Project #11309 - community services


What you have to do

You need to complete 14 questions. This assessment will address all elements of competency.

1. Read the case study and then answer the following question:

Pablo is a 28-year-old single man who sustained a serious work related eye injury. He is now legally blind. Prior to the injury he was a welder at a large factory. Describe the possible consequences of this disability for Pablo. ‘Consequences’ means what effect does his disability have on him after the accident. There are six consequence areas you need to consider. (It would be helpful to use headings to answer this question). 2. Read the case study then answer the following questions: Jenny is a residential care worker in a community group home, working with adults with a physical disability. There are three people living in this home, Carole, Maria and John. Carole is 26 years old and has cerebral palsy. She uses a wheelchair and has difficulty speaking. Maria is 21 and also uses a wheelchair. She has paraplegia as a result of a car accident when she was 19 in which the rest of her family was killed. John is 19 with uncontrolled epilepsy and muscular dystrophy. He also uses a wheelchair. The following is a scenario of Jenny working with these three people. As you will see, Jenny has a lot to learn about appropriate interaction with the people she works with. 6.30 am Jenny arrives at the house to assist the residents to get ready for their work day. She lets herself in with a key, without knocking. Manuel, the night shift staff member, reports that there were no problems and promptly walks out the door. Jenny goes straight to the kitchen and makes herself a coffee and lights a cigarette. With the cigarette in her hand, she walks straight into John’s room without knocking and pulls back his sheets and says very loudly, ‘Wake up John!’. Realising he has an erection, she says loudly and in a disgusted tone, ‘Oh for goodness sake John, put that thing away, you dirty old man!’. Then she leaves him with the sheets and blankets pulled back and walks into Maria’s room, pulls back her sheets and loudly tells her to wake up. Then she goes to Carol’s room.

All three residents require a hoist to get out of bed. As Jenny hoists each of them out of bed and into their chairs, she tells them how heavy and lazy they are, that they should lose some weight and stop being so pathetically weak. She leaves Maria hanging in the hoist while she goes and puts the kettle on for another coffee. When everyone is seated at the breakfast table, Jenny groans about how lazy they are and how she wishes she didn’t have to do everything for them. Maria pipes up and says she would like to learn to get her own breakfast but the kitchen isn’t designed for her to be able to reach most things. Jenny says it doesn’t matter, it’s just easier if she does it for them all, and it’s pointless changing things so they can do it themselves because they will never learn anyway. They will always have to be looked after. 8.30 am Jenny helps everyone into the mini bus to drive them to their workplaces. Carole is frantically trying to tell Jenny that she has an appointment but Jenny just keeps nodding, saying, ‘Yes Carole, it is a lovely day’. When they arrive at Carole’s workplace Carole is furious and crying with frustration. Jenny says, ‘Oh stop whingeing Carole, you know you have to work to pay your board. Off you go and have a good day’. John says he would like to cross the road on his own from his workplace. It is a busy road and there are no lights, but Jenny is in a hurry to get Maria to work and to get her chores done back at the house so she can go to the beach. So she tells John OK and drops him off and then she drives off, not waiting to see if he gets across the road. 9.30 am Jenny arrives back at the house and reads the diary that says that Carole had a 9 am appointment with her specialist. Jenny writes a note next to it saying, ‘Carole refused to go to appointment. Threw tantrum when I tried to take her there.’ Jenny also sees a note in the diary that says, ‘New policy that must be followed by all staff regarding lifting residents is in the top drawer of the cabinet’. Jenny ignores the policy, makes herself another coffee and sits and has a cigarette. She then opens the freezer to see what food is in there, decides they can have spaghetti and meatballs for dinner and takes the mince out to thaw. Then she quickly runs the vacuum cleaner over the carpets in everyone’s bedroom, stopping to read Maria’s diary by her bed, and laughing to herself about the fact that Maria thinks she is in love. Jenny chuckles, ‘Wait until I tell the others about this! As if anyone would fall for her!’ Jenny makes an entry into the staff diary saying, ‘A good morning, except for Carole’s tantrum. Everyone is happy’. Then she signs off and leaves, heading for the beach.

a) Write down two pieces of legislation that Jenny has breached.

b) List five of the NSW Disability Service Standards (1993) that Jenny has breached. Provide at least one example for each standard of how she has done this.

c) Identify at least 4 issues of duty of care Jenny neglected from this scenario?

d) Identify at least 4 issues of dignity of risk Jenny ignored from this scenario?

e) What stereotypes about people with disabilities has Jenny demonstrated in this case study?


f) What impact does Jenny’s attitude to people with disabilities have on her work with these clients?

3. Why might people with a disability be denied their basic human rights?

4. What is empowerment?

5. What is social role valorisation?

6. What are the two main strategies for achieving social role valorisation?

7. List four examples of how you could implement the principles of access and equity for your clients.

8. Why shouldn’t you impose your own values and attitudes on your clients?

9. Read the case study then answer the following questions: Morgan is a 23 year old woman who has just moved into supported accommodation service for low support needs where you work as a disability support worker. Morgan has an intellectual disability and cerebral palsy that impact on her speech and communication.

a) List the ways you could identify Morgan’s needs.

b) Morgan and her mother are meeting you for the first time. What effective communication skills will you use at this meeting with Morgan?

c) How might Morgan’s mother be able to help you identify Morgan’s communication needs?

d) How might intellectual disability impact on Morgan’s speech and communication (You will need to undertake further research to answer this question)?

e) How might cerebral palsy impact on Morgan’s speech and communication (You will need to undertake further research to answer this question)?

f) Identify three (3) techniques, devices or aids that could be used to support communication with Morgan. (You will need to undertake further research to answer this question)

Morgan has been living in the supported accommodation for several months and staff have observed that Morgan and another resident, Sandra, are regularly arguing over a number of issues including seating in the car, at the dining table and in the lounge room and Morgan is starting to refuse to be in the same room at the same time as Sandra.


g) Identify a range of communication strategies you would use to defuse one of these potentially difficult situations.

10. Based on the previous case study about Morgan, answer the following questions:

a. For each of the five (5) lifespan development areas i.e. Physical, cognitive, emotional/psychological, social and sexual; identify the types of changes and issues that most women would face at Morgan’s stage of development.

b. Identify and discuss the major influences that may have affected Morgan’s development.

11. Read the case study then answer the following questions: You are a disability support worker in an employment service for people with a disability. One of your clients, Ray, who has an acquired brain injury following a car accident, sees you on a regular basis to improve his employability skills. Ray’s injury impacts on his attention, concentration, memory, problem solving and sometimes he has trouble controlling his emotions. Ray tells you that he relaxes at home with a few drinks every day but can become quite confused and disorientated which makes him very angry and is affecting his relationship with his family.

a) What communication strategies would you use to provide a ‘brief intervention’ for Ray? 

b) How would you show regard for Ray’s individual differences in your communication with him?

12. Read the case study and answer the following questions: Khalil is a 38 year old man with autism and an intellectual disability. He lives at home with his ageing father. Khalil has a number of repetitive behaviours such as checking the curtains are closed on all the windows of the house throughout the day and will only eat vegemite toast with a glass of milk for all his meals. He is non-verbal, easily frustrated and can become very angry and physically aggressive. He becomes very anxious around new people, and doesn’t like going out of the house without his father.

a) What are Khalil’s needs? You need to consider not only his current needs but his likely changing needs given his father is ageing and may not be able to continue looking after Khalil in the future

b) Identify a range of support practices to meet Khalil’s needs.


13. Read the case study then answer the following questions: You are a staff member in a group home where three women who have a physical disability have been living for several months. A man is going to be moving in soon. Although the women have agreed to the man coming to live in the house, they are a bit worried. They know that he can be loud and noisy and needs a lot of attention. They have also been told that he has a temper and can become aggressive if the situation is not managed appropriately.

a) What are the potential risks in this case study? ________________________________________________________________ ________________________________________________________________

b) Describe at least three (3) responses to the potential risks you have identified? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

c) After the man has moved in, he has an angry outburst and hits one of the women. Describe your response to the situation. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

d) What is your legal responsibility to this man in regards to using restrictive and prohibitive practices? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

e) What behavioural and physical signs might indicate that any of the women may be feeling unsafe or abused? _________________________________________________________________



 f) The woman who was hit in the scenario will need ongoing dental treatment as a result of this incident. As she has no family, the NSW Guardianship Tribunal appointed the NSW Public Guardian to be her guardian. What is the role of the public guardian in this situation? ________________________________________________________________ ________________________________________________________________

14. Provide at least five examples each of behavioural and physical indicators of abuse.

Behavioural indicators

Physical indicators


Subject General
Due By (Pacific Time) 08/30/2013 12:00 am
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