Certificate IV in Leisure and Health (Release 2)
E1320CHCDIS003 - Support community participation and social inclusion
CHCDIS001 - Contribute to ongoing skills development using a strengths-based approach
Case study
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Competency details
CHCDIS003 Support community participation and social inclusion
This unit applies to workers who are required to assist with supporting clients with disability in community participation and social inclusion using a person-centred approach. This involves enabling clients to make choices to maximise their participation in various community setting, functions and activities to enhance psychosocial well-being and lifestyle in accordance with the client’s needs and preferences.
CHCDIS001 Contribute to ongoing skills development using a strengths-based approach.
This unit applies to workers who are required to assist with supporting the ongoing skill development of clients with disability. It involves following and contributing to an established individual plan and using a positive, strengths-based approach.
Introduction
This document is Assessment 3 of the three assessments you are required to complete, together with structured workplace learning, CHCDIS003 Support community participation and social inclusion and CHCDIS001 Contribute to ongoing skills development using a strengths-based approach.
This assessment is designed to gather evidence of competence, specifically to:
• Identify opportunities for community participation and social inclusion
• Implement strategies for community participation and inclusion according to the individualised plan
• Identify, address and monitor barriers to community participation and social inclusion
• Contribute to skills assessment
• Assist with ongoing skills development according to individualised plan
• Support incidental learning opportunities to enhance skills development
Assessment 3
Description
35131/03 Case study
Checklist
You must complete and submit the following:
Assessment 3
Question 1 (a – e) 0
Question 2 (a – d) 0
Question 3 (a – d) 0
Question 4 (a – b) 0
Question 5 (a – b) 0
Ensure your name and student Id are on the front page and in the footer of each page. 0
Assessment 3 – Demonstrate your knowledge
Question 1
Read the below case study and answer the following questions drawing from the learning in your module.
Emma, female, 47 years, and originally from Denmark.
Emma has progressive multiple sclerosis and uses an electric wheelchair for mobility. She is unmarried and doesn’t have children. Most of her family is based in Denmark, but she has a brother who lives in NZ who visits often. Emma’s multiple sclerosis has progressed over time and this has limited Emma’s life. Some effects are:
• Emma would like to go to NZ to visit her brother but is unsure how this might work given her level of support requirements.
• Emma used to have a wide social circle and had an active social life in cafes and restaurants. It is more difficult for Emma to access the community on her own now, so she has less opportunities to catch up with her friends.
• Emma had a friend who spoke Danish, but her friend moved away. Emma misses the opportunity to speak Danish. She also misses Danish food her friend would bring her.
• Emma used to attend a Roman Catholic church with her Danish friend, who supported her. She attends infrequently now that her friend has moved away.
• Emma is reliant on community supports provided by CareShore to enable her to continue living in her own home, including personal care, transport, domestic support and meal preparation.
1a. Suggest at least one way that you could collaborate and communicate with Emma on how to overcome any barriers and empower her to make her own decisions. How would you involve your supervisor in this process? (approx. 50-100 words)
1b. Identify three (3) of Emma’s barriers to community participation and social inclusion. (approx. 20-50 words)
Barrier to participation & inclusion
Example:
Emma is reliant on transport from CareShore to get around and access the community.
1)
2)
3)
1c. As Emma’s recreational worker, you need to assist Emma to find ways to overcome these barriers. (approx. 20-50 words)
Write down two (2) questions you could ask Emma to help her find solutions to be reliant on transport from CareShore to get around and access the community. Explain how Emma’s situation relates to the social model of disability.
Questions to ask to help Emma find solutions to this barrier How Emma’s situation relates to the social model of disability
Example:
‘Emma, if you wanted to go into town on your own, without using the CareShore bus, how do you think you could go about doing this?”
Person centred
1)
2)
1d. For Emma’s goal of visiting her brother in New Zealand, Emma has stated that she’d like to do some research about how to get there and places she could visit while there. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. An example has been done for you. (approx. 20-50 words)
Example:
I could ask if Emma would like to go to the local travel agent and if she would like to me to accompany her.
1)
2)
1e. For Emma’s goal of attending church more frequently, Emma has stated that she’d like to find some local Roman Catholic churches and visit them. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. (approx. 20-50 words)
1)
2)
Question 2
Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
Scenario:
Emma wanted to plan a holiday to NZ to visit her brother, however things are not going well. The travel agent is not supportive of Emma going on the plane and starts asking questions and making statements to discourage Emma. The support worker attempts to advocate for Emma however the travel agent is not changing their attitude.
Another goal Emma had was to attend the women’s group at church. A woman from church comes to Emma’s home, picks her up and takes her to the group, takes care of her while she is there, and takes her home afterwards. Emma actively participates in the activities the women do to raise money for charity. She feels purposeful and a part of society.
2a. Emma has been devalued by the travel agent. Explain how being devalued in society might make Emma feel. (20-50 words)
2b. Imagine you are the support worker assisting Emma at the travel agent. Emma is angry at how she has been treated. How can you assist her to voice her anger at her treatment? (20-50 words)
2c. What would you do if you were the recreational worker and Emma has become extremely distressed by her treatment at the travel agent? (20-50 words for each)
Provide an explanation for this situation and include the following:
• What are your limititations?
• How would you recognise your own or potential limitations?
• What you would do in this situation?
• What advice would you seek, if any?
• How would you seek advice?
• Who would you seek advice from?
What are your limititations?
How would you recognise your own or potential limitations? •
What you would do in this situation?
What advice would you seek, if any?
Who would you seek advice from?
How would you seek advice?
2d. Emma has been treated as an active citizen who has a right to participate in society while at church group, but not at the travel agency. What would active citizenship look like for Emma at the travel agent? (20-50 words)
Question 3
Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
Scenario:
Preparation: Emma has made friends with her neighbour and the two have agreed to go to a local café once a week together. A skill building plan has been developed by Emma (with the assistance of her support worker). Emma has begun to get tired more these days and finds it harder to think and to problem solve. The outing therefore is well planned to make it as easy as possible. The support worker assists Emma by organising her purse so that the money is easy to access, and to put the purse in her electric wheelchair where Emma can reach it, but where it is still safe. Julie goes with Emma to show her the way from her home to get to the café. She assists Emma to locate the most accessible seat in the café, which is conveniently located, is out of the way of people walking, and is easily accessible with a ramp that blends in well with the rest of the café.
The Outing: When the neighbour arrives, Julie assists with the conversation so that the neighbour can understand Emma’s impaired speech. Once the neighbour begins to understand Emma’s speech independently, Julie stops providing social support, and only contributes to the conversation if asked a question. While observing the conversation, Julie makes mental notes on Emma’s skills and competencies. During the outing, Julie maintains a quiet distance and observes in a non-obtrusive manner.
Completing the Outing: When it was time to leave, Julie did not assist with the payment, but allowed Emma to be independent with paying. Emma went to pay the bill and the wait staff asked if the bill was separate or together. Emma looked at the support worker for support. Julie told Emma that the wait staff were asking if Emma was paying for just herself or for her neighbour also. Emma then turned to the wait staff and said, “Just me.” And then paid her bill.
Going home: On the way home, Julie asked Emma to see if she remembered the way home. Julie mostly observes and gave support only when Emma went to go the wrong way. Julie pointed out landmarks along the street to support Emma to know the right way.
Reviewing: When they got home, Julie asked Emma how she thought it went. They had a discussion and Julie took on board Emma’s comments, and they agreed how they might improve the outing for next time. Julie thanked Emma for a nice day and left. In the car, Julie completed her case notes by logging onto CareShore’s intranet from her telephone and making electronic notes. She also called her supervisor to let her know how the outing went and to get permission to make changes for next time, as requested by Emma.
3a. Describe how Julie did the following: (10-50 words for each section)
Planned the outing with Emma to make it as successful as possible.
Observed and interacted with Emma in a respectful manner
Used strategies to create independence and develop skills for Emma
Withdrew support to encourage experiential learning
Assisted Emma to identify how things went with the outing and how to improve things
Observed Emma’s competencies and skills and made a record of the outing
Monitored Emma’s strategies to determine their effectiveness and how engaged Emma is, in consultation with a supervisor
3b. What assessment processes might the organisation have gone through to assess Emma’s support needs to go to the café? How you would explain your limitations to Emma? (20-50 words)
Assessment process for Emma’s support needs
Your limitations to Emma
3c. Describe how the café supported Emma’s rights to access and equity. (20-50 words)
3d. While at the café, what might have been some opportunities for incidental learning? (20-50 words)
Question 4
Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
Scenario:
Emma is gaining confidence with attending the café with her neighbour. She has requested to go to the outing on her own, without any support worker assistance. Julie calls her supervisor to discuss the situation. She tells her supervisor that Emma is very good now at the café with all of the things that need to be done, but every now and again when she is tired, still loses track of the way home and can go the wrong way. Julie reads back on her notes from each visit to discuss with the supervisor.
4a. Describe the conflict between a support worker’s duty of care, and the client’s right to dignity of risk, and how you would consult your supervisor, as seen in this case study. (20-50 words)
4b. Read the United Nations Conventions on Rights of Persons with Disabilities, which can be accessed at the following link: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.htm
In your own words, provide a summary of what the document is about. (20-50 words)
Question 5
Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
Ji-yoon, 7 years old.
Ji-yoon was born with Cerebral Palsy. She has severe impairment of her motor movements and uses a wheelchair for mobility. She has some learning difficulties (but these are mild) with good language development. Her English skills are good. Recurrent seizures are a part of Ji-yoon’s life as she also has Epilepsy.
5a. Do some research on special services that could support Ji-Yoon, a child with a disability, in the community. Complete the information below on what you have found. (approx. 20-50 words)
The name of the service:
Contact details:
What the service does:
5b. Once again access the United Nations Conventions on Rights of Persons with Disabilities, in your own words, provide a short summary on what it says about children with disabilities – Article 7. (20-50 words
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