framework for Reducing and Eliminating the Use of
Restrictive Practices in the Disability Service Sector.
a.
b.
c.
d.
e.
f.

ix. Identify one example of risk related to the use of restrictive practices for each
aspect listed below.

Aspect Examples of Risks

a. Physical

b. Psychological

c. Emotional

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 x. Identify the two reportable incidents regarding the unauthorised use of restrictive
practices.
a.
b.

xi. Complete the statement below:

Where an NDIS participant’s behaviours of concern place themselves or others at
risk of harm, and subsequently a regulated restrictive practice is required,
must be developed and lodged with the .

xii. When restrictive practices are used as part of a person’s behaviour support plan,
the plan must contain three positive strategies. List these strategies below.
a.
b.
c.

xiii. Summarise the documentation requirements stated in Sections 14 and 15 of the

NDIS Restrictive Practices and Behaviour Support Rules 2018.

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 11. Answer the following questions about strategies that assist people
in exercising their rights and independence.

i. Explain how the use of technology can facilitate the choice for a person receiving
support.

ii. Identify two strategies to support the person in using technology to facilitate
choice.
a.
b.

iii. Briefly describe how providing choices can support people receiving support.

iv. Identify two examples of how you can support people as they make choices.
a.
b.

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 v. List the 13 Australian Privacy Principles, in the correct order, based on the Privacy
Act 1988.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.

vi. Identify two strategies to assist a person to exercise their rights to privacy.
a.
b.

vii. State the right of a person with disability to be involved in planning and decision
making according to the Convention on the Rights of Persons with Disabilities.

viii. State an older person’s right to be involved in planning and decision making
according to the Charter of Aged Care Rights.

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ix. Identify two strategies to assist a person to exercise their rights to be involved in
planning regarding their own care and support and those providing it.
a.
b.

x. Identify two strategies to assist a person to exercise their rights to be involved in

decision making regarding their own care and support and those providing it.
a.
b.

xi. Briefly describe the person’s right to be involved in planning and decision-making
regarding the following:
a. Their own care and support

b. Those who will provide care and support

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 12. Listed below are different life domains where assistive technologies
may be used. Complete the table below by:
i. Providing a brief explanation on how assistive technologies
help people receiving support in each life domain listed
ii. Identifying one corresponding example of each assistive
technology for each

How assistive technologies One example of assistive

Life domain can help individual support technology that can be
clients in this life domain used in this life domain.

a. Self-care

b. Continence

c. Hygiene

d. Communication

e. Mobility

f. Transferring

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 How assistive technologies One example of assistive
Life domain can help individual support technology that can be
clients in this life domain used in this life domain.

g. Cognition

h. Memory loss

i. Vision

j. Hearing

k. Daily living activities

l. Recreation

m. Leisure

n. Education

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 How assistive technologies One example of assistive
Life domain can help individual support technology that can be
clients in this life domain used in this life domain.

o. Employment

p. Home

q. Care residence

r. Outdoors

s. Eating

t. Drinking

u. Pressure area
management

v. Carer support

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 13. Answer the following questions about the role of assistive
technologies in supporting a person’s life activities.

i. How can assistive technologies help maintain the independence of people

receiving support?

ii. How can assistive technologies help promote the independence of people
receiving support?

iii. How do assistive technologies enable the inclusion of people receiving support?

iv. How do assistive technologies enable the participation of people receiving

support?

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 14. Complete the table below by providing:
i. Two examples of advocacy services
ii. Two examples of complaint mechanisms.
Then, for each example provided, briefly describe how they can be
accessed and used.
You may include links to websites in your responses as necessary.

Advocacy Services

Examples How to Access How to Use

i.

ii.

Complaint Mechanisms

Examples How to Access How to Use

i.

ii.

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 15. Identify three indicators of each of the following:
i. Abuse
ii. Exploitation
iii. Neglect

i. Three indicators of abuse

a.
b.
c.

ii. Three indicators of exploitation

a.
b.
c.

ii. Three indicators of neglect

a.
b.
c.

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 16. Listed below are areas relevant to working with people receiving
support.
Complete the table below by:
i. Specifying the context of your direct support work (e.g.
aged care, disability, etc.)
ii. Specifying your state/territory
iii. Identifying the legislation relevant to each listed area that
applies to your state/territory
iv. Briefly summarising the legal considerations for each area
based on the identified legislation
v. Identifying the code of ethics or code of conduct relevant
to each listed area that applies to the context of their
direct support work
vi. Briefly summarising the ethical considerations for each
area based on the identified code of ethics or code of
conduct

Aged care Community service

Context of direct
Home and community Others:
support work
Disability

Australian Capital Territory South Australia

New South Wales Tasmania
State/territory
Northern Territory Victoria
Queensland Western Australia

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 Area Legal considerations relevant to this area Ethical considerations relevant to this area
Include the relevant legislation in your response Include your reference in your response.

a. Discrimination
Legislation: Code of Ethics/Code of Conduct:

b. Dignity of risk
Legislation: Code of Ethics/Code of Conduct:

c. Duty of care
Legislation: Code of Ethics/Code of Conduct:

d. Human rights
Legislation: Code of Ethics/Code of Conduct:

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 Legal considerations relevant to this area Ethical considerations relevant to this area
Area
Include the relevant legislation in your response Include your reference in your response.

e. Informed consent
Legislation: Code of Ethics/Code of Conduct:

f. Mandatory reporting
Legislation: Code of Ethics/Code of Conduct:

g. Privacy
Legislation: Code of Ethics/Code of Conduct:

h. Confidentiality
Legislation: Code of Ethics/Code of Conduct:

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 Legal considerations relevant to this area Ethical considerations relevant to this area
Area
Include the relevant legislation in your response Include your reference in your response.

i. Disclosure
Legislation: Code of Ethics/Code of Conduct:

j. Work role boundaries,

responsibilities and limitations
Legislation: Code of Ethics/Code of Conduct:

k. Work health and safety

Legislation: Code of Ethics/Code of Conduct:

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 17. Identify three work role boundaries, three responsibilities, and
three limitations of care workers.

i. Three work role boundaries of individual support workers

a.
b.
c.

ii. Three responsibilities of individual support workers

a.
b.
c.

iii. Three work role limitations of individual support workers

a.
b.
c.

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 18. Answer the following questions about professional standards
relevant to working with people receiving support.

i. Enumerate the eight standards for quality of care and quality of life for the
provision of aged care based on the Quality of Care Principles 2014.
a.
b.
c.
d.
e.
f.
g.
h.

ii. Enumerate the six National Standards that apply to disability services, according
to the National Standards for Disability Services (NSDS).
a.
b.
c.
d.
e.
f.

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Case Studies

Candidate Instructions
This Assessment includes the following:
Case Studies
Detailed scenarios and simulated environments, providing all necessary information
required to complete relevant tasks and activities. This assessment will help you
demonstrate skill requirements relevant to facilitating empowerment for people receiving
support.

Your State/Territory
Some tasks in this Practical Assessment require you to refer to the legal support
requirements applicable to the state/territory where you will be providing support.
For your assessor’s reference, indicate below which state/territory your organisation is
located by ticking the box that corresponds to your answer.
When completing these tasks, refer to the legal support requirements applicable to the
state/territory you ticked below.

The state/territory where your organisation is based or located.

Australian Capital Territory South Australia

New South Wales Tasmania

Northern Territory Victoria

Queensland Western Australia

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Overview
The goal of these case studies is to assess your practical knowledge and skills in:
 Recognising and responding to breaches of human rights and signs of abuse or
neglect
 Providing person-centred services that meet a person’s needs
This assessment is divided into eight tasks:
1. Task 1.1 – Recognising Breaches to Human Rights
2. Task 1.2 – Responding to Breaches to Human Rights
3. Task 1.3 – Consulting With the Person
4. Task 1.4 – Reporting Breaches of Human Rights
5. Task 2.1 – Identifying Indicators of Possible Neglect
6. Task 2.2 – Reporting Indicators of Possible Neglect
7. Task 3.1 – Providing Service
8. Task 3.2 – Meeting Re-ablement Needs
Each task comes with a set of instructions. You must follow and perform these
instructions while being observed by the assessor.
You are required to:
 Complete the tasks within the time allowed, as scheduled in-class roll.
 Foster human rights
 Identify and respond to potential abuse or neglect
 Meet a person’s needs

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Resources required for assessment:
To complete this assessment, you will need access to the following:
 Individualised Plans and any equipment outlined in the plans
 Organisational policies and procedures relevant to reporting breaches in human
rights and indicators of abuse and/or neglect
 Volunteers to play the following roles:
o Support worker
o Person being supported
 Abuse Incident Report Form

Harmony Care
SCENARIO

You are working as a support worker at Harmony Care community service organisation.
Harmony Care stands as a compassionate and committed community services
organization, driven by the unwavering dedication to uplift the lives of vulnerable
individuals and families within our community. With a strong sense of purpose, it strives
to create a harmonious and supportive environment where individuals can flourish,
overcome challenges, and achieve their full potential.
As a support worker, you are required to:
 Follow appropriate support practices for people with different conditions.
 Foster human rights. This involves:
o Ensuring people’s rights and needs are upheld.
o Responding to and reporting breaches of human rights.
o Being able to recognise signs of abuse and neglect and reporting them in
accordance with organisational policies and procedures.

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These case studies include scenarios about people with different conditions and
potential breaches of human rights that you may encounter while working in the
individual support environment.
Review each scenario and respond to each scenario appropriately by completing the
tasks that follow.
To assist you in completing the tasks in this assessment, access and review the following
resource/s:
 Harmony Care Policy and Procedures
 Universal Declaration of Human Rights
 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
 Charter of Aged Care Rights
 Aged Care Act 1997
 Disability Services Act 1986
For the purpose of this assessment, this case study scenario is based on your
state/territory.

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Case Study 1 – Suzie
SCENARIO
Suzie, 83 year old female, has been a resident in Harmony Care for two and half years.
She moved to the centre after being diagnosed with early-stage Alzheimer. She loves
staying in the centre as all the staff and individual care workers are very supportive in
helping her cope with the difficulties brought about by the disease.
Suzie is also suffering from hearing and vision loss. Her left ear is completely deaf, while
her right ear has a moderate hearing loss. Suzie wears a hearing aid in her right ear.
Both her eyes have cataracts that render her eyes with moderate visual impairment.
Suzie is a vegan and has been a vegan for most of her life.

Task 1.1 – Recognising Breaches to Human Rights

SCENARIO
Date: 15 October 20xx
Time: 12.15 P.M
While assisting another person in eating lunch in the common dining area, you noticed
that the support worker, Johnny, attending to Suzie was serving her meat. Having cared
for Suzie in the past, you know that Suzie is vegan and does not eat or use meat products.
You informed Johnny that Suzie follows a vegan diet. Johnny told you that Suzie is not
lucid and will not even know what she had for lunch.
Suzie hears your conversation and recognises the meat on her plate. She pushes the plate
away. Johnny holds Suzie on her wrist tightly, keeping her from pushing the plate away
from herself any further.
You see Suzie’s face grimace, and she carefully puts her hands on her lap. Suzie looks
scared and keeps her eyes on her lap. You suspect abuse.

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 Based on the scenario, identify:
 Three breaches of human rights in the scenario (refer to the Universal
Declaration of Human Rights)
 Three breaches to the Charter of Aged Care Rights in the scenario.
 Two signs of possible abuse in the scenario
 Whether this is a reportable incident based on the Aged Care Act 1997. Explain
why or why not.

Breaches of human rights

i.

ii.

iii.

Breaches to the Charter of Aged Care Rights

i.

ii.

iii.

Potential signs of abuse

i.

ii.

Is this a reportable incident?

YES

NO

Reason:

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Task 1.2 – Responding to Breaches of Human Rights

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to respond to the breaches of human rights
described in the scenario while being observed by the assessor.
You will need two volunteers to act as Johnny, the support worker, and Suzie.

YOU WILL BE ASSESSED ON YOUR

 Practical knowledge of human rights and the Charter of Aged Care Rights
 Practical skills relevant to responding appropriately to breaches of human rights

OBSERVATION FORM
Before starting this task, review the Case Study Task 1.2 – Observation Form provided
along with this workbook. This form outlines all the practical skills you need to
demonstrate while completing this task.

YOUR ASSESSOR WILL

 Organise access to the environment and resources required to complete this
assessment, including:
o One volunteer to act as the support worker described in the scenario
o One volunteer to act as Suzie
 Advise you on the time and location of the assessment.
 Discuss with you the practical skills listed in the Observation Form prior to the
assessment.
 Brief you on your role in this assessment.
 Brief your volunteers on their role in the assessment.
 Address your queries and concerns regarding this task.

Observation Form Task 1.2

During the role play activity: YES/NO

1. The candidate ensures physical distance between Suzie and Johnny. ☐ YES ☐ NO
I.e. escorting Johnny away from Suzie or vice versa
2. The candidate discusses their observations regarding how Johnny inappropriately

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 treated Suzie:
i. Not following the person’s preference for a vegan diet ☐ YES ☐ NO

ii. Physically forcing Suzie to eat a non-vegan meal. ☐ YES ☐ NO

I.e. gripping her wrist to stop her from pushing her plate away
3. The candidate politely raises the following with Johnny:
i. Three breaches of human rights in the scenario ☐ YES ☐ NO

ii. Three breaches to the Charter of Aged Care Rights in the scenario ☐ YES ☐ NO

4. The candidate explicitly asks Johnny to follow Suzie’s preference for a vegan diet. ☐ YES ☐ NO

5. The candidate explicitly asks Johnny to stop or refrain from using any physical force ☐ YES ☐ NO
with Suzie or other people.
Name and Signature of the Candidate:

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above, respond
to the breaches of human rights described in the scenario.
I confirm that the information recorded on this Observation Form is true and accurately reflects the
candidate’s performance during their completion of the workplace task.

Assessor Feedback

Assessor’s signature
Assessor’s name
Date signed

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Task 1.3 – Consulting With the Person

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to consult with Suzie to identify if she has
been receiving abuse and breaches of human rights from her support worker.
You will need a volunteer to act as Suzie.

YOU WILL BE ASSESSED ON YOUR

 Practical knowledge of human rights and indicators of abuse
 Practical skills relevant to consulting with the person to identify abuse

OBSERVATION FORM
Before starting this task, review the Case Study Task 1.3 – Observation Form provided
along with this workbook. This form outlines all the practical skills you need to
demonstrate while completing this task.

YOUR ASSESSOR WILL

 Organise access to the environment and resources required to complete this
assessment, including one volunteer to act as Suzie
 Advise you on the time and location of the assessment.
 Discuss with you the practical skills listed in the Observation Form prior to the
assessment.
 Brief you on your role in this assessment.
 Brief your volunteers on their role in the assessment.
 Address your queries and concerns regarding this task.

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Observation Form Task 1.3

During the role play activity: YES/NO

1. The candidate brings Suzie to a private room to consult with her. ☐ YES ☐ NO

2. The candidate consults with Suzie in a supportive manner by:

i. Asking Suzie if she feels comfortable talking to the candidate about ☐ YES ☐ NO
what happened
ii. Asking Suzie if this incident or something similar has happened to ☐ YES ☐ NO
her before
iii. Asking Suzie to narrate the details of similar incidents ☐ YES ☐ NO

iv. Waiting for Suzie to respond without rushing her ☐ YES ☐ NO

v. explaining to Suzie her rights:

a.She has the right to be treated with dignity and respect. ☐ YES ☐ NO

b.She has the right to have her culture be valued and supported ☐ YES ☐ NO

c. She has the right to be protected from physical and emotional ☐ YES ☐ NO
abuse
vi. Asking Suzie if she agrees that what happened was abusive and a ☐ YES ☐ NO
breach of her human rights
3. The candidate politely informs Suzie that they will report the incident as part ☐ YES ☐ NO
of Harmony Care’s policies and procedures.
Name and Signature of the Candidate:

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above, respond
to the breaches of human rights described in the scenario.
I confirm that the information recorded on this Observation Form is true and accurately reflects the
candidate’s performance during their completion of the workplace task.

Assessor Feedback

Assessor’s signature
Assessor’s name
Date signed

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Task 1.4 – Reporting Breaches of Human Rights and Signs of Possible Abuse

Harmony Care’s Policies and Procedures also require all employees to report any breaches
of human rights or signs of possible abuse and neglect of individuals by completing and
submitting an Abuse Incident Report Form. For the purposes of this assessment, you may
use the Abuse Incident Report Form from Harmony Care.
Complete the Abuse Incident Report Form provided along with this workbook. Take note
of the following details:
 Include in your report what you have observed/witnessed, as well as the
indications or signs of abuse/neglect described in the scenario
 For the purposes of this assessment, use 15 October 20xx as the date today.
Replace 20xx with the current year
 This form will be submitted to Rachel Alcott, your supervisor at Harmony Care
 Write N/A where it is not indicated or specified in the scenario

YOU WILL BE ASSESSED ON YOUR

 Practical knowledge of the reporting policies and procedures.
 Practical skills relevant to reporting incidents of abuse

ASSESSOR’S CHECKLIST
Before starting this task, review the Case Study Task 1.4 – Assessor’s Checklist provided
along with this workbook. This form lists the criteria your submission must address to
complete this task satisfactorily.

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Abuse Incident Report Form

Details of the Incident

Date of (or
Name of facility notification of)
incident

Name of person Time of (or

reporting the notification of)
incident incident

Name of person
incident is reported Date & time reported
to

Details of the Resident or Community Client

Name of
Date of birth (or age)
resident/client

Male
Medical diagnosis
Sex
and relevant history Female

Name of resident or Date & time

client’s representative is
representative notified

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 Details of Any Injury

Nature of the injury

Immediate care given

Name of medical
Date & time MP
practitioner (MP)
attended
notified

Name of attending
Date & time police
police officers & police
attended
station

Name of the hospital if Date & time transferred

transferred to hospital

Description of Events

Nature of the injury

Factual description
of the incident or
alleged incident.
Please be specific,
noting times.
Attach a separate
sheet if it is
necessary to
provide more
information.

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 Details of witness/es (Attach written statements, if there’s any)

Name

Signature and
Address designation of person
reporting

Phone Date signed

To be completed by the manager

Incident reported to Yes

Date and time
Department of Health
No reported
and Ageing?

Incident reported to Yes

Date and time
Department of Health
No reported
and Police?

Date and time of

investigation form
completed

Signature of manager Date signed

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Case Study 2 – Margaret
SCENARIO

Date: Monday, 30 October 20xx, 20xx refers to the current year

Time: 1:25 PM
Margaret is one of Harmony Care’s residential aged care clients. She is 82 years old and
has been in your care since she arrived at the centre a year ago, except for the last 6
weeks as you were away on holiday.
On your first day back, as you and another support worker were about to hoist her from
the bed and onto her wheelchair, you noticed that Margaret has sore, purple discoloured
and painful spots about 8cm across on both her shoulders and a smaller one about 3cm
across on the back side of her head.
When she was on her side, you saw some bleeding through her pants and on the bed
sheets from the upper part of her buttocks. It appears it has not been checked for at least
a day or two. Her bed sheets were stained and smelled of faeces and urine. She looked in
pain.
You asked her if you could check what is causing her pain. You found that she had an
open wound about 2cm across and the skin surrounding it was very red and discoloured.
Margaret cringed in pain as you gently assessed the condition of her skin.
You later found out that she had not been out of her bed in two days. You asked her why
she has not gone out of her bed, and she told you that she has just been feeling too tired
lately and going out just takes too much effort. She asked you if she could just stay in bed
and rest today. You noticed that she seems withdrawn. You also noticed that she is lost a
lot of weight since the last time you saw her about two months ago.

Margaret asked you if you could get medication to help her with the pain. She started
feeling pain on her buttocks and both shoulders two days ago but did not tell anyone until
you were back from your leave. When you asked her why she did not tell anyone about it,
she said she did not want to bother the nurse.
This made you worry about Margaret and asked her if there was anything else that was
bothering her. You found out that she has not had any bowel movement in two days, and
urinating has started to become painful for her.

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Task 2.1 – Identifying Indicators of Possible Neglect

Identify three indicators of possible neglect in the scenario based on your conversation
with Margaret.

i.

ii.

iii.

Task 2.2 – Consulting With the Person

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to consult with Margaret to identify if she has
been neglected by her temporary support worker.
You will need a volunteer to act as Margaret.

YOU WILL BE ASSESSED ON YOUR

 Practical knowledge of indicators of neglect
 Practical skills relevant to consulting with the person to identify neglect

OBSERVATION FORM
Before starting this task, review the Case Study Task 2.2 – Observation Form provided
along with this workbook. This form outlines all the practical skills you need to
demonstrate while completing this task.

YOUR ASSESSOR WILL

 Organise access to the environment and resources required to complete this
assessment, including one volunteer to act as Margaret.
 Advise you on the time and location of the assessment.
 Discuss with you the practical skills listed in the Observation Form prior to the
assessment.
 Brief you on your role in this assessment.
 Brief your volunteers on their role in the assessment.
 Address your queries and concerns regarding this task.

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Observation Form- Task 2.2

During the role play activity: YES/NO

1. The candidate brings Margaret to a private room to consult with her. ☐ YES ☐ NO

2. The candidate consults with Suzie in a supportive manner by:

i.Asking Margaret if she feels comfortable talking to the candidate about what ☐ YES ☐ NO
happened
ii.Asking Margaret if the support worker has been doing the following for her in
the last two months:
a. Helping her to the bathroom whenever she needs it ☐ YES ☐ NO

b. Getting her out of bed at least once every day ☐ YES ☐ NO

c. Providing her with at least three meals every day ☐ YES ☐ NO

d. Providing her with water regularly ☐ YES ☐ NO

e. Asking her how she is feeling at least twice every day ☐ YES ☐ NO

f. Responding to her other needs when called ☐ YES ☐ NO

iii. Asking Margaret if she feels that the support worker has been taking care of ☐ YES ☐ NO
her in general
iv.Explaining to Margaret her rights:

a. She has the right to safe and quality care ☐ YES ☐ NO

b. She has the right to be treated with dignity and respect ☐ YES ☐ NO

c. She has the right to be protected from abuse or neglect ☐ YES ☐ NO

v.Asking Margaret if she agrees that the way she has been treated was ☐ YES ☐ NO
neglectful.
3. The candidate politely informs Suzie that they will report the incident as part of ☐ YES ☐ NO
Harmony Care’s policies and procedures.
Name and Signature of the Candidate:

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above, respond
to the breaches of human rights described in the scenario.
I confirm that the information recorded on this Observation Form is true and accurately reflects the
candidate’s performance during their completion of the workplace task.

Assessor Feedback

Assessor’s signature
Assessor’s name

Page 62 of 70
Date signed

Task 2.3 – Reporting Indicators of Possible Neglect

Harmony Care’s Policies and Procedures also require all employees to report any
indications or signs of possible neglect to their immediate supervisor. This is based on the
conditions for reportable incidents set in the Aged Care Act 1997.
This part of the assessment is a Role Play Activity.
In this Role Play Activity, you are required to report the indicators of possible neglect you
have identified to your supervisor.
You will need one volunteer to act as your supervisor.

YOU WILL BE ASSESSED ON YOUR

 Practical knowledge of reporting policies and procedures and legal requirements
 Practical skills relevant to reporting indicators of possible neglect

OBSERVATION FORM
Before starting this task, review the Case Study Task 2.3 – Observation Form provided
along with this workbook. This form outlines all the practical skills you need to
demonstrate while completing this task.

YOUR ASSESSOR WILL

 Organise access to the environment and resources required to complete this
assessment.
 Advise you on the time and location of the assessment.
 Discuss with you the practical skills listed in the Observation Form prior to the
assessment
 Brief you on your role in this assessment
 Brief your volunteers on their role in the assessment
 Address your queries and concerns regarding this task

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Observation Form-Task 2.3

During the role play activity: YES/NO

1. The candidate follows privacy and confidentiality protocols:
i. Ensuring the matter is discussed with the supervisor in private ☐ YES ☐ NO

ii. Ensuring that there are no other co-workers or clients in the room ☐ YES ☐ NO

2. The candidate reports what they have noticed as objectively as possible:

i. Summarising exactly what has happened in the scenario ☐ YES ☐ NO

ii. Not including assumptions and other information not included in the ☐ YES ☐ NO
scenario

3. The candidate reports the indicators of possible neglect they have noted. ☐ YES ☐ NO
The candidate must provide at least three.
4. The candidate answers any questions that the supervisor may have. ☐ YES ☐ NO

5. The candidate verbally confirms that the supervisor will investigate the matter. ☐ YES ☐ NO

Name and Signature of the Candidate:

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above, respond
to the breaches of human rights described in the scenario.
I confirm that the information recorded on this Observation Form is true and accurately reflects the
candidate’s performance during their completion of the workplace task.

Assessor Feedback

Assessor’s signature
Assessor’s name
Date signed

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Case Study 3 – Rosie
SCENARIO
Rosie is 30 years old. She had been involved in an accident that left her with a fractured
femur. She had undergone surgery to repair her bone. The doctor had advised her that it
would take four to six months for her to recover.
Rosie wears a leg brace or immobilizer and uses crutches to get around. She is currently
receiving individualised support at home to help her in her activities for daily living (ADL)
while she recovers.

Task 3.1 – Providing Service

SCENARIO
You have noticed that Rosie frequently trips or snags her leg brace on random things
around her house. These include the shoes by her doorway, the duvet that keeps falling
off the couch and the power cord of her various electronics. You check her individualised
plan and see that removing tripping hazards is part of her risk management plan.

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to identify and remove tripping hazards in
Rosie’s home.
You will need one volunteer to act as Rosie.

YOU WILL BE ASSESSED ON YOUR

 Practical knowledge of tripping hazards
 Practical skills relevant to identifying and removing tripping hazards

OBSERVATION FORM
Before starting this task, review the Case Study Task 3.1 – Observation Form provided
along with this workbook. This form outlines all the practical skills you need to
demonstrate while completing this task.

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 YOUR ASSESSOR WILL
 Organise access to the environment and resources required to complete this
assessment, including one volunteer to act as Rosie.
 Advise you on the time and location of the assessment.
 Discuss with you the practical skills listed in the Observation Form prior to the
assessment.
 Brief you on your role in this assessment.
 Brief your volunteers on their role in the assessment.
 Address your queries and concerns regarding this task.

Observation Form – Task 3.1

During the role play activity: YES/NO

1. The candidate verbally identifies the tripping hazards in Rosie’s home. ☐ YES ☐ NO
The candidate must name three.
2. The candidate asks Rosie if there are other things she frequently trips over. ☐ YES ☐ NO

3. The candidate addresses the tripping hazards identified by:

i. Lining the shoes up against the wall away from the path to the door ☐ YES ☐ NO

ii. Folding up the duvet and placing it under a throw pillow to prevent it from ☐ YES ☐ NO
falling
iii. Taping the power cords to the wall so that they are out of the way ☐ YES ☐ NO

iv. Placing other exposed power cords higher so that they are more visible. ☐ YES ☐ NO

4. The candidate asks Rosie if she is satisfied with the way the tripping hazards were ☐ YES ☐ NO
addressed.
5. The candidate makes further adjustments as requested by Rosie. ☐ YES ☐ NO

Name and Signature of the Candidate:

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above, respond
to the breaches of human rights described in the scenario.
I confirm that the information recorded on this Observation Form is true and accurately reflects the
candidate’s performance during their completion of the workplace task.

Assessor Feedback

Assessor’s signature

Page 66 of 70
Assessor’s name
Date signed

Task 3.2 – Meeting Re-ablement Needs

SCENARIO
Rosie’s leg brace is scheduled to be removed in two weeks. She mentions to you that her
leg muscles have become weak from overuse. She wants you to enrol her in a strength
training class, in addition to her regular physical therapy, so she can build up the strength
in her legs again. She also mentions that she wants you to help her wean off her pain
medication. You tell her that you are not qualified to make decisions on either of those
things as you are not a doctor. You propose a strategy that can help address her need to
strengthen her legs and wean off medication.

Based on the scenario provided, list one strategy you can propose for each of the
following:
i. Rosie’s need to strengthen her legs
ii. Rosie’s need to wean off pain medication

Re-ablement Needs Proposed Strategy

i. Need to strengthen
legs

ii. Need to wean off pain

medication

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Record of Assessment (Assessor’s Use
Only)
RECORD OF ASSESSMENT

Candidate’s Name

RTO Name

RTO Contact Number

RTO Email Address

Assessor’s Name

CHCCCS038 - Facilitate the empowerment of people receiving support

Unit of Competency
(Release 1)

Knowledge Assessment S NYS

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Question 10

Page 68 of 70
Knowledge Assessment S NYS

Question 11

Question 12

Question 13

Question 14

Question 15

Question 16

Question 17

Question 18

Case Studies S NYS

Task 1.1

Task 1.2

Task 1.3

Task 1.4

Task 2.1

Task 2.2

Task 2.3

Task 3.1

Task 3.2

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Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid

All knowledge and skills evidence submissions are authentic

All knowledge and skills evidence submissions are sufficient

All knowledge and skills evidence submissions are current

Overall Result for the Relevant Workbook/s Satisfactory Not yet

satisfactory

Learner Workbook

Assessor’s comments/feedback

Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.

Assessor’s name Assessor’s signature

Date signed

End of Record of Assessment (For the Assessor’s Use Only)

End of Document

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