CHCDIS001 Contribute to Ongoing Skills Development Using a Strength-based Approach Assessment-2 Case Study Help Final Assessment-2
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ASSESSMENT 2: RESEARCH PROJECTS/CASE STUDY
Read the instructions below before commencing this project:
- This is a takeaway assessment that can be prepared in your own time out of
- You are required to research the following topics and answer the questions within each topic
- Make sure you write clearly and legibly
- The length of the answer is indicated by the instructions for each task
- Your assessor will provide you with timeframes to complete this assessment
- It must be your own work
- Attach additional A4 size papers to complete your responses, if the given space is not sufficient
Read the following case scenario:
Case Study One – Marie and Cheryl
Marie has vision impairment as a result of an industrial accident two years ago. Twelve months ago Cheryl set up a person-centred plan in collaboration with Marie that includes a skill development plan. Marie has been having trouble adjusting to her vision impairment; she is experiencing difficulty finding her way around and has asked for assistance to become more skilled in navigating unfamiliar spaces.
Under the plan, Marie’s main goal is to regain her independence so she can return to her work as a translator of English, Italian and French. Her plan initially includes receiving some home care, rehabilitation training and some occasional assistance to access the community. Her priorities are to learn to use a guide cane and then progress to having a guide dog.
Cheryl organises a referral to an organisation that specialises in retraining people with vision impairment. Marie enrols informal training to learn independent living skills and how to use a cane.
Once this is achieved she will be put on the waiting list for a guide dog. Cheryl briefs the
organisation’s trainer on Marie’s needs and prepares information for the support worker, Brian, whom she assigns to Marie.
Brian comes to Marie’s house twice a week to provide home care. Although she is initially cautious of him, after a while Brian and Marie start to get on well. One day Marie asks Brian to help her rearrange her clothes in the wardrobe so all the dark colours are at one end and the light ones are at the other end. Brian says it sounds like a great idea and assists Marie to rearrange things. He then works with her to help her identify which is which by touch. Brian says, ‘Feel the surface. Is it wool or cotton? Is it hanging with the dark or light colours?’ This helps Marie identify her clothes.
Marie asks Brian to go shopping with her to help her buy some new clothes. She wants to have lots of blacks as it will go with anything. Before they go, Brian shows Marie how to measure her notes with a device that can distinguish currency by the size of the paper. Once they have measured the notes, Brian shows Marie how to fold the $20 notes in half and the $50 notes at a diagonal so she can tell the difference when she goes shopping.
Q1: How do Cheryl and Brian collaborate with Marie to identify skill development opportunities?
Q2: How does Cheryl collaborate with others to identify skill development opportunities for Marie?
Q3: Describe two local community education opportunities Marie could participate in, and their potential use in capacity building?
Q4: Explain who Brian could make a referral to if Marie wanted to develop skills in preparing nutritious meals for herself, and why a referral would be necessary?
Q5: How could Brian identify a range of learning strategies and opportunities that most appropriately address Marie’s skill development goals?
Case Study Two – John and Casey
John is a person with an intellectual disability. He has recently gained part-time employment at the local library where he is responsible for collecting returned books and placing them back where they belong on the shelves. John needs things to be organised and placed in alphabetical or numerical order where possible, and because of this, he is very proficient in his role.
Casey is the disability support worker who has been assigned to John. She meets with him twice a week in his home to monitor and discuss his skill development plan. One day, John excitedly tells Casey that a new position has opened up at the library for a records management assistant. The role involves maintaining, securing and distributing records kept in the library’s historical archives. John tells Casey that he wants to apply for the role as it offers more working hours, a higher salary, and would mean a promotion for John. Casey agrees to help John update his résumé and formally apply for the role. Casey also makes enquiries with a Registered Training Organisation to discuss the possibility of John completing a vocational course in records management.
Q6: How could Casey use a person-centred approach to develop formal ongoing skill development activities for John?
Q7: Identify the relevant personnel that Casey should consult to develop formal ongoing skill development activities for John?
Q8: How should Casey document ongoing skill development in John’s individual plan?
Case Study Three – Katie and Sasha
Katie was born with congenital amputation. She has no legs and must rely on a wheelchair for mobility. Katie has recently completed high school where reasonable adjustments were made to ensure she enjoyed a safe, fair and equitable secondary education. Katie was supported by the school’s disability support worker, Aaron, who developed and maintained an individual plan outlining
the person-centred care and support provided to Katie from grade 7 to grade 12. Katie completed her year 12 certificate at the top of her year group and has been accepted into a university 100 kilometres from her home to study medicine.
Katie and her parents meet with Sasha, a disability support worker employed by the university, to
discuss how the university can accommodate Sasha’s needs and make adjustments to ensure she has access to the same services and treatment as all other students. Sasha works with Katie and her parents to develop an ongoing skill development plan that will help Katie adapt to university campus life and assist her to live independently in the university’s wheelchair accessible student housing facility. Sasha introduces Katie to Denise, the student housing manager, and Marcus, the faculty of medicine coordinator.
Q9: Identify the colleagues and relevant others whom Sasha must inform and support to implement Katie’s ongoing skill development plan?
Q10: How could Sasha ensure that Katie’s ongoing skill development plan is in line with her individual plan from secondary school?
Q11: How could Sasha identify the equipment and resources Katie requires to achieve the learning objectives set out in her skill development plan?
Q12: How could Sasha inform others of changes to skill development outcomes in Katie’s individual plan?
Case Study four – Chad and James
Chad is a person with cerebral palsy. Chad lives alone and is visited once a week by James, a disability support worker. It is important for Chad to maintain an active lifestyle. One year ago, Chad and James worked together to develop an ongoing skill development plan that included Chad’s learning objective of exercising for 30 minutes per day.
James sought specialist advice from an exercise physiologist and an occupational therapist to create an exercise program for Chad relative to his abilities. Chad’s goals are to improve cardiovascular conditioning, increase strength, encourage flexibility, maintain healthy body weight, and balance blood pressure and cholesterol levels. Not only does Chad walk for at least 30 minutes per day, but he also attends aqua therapy classes twice a week.
In addition to his exercise program, Chad would like James to help him develop a balanced diet plan
so he can spend every Monday preparing healthy, nutritious meals for the week. James tells Chad that he will organise a registered dietitian to help with meal planning, diets and food preparation tailored for Chad’s needs and preferences.
Q13: Describe three reasons why James might need to review Chad’s records in order to evaluate the effectiveness of his skill development plan?
Q14: What process could James follow to evaluate the effectiveness of Chad’s ongoing skill development plan, use Chad’s records and update the plan to meet Chad’s changing needs?
Q15: Explain two types of ongoing skill development opportunities (outside of formal training) that James could identify for Chad?
Case Study five – Jenny and Sven
Jenny is a person with an intellectual disability. She has recently moved into a group home with four
other people with physical and intellectual disability. Jenny meets with her disability support worker, Sven, twice a week to discuss her care and support needs and carry out skill development activities that form part of Jenny’s individual plan.
Jenny is employed at her local supermarket where she is responsible for maintaining and restocking the fruit and vegetable section. Jenny enjoys her job and confidently answers questions from customers about fruits and vegetables available at the store. Jenny’s manager is so impressed with her diligence and commitment to her job that she has decided to support and pay for Jenny to complete a Certificate III in food handling through an accredited on-the-job training program. Jenny’s manager speaks to Sven about the opportunity and he immediately discusses the idea with Jenny. Jenny is thrilled and tells Sven she would like to enrol straight away.
Sven includes the vocational course in Jenny’s skill development plan and develops a series of activities that will ensure Jenny can complete her certificate in a fair and equitable manner. Sven coordinates with Jenny, her manager and a trainer who will be observing and assessing Jenny at her workplace, to implement Jenny’s individual plan. Sven plans on providing Jenny with constructive advice and feedback throughout her training and assessment to ensure she stays focused and committed to completing her course.
Q16: Why is it important for Sven to provide Jenny with constructive feedback as soon as possible?
Q17: Identify the relevant people Sven may also need to provide with appropriate constructive advice, to ensure Jenny’s skill development learning objectives are achievable?
Q18: How could Sven encourage Jenny when she takes initiative in learning situations?
Q19: When would it be appropriate for Sven to withdraw his support of Jenny to an appropriate level in order to encourage experiential learning and development?
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