Chcdis 008 Assessment PDF

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CHCDIS008 Assessment....

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As a support worker in this scenario, can support Tom’s loneliness and bored state by social and recreational preferences. We need to ask Tom what his interests at this stage are, there are a lot of activities that Tom could be involved in, it might be seniors day programs, community activity group, craft group, whatever is his interest we connect Tom with, it could be Monday to Friday.

Ref: Participant guide page 10

As a support worker , Tom social network might be identified by asking him, discussion with Tom on who he was connecting with when his connection is formed , it could be Tom love is local church group, he was connecting with, as support worker, should be able to reconnect home by helping Tom to accomplish.

Ref: Class Discussion 08/02/21

As a support worker once you have identified this social network, Tom can be assisted to create a strategy to develop his social network. Using Internet or Facebook is a friend network that everyone can easily use, sharing videos, uploading photos, Tom can also be supported by helping him to develop network skills such as how to introduce himself.

Ref: Participant guide page 9

As a support worker, Tom might identify social network to assist him rebuild his life and career and sharing his knowledge and interest with other group of persons or activity, he could be supported by engaging or introducing him to Tennis Club, or introducing to new people in car shows.

Ref: Class Discussion 08/02/21

As a support worker we should know that Tom had his own business, so he probably has strength in discussion making, planning an initiative, all these strengths could assist him in finding appropriate groups and by sticking to them the periods of his depression and grief associated with his condition. Ref: Class Discussion 08/02/21

Organisation and individual service provider should promote and raise awareness of community inclusion opportunities for client, by providing education, making a research or identifying network that is relevant for the client to explore community inclusion opportunity for the people. Support worker should know, disability should not be a barrier to participate in the community programme, staff and organisations supporting people living with disability should work to ensure they are treated as valued members of the community, for and inclusive with a positive outcome in the community common for people with disability they should have greater independence, greater influence, greater influence over the decision-making and greater choice.

Ref: Participant guide pg 15

The value of network services to explore community inclusive opportunities, a number of programmes are being used, for example, the volunteers way of developing friends. Members of the community can be linked with a person with disability on the basis of mutual interests, as a way of developing the skill in friendship. Community inclusion needs to be addressed in different ways, the leisure, social and spiritual, it is important because activities within domain are pursued for their own enjoyment. Friendship are usually people we know well in having fond of, we give them and also receive support from them, give and received. Ref: Participant guide pg 16-17

As a support worker from this scenario Katie would benefit from a training in interpersonal skill, in order to boost her self-esteem and self confidence in whatever she wants to do, she also need training to enhance her to get a job, for her to get a job, she training or some education on gardening. Ref: Class Discussion 8/2/21

As a support worker from this scenario Katie need get some qualification to get a job for her to do so, she has to enrol in a college or tafe, as she loved gardening, she has to do training regarding that strength of her, by so doing enrol in college closer to her, a registered training organisation. Katie should enrol and look for accommodation for herself, she might be able to borrow horticulture book from the local library to increase her knowledge, is there a well-stocked local library Katie may need help with becoming a member or with reading, she could also need television program or borrow ideas. She can also join the social garden group. If Katie get her qualification it should be able to liaise with organisations that help in job employment, she might also join a social gardening group. To find employment she would need to follow normal procedure she has to be registered with employment services, also with Centrelink, check local paper, network, and talk to neighbours to see if they will give her casual employment in their gardens or if they know of anyone needing a gardener she would could visit local nurseries.

The procedures staff might use to initiate and maintain contact with these groups are as follow , these letters, emails or telephone contact, meetings or formal network membership.

Ref: Participant guide pg 24 - 26

It is important for organisation to liaise with agency providing gardening education, to be able to deliver quality of care for Katie, also to ensure appropriate activities delivered to Katie.

Barriers that might prevent someone with a disability from participating in social activities are 1. behaviour 2. transport 3. stigma 4. social and emotional 5. skills 6. assessability 7. finance 8. risk 9. low self esteem 10. feeling rejected Ref: Participant guide pg 31

Any person living with disability might find the issues of curbs and step in order to gain access to a building or from a building. In these clients might want to negotiate curves with who it may concern, it could be a train station, marketplace, school, office, parking area come on people with vision impairment might not be able to know the difference between Cubs and step case from a pathway due to lack of colour recognition. People with poor vision might struggle to climb the curb steps stair without falling over, particularly if it has a steep declining edge. Many people being considered overweight range can find difficult 2 feet into aeroplane seats or standard chair in walking room, Accessibility issues can prevent the people living with disability not to live in the house and also fear of discrimination as well as fear of not being able to access places or to sit down when it is required, these can all be problematic. Ref: Participant guide pg 32

Resources might include 1. financial support - including government funding for community 2. physical resources like aids, environmental adaptation 3. support from family and other significant persons 4. information about clients in client leads to service providers 5. technical assistance – for careers and for clients Ref: Participant guide pg 35

Sources that can provide options for information on study or, information can be obtained through research on papers, from Internet from leaflet, the manufacturers of aids, brushes from different learning organisation, networking associate or might introduce client external service providers. Workers must be able to explain properly so that the client, family, advocate and career understand options available in method by which it will be delivered.

Ref: Participant guide pg 37

Information should be reliable when is been cross checked for instance, take courses changes therefore the college should be contact, possibly by phone or email to ensure that the information you are going to provide is still current. Make notes of what you are told, and you could possibly ask for current brochures or enrolment forms to be sent to you or directly to the client. Thus information must come from reliable source and be cross checked to ensure the accuracy, and if the source is reliable, managers and supervisor are in an organisation or local government directory, then the information should be reliable.

Ref: Class discussion 8/2/21

The information can be conveyed in various ways face to face communication, telephone, email, letter, brochures and pamphlets or fax. For we to know the options information given are understood by the client, we can ask the client to give us a confirmation, repeat the information or ask family members for the thing.

Ref: Participant guide pg 37

Elisa can be supported to develop a person centred individualised plan to participate in community, support worker should ask Elisa question of what her interests are, if unable to answer questions, her advocates, family member can answer questions, this process will provide information about the client needs so they can be used with the best care option plan.

Ref: Participant guide pg 39

Their support Elisa needs in order to participate in community life, she might first require a grief counselling to deal with the loss of her mobility and way of life Ref: Class Discussion 8/2/21

Sport welcome might assist Elisa by finding out what she is interested in and working with her to find activities an group that foster those interests. She might be in time encouraged to act as a consultant to local tennis team or attend anywhere she can reconnect the professional tennis environment so that she might have a fulfilled life.

Current philosophes are 1. strength based practise which focuses on the individual person 2. active support 3. social model of disability 4. lifespan development 5. access an equity, confidentiality and community education

Ref: Participant guide pg 41-47

As a support worker, we should identify her strengths and build on them rather than focusing on her limitations in order to give her sense of independence, organisation should focus Elisa’s individual plan on what Elisa wants to learn and develop on what her needs are, and preferences are rather than on what it is convenient for the organisation to do. They should also actively involve Elisa in the planning an implementation stage of her individualised plan and ensure to encourage Elisa to engage in daily living activities to increase her independence and empowerment and again staff should also be alert to opportunities for Elisa to learn incidentally through the role modelling of other people with severe physical disability. Ref: Class Discussion 8/2/21, Participant guide pg 46

As a support worker increasing Elisa’s skill and competency might give her a sense of independence and empowerment because she would no longer be as dependent on others for her personal needs, and if she also learned vocational skills she could be powered to find a job which in turn might help increase her self esteem.

Ref: Class Discussion 8/2/21

As a support worker, staff my analyse the task and break it into smaller components such as preparing for a shower, transferring to a shower chair, the actual shower, drying, dressing, and transfer, staff might use prompting and reinforcement with verbal feedback encouragement, she become more confident and competent with the task.

Ref: Class Discussion 8/2/21

Internal motivators might include a desire to be less dependent and to feel proud of yourself. External motivators might be praise and encouragement from others an rewards such as going out for dinner for achieving milestones and encouragement from family and support workers that she is doing well. support groups can be used to encourage Elisa to participate in them. Demotivators might be depression, feeling overwhelmed by a task, feeling tired or pressured by staff. Ref: Class Discussion 8/2/21

As a support worker, you should know the right of the client when delivering services, it is important for them to be part of the decision making concerning their care plan, they know themselves better, it is a person-centred care, they are an expert on what they like in what is likely to work best for them. Before selecting an option, the client should be given clear examples and explanation of each so they can have full understanding of what is involved in making informed decision. If the staff pressures them to choose an option they think they should select, the client might not engage in the service. Ref: Participant guide pg 52

We can determine if the program is delivered within budgetary framework, with use of budgetary and management control document it is listed of all the programme expenses. Checks should be made regularly to ensure the amount being spent are over or within the budget. Stating the real cost spent on each item in that is paid for. Projected costs are the estimations for each expense item and once identified they are added together to develop an estimation of the total cost of the program according to the number of clients that is involved, also small cost expenses in a few areas can also be recorded, when added it will be major expenses.

Ref: Participant guide pg 53

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Staff to be trained on how to deal with seizure start to have mobile phone to call help when needed get specialist involved

client choose time to shower, staff should be there available to assist shower him, at the time of shower, if Joe assess that he can be trained not to be dependent on staff , during the shower training be provided. Cheque for medication provided common need to be reviewed, to have appropriate medication to control the seizures as quick as possible. training will be required. Provides staff training on epilepsy epilepsy sufferers can be proactive in controlling the condition

Can be encouraged to join support groups where he can meet people suffering from the same problem. Encourage Joe about epilepsy and to ask questions of concerns he might have

The best way to support worker to implement individualised plant effectively is by teamwork . When staff work together as a team they can cooperate, be proactive and implement strategies that make a difference, because teamwork is ensure the plan is implemented effectively and consistently. Affective team members support each other verbally by praising, listening, encouraging, providing feedback, sharing knowledge and discussing ideals and issues and share workload. When worker is working as a team they can cheque the progress of the plan by constantly monitoring, reviewing and comparing notes, they can help each other to identify the improvement, knowledge and skills open discussion of any problem, create a positive and supportive environment for workers to implement plans. Ref: Participant guide

Factors that should be taken into consideration are 1. cost - benefit ratios 2. the range and level of available support 3. the social qualities of the aids 4. the functional qualities of the selected aid, of how it can be used, how it works. 5. The nature of the disability requiring assistance 6. the degree to which aids will help them participate in a more functional, fulfilling life

If a staff member is limited regarding the devices or aid, should consult professionals 1. speech pathologist 2. occupational therapist 3. physiotherapist 4. disability specific agencies 5. psychologist 6. community nurse Ref: Participant guide

The factors to be taken into consideration, service providers can offer information about adaptation which might bring awareness to the community building owner the need for such adaptation. They should provide contract details so that employer, educational institutions, leisure and recreation providers can have accurate instruction, advice to ease the installation cost And when identify aids, staff should liaise with professionals to our experts in this area. Internal and external consideration of the building to which accesses necessary should match the environment and be suitable to the needs of a person with a disability in order to provide a comfortable, safe and healthy environment.

The types of support devices that might assist Michael communication, is 1. menu signs such as manually created language signalling exact English, use in conjunction with speech 2. unaided AAC system include facial expression, vocalisation, gestures and signed language system. 3. An AAC aid either electronic or no electronic that is used to transmit or receive messages such as communication books or voice output devices using symbols such as photographs, line drawings, words or letters

Ref: Participant guide pg 66 - 67

Before arrangement is made you and the client should also discuss and see what his interests are, and discuss with staff at tafe, the client specific needs with attention to the learning requirement and the support they might need to give, will they be able to access support in learning how to use available technology, is the technology set up so that it can be used by client, taking into account specific disabilities. You as a support worker you should also consider what counselling and learning supports were available and whether literacy or numeracy assistance would be readily available if required. The client should be given time to decide whether they want to go ahead with enrolling at the tape or not. staff must be able to access the environment for adequate space to use mobility aids, if not there should be installation of grab rails to assist with transferring two seats, baths, toilets and so on, there should also appropriate surface to use mobility an on ramps for access using mobility aids.

Ref: Participant guide pg 70-71

It is important to recognised client own limitation in this way they will be able to provide client with reliable, accurate and current information about what is available, how it can be used, and how it can benefit the client, they must also recognise their own limitations in addressing issues related to both the environmental adaptations an assistive device. Staff and service providers can make recommendations and offer different options to the client, they should refer to expert and seek advice when necessary.

Ref: Participant guide pg 73

the three adaptation that might be necessary in Chris home are as follow Speech therapist might be required in Chris’ home according to the scenario he had traumatic brain injury comma which affected his speech comma with help of professional Chris might be learning gradually how to talk again. Chris might need developed a basic sign language to communicate with Chris, family should provide one instruction at a time in a simple and easy to understand format, staff will have to assist him in all these processes. These result in reduced capacity to comprehend environmental feature learn task, accurately process information and concentrated. Ref: Participant guide pg 75

As a support worker Chris might require family member or career to follow him when he attends important appointments. This person could help by assisting Chris with his communication or by explaining things to him. Care must be taken, however that Chris does not develop or live in a hopeless situation where he relies on other people and does not try to improve his communication, it might be difficult for Chris to communicate in job interviews, or even with his friends, Chris close friends might choose to participate in developing and learning a signage system or a type of communication process that will enable Chris to participate in a conversation. Supported employment option should be explored increase should be encouraged to continue with sporting activities, less energetic than football so that he can continue to be active, fit and to feel that he is still able to participate in sport activities. Ref: Class Discussion 15/2/21

Vision impaired person pass = can receive free travel on public transport. Can be accessed through transport NSW service Ref: https://transportnsw.info/tickets-opal/ticket-eligibility-concessions/peoplewith-disabilities

Plus attendant pass = The person supporting client on the trip travels for free if their concession card or Opal card is marked 'plus at...