STUDENT ASSESSMENT BOOKLET-I

C H C C C S 0 2 5 S u p po r t R e l a t i o n s h i p s
w i t h C a r e r s a n d Fa m i l i e s

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Email: info@advancecollege.edu.au

RTO Code: 45342

Student Name: ___________________________
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Advance College is a trading name of Australian Newtown College, RTO 45342.

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& 3)
ASSESSMENT OVERVIEW
This Student Assessment Booklet-I includes Task 1 for assessment of CHCCCS025 Support relationships
with carers and families.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.

Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required of this unit.

Assessment Task 2: Workplace project There are two parts to this task:
1  Part A: you are to discuss strength-based solutions
with two co-workers at your workplace
 Part B: you are required to answer a set of questions
based on what you learned during Part A.

Assessment Task 3: Workplace project You are to review an existing client care support plan
2 (from a client at your workplace) and complete an
assessment of the roles and responsibilities of those in
the client’s support team.

Supporting resources
You may like to look at the following websites, books and documents for more information about the
topics related to this unit:
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.

How to submit your assessments

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

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill
it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the
back of the Task Cover Sheet.

Prerequisite
The prerequisite for this unit is NIL.

PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
 assessed and responded to the needs of at least 3 different
people and their carers or family members

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  used strengths-based solutions to respond to both routine and
unpredictable problems related to care relationships

KNOWLEDGE EVIDENCE
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of this unit,
manage tasks and manage contingencies in the context of the work role. This
includes knowledge of:
 context for caring in Australia:
 carer demographics
 carer support organisations and resources
 attitudes, stereotypes, false beliefs and myths associated with caring
 different pathways into service settings for the person and the implications
for carers, families and friends
 rights, roles and responsibilities of different people in the care
relationship
 the person
 family members
 friends
 support worker
 impact of the caring role on family, carers and friends
 different family patterns and structures and their impact on the
person
 life cycle transitions:
 types of transitions
 positive and negative impacts
 current service delivery philosophy and models:
 basic principles of person-centred practice, strengths-based practice and
active support
 strategies to work positively with families, carers and friends
 organisation policies and procedures in relation to carers and
families
 legal and ethical requirements for working with carers and
families and how these are applied in an organisation and individual
practice, including:
 discrimination
 privacy, confidentiality and disclosure
 work role boundaries – responsibilities and limitations
For all documentation on the performance criteria and assessment requirements of the unit
CHCCCS025 Support relationships with carers and families, please refer to the
training.gov.au website with this link: https://training.gov.au/Training/Details/CHCCCS025.

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ASSESSMENT TASK COVER SHEET

Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name

Assessor Name

Unit: CHCCCS025 Support relationships with carers and families

ASSESSMENT DETAILS
Assessment
Type Written/Oral questions Workplace Project
AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the
agreement below. Make sure you sign this before you start any of your
assessments.
Have you read and understood what is required of you in Yes No
terms of assessment?
Do you understand the requirements of this assessment? Yes No
Do you agree to the way in which you are being assessed? Yes No
Do you have any special needs or considerations to be made for Yes No
this assessment? If yes, what are they? ……………………………
………………………… ………………… ……… … … .
………………………………………….
Do you understand your rights to appeal the decisions made in an Yes No
assessment?
None of this work has been completed by any other person. Yes No

I have not cheated or plagiarised the work or colluded with any Yes No
other student/s.

I have correctly referenced all resources and reference texts to Yes No

complete these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary Yes No
action may be taken against me.

STUDENT DECLARATION

I,____________________________________________________, certify that the statements I have

attested above have been made in a good faith, are true and correct. To the best of my
knowledge and belief, these tasks are my own work.

Student Signature: …………………………… Date: ............... /................./...................................

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ASSESSMENT TASK COVER SHEET – Attempt 1
Result Satisfactory (S) Not Yet Satisfactory
(NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and
feedback.

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Satisfactory (S) Not Yet Satisfactory
Result (NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and
feedback.

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 3

Re-assessment Satisfactory (S) Not Yet Satisfactory
Result (NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and
feedback.

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Assessor signature: Date:

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ASSESSOR DECLARATION

I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have observed the student demonstrate unit outcomes through consistent
and repeated application of skills and knowledge over a period of time and provided
appropriate feedback.

Signature:

Date:

STUDENT FEEDBACK AND ASSESSMENT APPEALS

You can make an appeal about an assessment decision by putting it in writing and sending it
to us. Refer to your Student Handbook for more information about our appeals process.

I have received my assessment result and I am satisfied with the given feedback for this
assessment.
I am not satisfied about my result and I would like to appeal regarding my result.

Student Signature: …………………………… Date: ......... /.........../..................

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ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other
documents to help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you
if you can email them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

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

WHEN DO I DO THIS TASK?

 You will do this task in your own time.
 Write in the due date as advised by your assessor: ___________________________________

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

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You
will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.

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QUESTION 1
How did society view and treat older people and people with a disability in our history?

Older people: It always depends on what culture we focus on. For example, In Japanese culture older
people are known as wise and in some form superior. In indigenous cultures they are a symbol of
connection with the divine and are a sign of wisdom. In other cultures, as the western modern
civilization, elderly is treated poorly, and that component of wisdom is under looked and the
physical negative features that comes with the age are overlooked.
In general, older people had been looked as a symbol of wisdom and have been respected and
looked up to, in some case this in not true, but these are the sad exceptions.

People with a disability: Unfortunately, through out history people who have disabilities have been
part of an undermined collective and have suffered of discrimination. Its normal as social animals to
contemplate these types of physical-limiting conditions as determinant factors for these people to
be inferior to us. But its then when being compassionate and caring is important, to know that these
people haven’t chose those conditions and therefore have the same social and individual right as us.

QUESTION 2
List five ways that you can support the carer of a person with a disability in their decision making.

1. Emotional Support

2. Being in most difficult situations for him/her through constant communication.

3. Making them feel accepted and integrated to a collective. This can be done through a specific
sport or other sort of group activity.

4. Through assessors or guides that help them through their process

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5. By presenting them guidelines or preplanned processes to go through the process

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QUESTION 3
Describe what the term ‘self-directed support services’ means to older people or to people with a
disability.

Self-directed support is an approach which tries to help disable people to assess their own problems
and provide solutions for them by themselves. This is done through a structured process that is done
by a support group that is confirmed by departments or categories and aims to treat the patient
accordingly to his needs and is structured in a special way so it can attend the special conditions of
every patient.

QUESTION 4
What are some examples of positive and negative attitudes or myths towards personal carers such as
a mother, sister or friend of an individual with a disability? Provide at least three examples of each.

Positive: A myth for personal carers is that when they are familiars with the patients, it is easier to
treat them, it can be more difficult since there are a lot of emotions involved in this type of
relationships.

Negative: A negative myth is that personal carer doesn’t care about the patient and they treat them
as clients. This depends on the agency of carer but in general they have a vocation for helping and
supporting people in troubles. The other myth is that men are not good carers, but this is not true.

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QUESTION 5
Describe a person-centred approach for each traditional approach to support services listed in the
table below.

Traditional approach Person-centred approach

Fits the person into the Fits the goals accordingly to the special conditions and limitations of
service to achieve goals the patient to support the person.

Accesses aged care or Disability services and care is adapted to every different case because
disability services that are every person is different, and everyone has different conditions and
currently available limitations.

Focuses on individual from Considers the disabilities, professional point of view or whatever
an aged or a disability conditions the patient has but focuses on the specific characteristics
professional viewpoint and unique features of the patient whatsoever.

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Traditional approach Person-centred approach
Power and authority is with In this dynamic where the professional is taking care of a patient nor
the professionals power or authority are important for the care of the patient. The most
important things in this dynamic is the patient and its needs.

QUESTION 6

Nigel was hired to work at a mining site. A few days into his job, other team members began to
complain to management that Nigel was not overly responsive when it came to communicating to
get tasks done.
Nigel was born partially deaf in his right ear and, to manage for the most part of his life, he wears a
hearing aid and has an ear implant.
Management were surprised, as Nigel had successfully completed the induction training and was
offered the position based on his skills and his interview outcome.
Nigel told management about his disability prior to being offered the position.
The same week he started his job, Nigel was advised he could no longer work at the site due to the
communication issues and complaints raised by the team.

Does Nigel have a case for unfair dismissal? Explain your answer.
Yes of course Nigel has a case for unfair dismissal because he was hired under the knowledge that
he had this disability. Its on the company to not have plan or seem this situation in a better manner
or not hire a person with such condition. Nigel can ask monetary retribution for the loss of his time,
money and emotional or psychological investment, without naming the discrimination that can be
involved in this case.

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QUESTION 7

Solomon advises his new employer that he has a mental health condition that he is receiving
treatment for. He will need to start work a bit later on some mornings in order to make his specialist
appointments. Solomon’s employer tells one of their major clients about his health condition so they
know when Solomon is available at work.
Has Solomon’s employer breached his rights to privacy? Explain your answer.
Yes, his boss should not tell anyone of the physical problems of Solomon, he must have freedom for
managing them for himself and deciding who he wants them to know and who doesn’t. His boss is
trespassing these limits and violating his space and freedom of choice.

QUESTION 8
In 2012, the ABS conducted a survey of disability, ageing and primary carers in Australia. Refer to the
results below and explain the key findings of this survey.

Source: Survey of Disability, Ageing and Carers, ABS, Australia 2012.

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Findings:
The 2012 Survey of Disability, Ageing and Carers collects information in order to measure the
prevalence of disability in Australia, provide a demographic and socio-economic profile of people
with disabilities, older people and carers compared with the general population.

QUESTION 9
Explain the difference in providing low versus high support for the following:

Support type Low support High support

Job seeking The person won’t easily find a job The person will be guide to find a
that suits him/her and that accepts type of job that he or she can
its condition develop in a successful manner

Activities of daily The patient stress out and have He can be guided to appositive result
living more problem in general because he in his daily activities and therefore
can’t develop his day-to-day live an easier/happier life.
activities successfully.

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Support type Low support
Routine changes That the changes are not positive
and the patient ends losing tima and
doing stuff in an incorrect way.
High support
That the patient advances and go
further in his life as the changes on
routine help him to improve his daily
activities and general wellbeing. For
this is necessary a good assessment
of his routine and at the same time
for this is needed a good
professional.

QUESTION 10
What criteria are you required to meet in order to be eligible for the carer allowance in Australia?

The carer needs to be an Australian resident.

Capable of giving support to physical and mentally ill people.
Capable of supporting more than 1 person at the time.
Pass some tests about care and support.

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QUESTION 11
List five types of life transitions.

1. Age transitions

2. Work or career transitions

3. Romantic life transitions

4. Changes place of living

5. Graduate and start working or when you have children

QUESTION 12
Provide one example of an organisation that assists with providing personal carers with respite or
support services

Disability Service/organisation
Mental health National Alliance on Mental illness investigates these illness and provide
solutions to them

Aged care Ageing and aged care Australia

Autism Autism speaks gives voice to people with this illness

Dementia Dementia society of America gives support to people with this illness

Acquired Brain Injury Brain Injury association of America

Alzheimer's disease Alzheimer assosciation

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Disability Service/organisation
Parkinson's disease Parkinson unity through speech and humour

Down syndrome FIDES association integrate down syndrome patients to society

QUESTION 13
Describe the impact of the lifecycle transition for a family who has a member with a severe disability.

It is more difficult because its not the same as with people without these types of conditions. For the
parents who are responsible of these people its different because they must adopt unique attitudes
and strategies towards the change the person with disability is suffering. The impact is different in
every case because as one patient can have a grave condition and a high self-esteem and
adaptability to its situation another can have a lighter condition and a low self-esteem and
adaptability. So, every case will gradually increase or decrease the difficulty for the family to deal
with its familiar.

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QUESTION 14
Describe each type of family structure in the table below. For each type, explain potential issues or
impacts on a person in the family structure.
Sample responses below.

Family structure
Nuclear Description of structure: A family integrated by a father , a mother and
its kids. The primary elements are three mom, dad and sons or daughter.

Impacts/issues: I think this is the best case scenario for someone

with a difficult condition because it’s the type of family where
typically more unity and integration. There is support of the
masculine and feminine figure. There are no major issues when a
functional nuclear helps the member with a condition, the problem
comes when the family is dysfunctional.

Single parent Description of structure: its when the family is formed by only one
parent and its children.

Impacts/issues: as the charge is put on only one person, its more

difficult for that person to handle the condition and give the
adequate support to the member with the disability. But it all
varies, it depends on the strength and the type of guide that the
parent is giving to their children.

Extended family Description of structure: When the family is confirmed by other

secondary members of the family as cousins, uncles etc.

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Family structure
Impacts/issues: the family is extended and less attention is given
to the patient but also if the entire family helps the patient it will
be uplifting for him.

Step-family Description of structure: when a family is formed by a step father or

mother and the kids.

Impacts/issues: the common difficulties for these type of structure

is that one or in some cases the two main figures or heads of the
family are unrelated biologically with the children and that can
cause a lack of compromise of the parent towards the children
when the children has special conditions.

QUESTION 15
Explain the difference between the social and medical model of service

Social model: It says that people are disabled for the social barriers and limitations disabled
people suffer in society. The source of the problem for this model is not the
person nor its conditions but the society and the response it has to the patient
limitations.

Medical model: It says that the disabilities come from physical and biological issues that produce
limitations. This medical model states that limitations and conditions are the
source of the disability of the patient.

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QUESTION 16
Provide three examples of how you would protect client or customer information at work.

1. By having the policy that clearly states the privacy rights that clients have when accessing to
the service offered to them.

2. By starting from my own example and respecting costumers’ rights for information and
privacy

3. By only having access to their information when its essential

QUESTION 17
List three benefits of adhering to work role boundaries.

1. You can plan and strategies on a better way

2. Future outcomes can be foreseen on a more effective way

3. The problems and mistakes are diminished. Organization is prioritized.

QUESTION 18
List four ways a caring role can impact on a client’s family, carers and friends?

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 QUESTION 19
In the table below give a brief explanation of the rights and responsibilities family members and
friends have in the care relationship

Family Members

Friends

QUESTION 20
In the table below provide five positive and five negative impacts of life cycle transitions

Positive Impacts Negative Impacts

QUESTION 21
List four examples of policies and procedures which may be applicable to working with carers and
families?

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© Advance College
November 2020 Version 3.1