CHC52015 Case Management Part II: Working with Peer Case Workers Assessment Workbook 5


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Assignment Details:-

  • Topic: Case Management Part II: Working with Peer Case Workers
  • Words: 5500




The questions in this workbook are divided into two categories: Knowledge Assessment and Case Studies.

The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Case Studies assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment.

Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. If this is not the case, then answer the questions based on processes that should be implemented in your workplace.





The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit of competency from CHC52015 Diploma of Community Services specialising in Case Management:

BSBWOR502 Lead and manage team effectiveness

  1. Establish team performance plan
  2. Develop and facilitate team cohesion
  3. Facilitate teamwork
  4. Liaise with stakeholders

BSBADM502 Manage meetings

  1. Prepare for meetings
  2. Conduct meetings
  3. Follow up meetings

CHCCSM006 Provide case management supervision

  1. Develop and promote practice standards
  2. Support and lead colleagues in case management practice
  3. Provide practice advice on complex cases
  4. Reflect and improve on own supervision provision

CHCMGT005 Facilitate workplace debriefing and support processes

  1. Monitor welfare of colleagues
  2. Conduct structured debriefings following an incident



To complete the assessments in this workbook, candidates need to have access to their learning materials and the internet. The written questions and project may be completed wholly at the student’s home or chosen place of study.



The assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

  1. Performance Evidence
    • describes the subtasks that make up the element of the unit
  2. Knowledge Evidence
    • describes the knowledge that must be applied in understanding the tasks described in the elements
  3. Assessment Condition
    • describes the environment and conditions that assessments must be conducted under

The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:

Units of Competency
Assessment Activities BSBWOR502 BSBAM502 CHCCSM006 CHCMGT005
Knowledge Assessment
Case Studies



Assessor to provide:

  • Information about work activities, as necessary

Candidate will need access to:

  • Computer with internet access and a working web browser
  • Installed Software: MS Word, Adobe Acrobat Reader, MS PowerPoint
  • Access to email
  • Four (4) volunteers who will role play in the Case Studies*
    • Candidate will require their working email addresses for the simulated scenario
    • At least one (1) volunteer will be assigned as minute-taker
    • At least two (2) will participate in a simulated debriefing process
    • At least two (2) volunteers for case management supervision tasks
    • At least (2) other volunteers for case management supervision tasks, to act as senior colleagues

Where possible, these two (2) can be your real co-workers, or workers from the vocational placement centre.

  • Video recording device (e.g. mobile phone, handheld video cam, )
  • Audio recording device (e.g. mobile phone, sound recorder from computers, etc.)
  • Venue where the roleplay scenario for meetings and simulated debriefing can be conducted
  • Pen and paper (for the case studies, optional)
  • Office supplies and equipment which are used in workplace environment
  • Access to legislation, practice standards, codes of conduct and codes of ethics relevant to community services





Part 1: Lead and manage team effectiveness


1.   How can group dynamics support team performance? Give two (2) reasons and explain each.



2.   How can group dynamics hinder team performance? Give two (2) reasons and explain each.



3. List and briefly explain, three (3) strategies that a team leader can implement that would support cohesion, participation and performance among team members.

Guidance: Each response must be no more than 100 words.





4. Explain three (3) strategies that can be used to gain consensus in a team meeting.




5. Identify and explain three (3) strategies that may be used to resolve a conflict between members of a team.




Part 2: Manage meetings


6. Briefly describe each of the following meeting terminologies.
a. Agenda
b. Chairperson
c. Minutes
d. Motion
e. Resolution
f.    Quorum


7.   Identify  two  (2)  types  of  meetings  that  are  conducted  in  organisations  then briefly describe the structure of each using your words.

Guidance: Each response must be no more than 100 words.

Meeting Description


8. Outline the eight (8) steps to follow when arranging meetings in the workplace.









9. Outline three (3) responsibilities of the chairperson before the meeting.




10. Outline three (3) responsibilities of the chairperson during the meeting.




11.  Briefly describe each of the following options for conducting meetings.

Guidance: Each response must be no more than 80 words.

a. Face-to-face meeting
b. Teleconferencing
c. Web conferencing/video conferencing


12. Refer to the Meeting Arrangements Policy of Operation Hope.

Answer the questions in line with the requirements included in the

organisation’s policies and procedures using your own words.

a. Describe the requirements for distributing the notice of the meeting and the agenda.
b. How is the meeting venue booked?
c. Who can chair the meeting?

Guidance: Describe how the appointment of chair is done in general meetings and team meetings.

d. Explain the tasks of the Chair during proposal of motions and resolutions.


13. Identify and differentiate the three (3) formats of meeting minutes.

Guidance: Each response must be no more than 100 words.



14. List five (5) items typically included in the format of a meeting agenda.






15. Explain how the following may impact group dynamics during a meeting.

Guidance: Each response must be no more than 100 words.

a. Personalities
b. Roles assumption
c. Coalitions
d. Leadership



Part 3: Provide case management supervision


16. Briefly discuss how the following legal and ethical considerations are applied in the area of case management.  Think about both the service organisation and individual practice.

Guidance: Each response must be no more than 100 words and must be relevant to the case management supervision. You may refer to the codes and legislation which apply to your State/Territory.

Legal and Ethical Considerations  Application
a. Duty of care
b. Mandatory reporting
c. Privacy, confidentiality and disclosure

Guidance: Include the exceptions

d. Complaints
e. Codes of practice
f.    Codes of ethics


17. In your own words, describe how each of the following supervision practices are applied in community services.

Guidance: Each response must be no more than 100 words.

Supervision Practice Description
a. Group supervision
b. Peer supervision
c. Self-supervision


18. The following are some practice models of supervision in community services. Briefly describe each.

Guidance: Each response must be no more than 100 words.

Practice Model Description
a. Narrative supervision
b. Person-centred supervision
c. Strengths-based approaches


19. How can a worker’s value and belief system impact on the supervision practice in the workplace?

Guidance: Each response must be no more than 150 words.


20.Refer to the Australian Association of Social Workers’  Code of  Ethics. Using your own words, list three (3) culturally competent practices that caseworkers must comply with when working with clients.

Guidance: At least one (1) response must be relevant to working with Aboriginal and/or Torres Strait Islander people. Each response must be no more than 100 words.





21. Explain how the following culturally specific workers can be accessed to assist in providing effective services to clients

Guidance: Each response must be no more than 100 words. You may refer to the policies and procedures from your organisation if currently employed, or from services existing in your State/Territory.

Workers How to access
a. Aboriginal/Indigenous community worker
b. Cultural support workers
c. Interpreters and translators


22. What   are   the   responsibilities   of   case   managers   and   supervisors,   and community workers to minimise or eliminate risk involving their clients? List three (3) for each column below.
Case Managers and Supervisors Community Workers







23. Identify three (3) responses that community service workers can provide for clients who are at risk (e.g. domestic violence, child abuse, homelessness, etc.)





Part 4: Debriefing and support processes


24. List the five (5) steps which must be included in a dispute resolution policy in community services then briefly explain each using your own words. Guidance: Each response must be no more than 100 words.
Steps Explanation


25. List three (3) policies related to the dispute resolution for community service workers and volunteers.




26. Identify three (3) best practice interventions that a trained debriefer must do in a debriefing session.

Guidance: Each response must be no more than 80 words.





27. List the stages in Roberts’ seven-stage crisis intervention model in order.








28.In  your  own  words,  explain  each  of  the  stages  in  Gibb’s  cycle  of  structured debriefing.

Guidance: Each response must be no more than 100 words and relevant to the role of case workers, and listed in the order of stages. Provide examples where necessary to support your response.


29. Caseworkers  experience  issues  in  their  line  of  work  that  can  cause  them excessive stress or burnout. List two (2) physical, behavioural and emotional indicators of these experiences.
Physical indicators



Behavioural indicators



Emotional indicators




30.Explain the impact of each of the issues experienced by case workers below and two (2) possible organisational responses when they experience these.

Guidance: Each response must be no more than 100 words.

Issues Impact to case workers How to respond
a. Excessive stress
b. Burnout
c. Grief and loss
d. Violent or threatening behaviour


31. List three (3) strategies that case workers can utilise to manage their own work- related stress.




32. List two (2) internal and two (2) external referral sources for worker debriefing.
Internal External





33. Answer the following questions about employee assistance programs (EAP).
a. What is an employee assistance program (EAP)?

Guidance: Your response must be no more than 100 words.

b. List three (3) examples of EAPs available in your state/territory.





34. Identify three (3) factors that need to be considered before a debriefing can be conducted. Explain each factor using your own words.

Guidance: Each response must be no more than 100 words.





35. Identify three (3) professional skills required from a person who will facilitate the debriefing process.




36. Refer to this scenario:

One of the community workers in your organisation arrives at the workplace looking anxious and distressed. This worker’s dad who has been hospitalised for a month, has passed away.

List three (3) best practice strategies you should consider when responding to this peer worker.





37. Refer to the Australian Community Workers’ Code of Ethics. Review the responsibilities of the worker then answer the questions following each scenario below.

Guidance: Briefly explain the part of the code which will support your answers.

a. A client who is experiencing depression has expressed to the caseworker the circumstances that brought about their condition. The client asks the caseworker if they could be given a hug so they could feel better. What must the caseworker do?
b. You found out that one of your male colleagues has been inviting your female teenage client to dinners and weekends for some time now. The client does not seem hesitant with the invitation and does not feel anything wrong with the gesture as they see each other after work hours. What should you do?





Instructions to Candidate

This assessment supports the industry requirements of the following units of competency in the community services setting:

  • BSBWOR502 – Lead and manage team effectiveness
  • BSBADM502 – Manage meetings
  • CHCCSM006 – Provide case management supervision
  • CHCMGT005 – Facilitate workplace debriefing and support processes

These case studies are hypothetical situations which will not require you to have access to a workplace, however, you will require access to equipment and resources that can be found in a workplace setting such as computers and record-keeping materials. Your past and present workplace experiences may also help with the responses you provide in each assessment task. You will be expected to encounter similar situations to these in the future as you work in community services setting.

In real life, case managers will be required to lead and supervise teams, and participate in debriefing and support processes for caseworkers in their respective organisations. This assessment will allow you to demonstrate your abilities in managing people in the team in different situations.

For this part of the assessment, you need access to the following:

  • Three (3) volunteers to roleplay as your team members

Guidance: Three members are required for the first case study scenario, and two for the second and third case studies. Volunteers may vary for each scenario but there must always be a ‘team’ present when you complete each set of case study.

  • Video recording device
  • Simulated venue for holding the meetings and debriefing session


Case Study 1: Hope for Refugee Children

Operation Hope is a service organisation delivering to various community care and social services programs in partnership with other service providers and stakeholders. One of the organisations, who often works with Operation Hope, has requested Operation Hope to develop and implement a program for refugee children. These children, along with their families, arrived

in Australia some months ago to escape the conflict-stricken Syria.

You are working as a case manager for Operation Hope and your supervisor, Leia Fisher, assigns you to take lead in the development of this new program. You will be supervising and working with other caseworkers who have previously worked with people from culturally and linguistically diverse backgrounds and those who have worked with children’s cases. Your new team includes:

  • Finn McClelland, a caseworker who has extensively worked in communities
  • Jameela Nazari, a female caseworker who has an Arabic background
  • Sonya Pavlovna, a caseworker who handles children’s cases
  • Pierre Thomas, a regular youth volunteer

To  open  the  project  and  welcome  the  team,  your  supervisor  has  asked  you  to conduct a formal meeting and discuss at least one (1) program that the team will develop and implement with the target group. You must also create a performance plan in the meeting that will be used by the members of the team to ensure the successful delivery of the program. Specifically, your supervisor has requested that you also discuss the following in your meeting:

  • Team purpose
  • Roles, responsibilities and accountabilities of each team member
  • Team performance plan
  • Possible issues, concerns and problems that may affect work performance
  • Processes to resolve performance issues

For this assessment, you will require the participation of three (3) volunteers who will roleplay as your team members in the meeting.

Guidance: Pierre Thomas will not be part of the roleplay in this meeting.


In addition, your volunteers are required to:

  • Receive and sign off documents relevant to the
  • Take the minutes for the

Guidance: Only one volunteer is required to do this.

  • Participate in the meeting including: planning, decision-making and other aspects of the


To guide you in setting up and conducting the meeting, refer to the Meeting Arrangements Policy at Operation Hope. Further guidance will be provided in the succeeding tasks.

Guidance: Ensure that you have briefed your volunteers about the roleplay activity, their roles, and responsibilities relevant to the assessment activity prior to starting.


Task 1: Preparing for the meeting

1. Develop the meeting agenda — refer to the requirements as discussed by your supervisor. Use the template from this link: Operation Hope Agenda.

Save the completed agenda using the filename: CHC52015-Subject 5- Agenda [Candidate’s Last Name, First Name]

You will use this in the succeeding tasks of this case study.


2. Book and confirm the venue for the meeting in this link: Room Booking Schedule

You may refer to this Room Booking Schedule Guide for the availability of rooms.

For this assessment, you must receive a notification in your email with the details of your booking as a confirmation. Take a screenshot of this notification and post it in the space provided.


3. Send a meeting invitation to your meeting participants through Your invitation must include:

    • Time and location of the meeting

Agenda you prepared in Task 1 – Step 1, as an attachment


4. When you have sent the email invite with the attached agenda, take a screenshot of the email with the date when it was sent. Post it in the space


Task 2: Conducting the meeting

1. For a meeting to be effective, it is important to establish protocols before the meeting commences. In the space below, write an email to your team members about five (5) protocols which should be implemented in the meeting you will conduct.

Your responses must specifically include rules on the following:

  • Time
  • Gadgets and electronics
  • Listening and speaking (i.e. presenting motions and resolutions)
  • Taking minutes

Guidance: The protocols you will include here must be implemented during the meeting. There is no need to send an actual email to the participants but you must brief your participants about these protocols prior to the meeting to be recorded.


Roleplay Task 1: Meeting brief

The minutes of a meeting is a documented account of the meeting proceedings and must be filed and distributed to relevant staff according to organisational policy. As the case manager and the person chairing the meeting, you need to assign a minute- taker from among your team.

For this assessment, you will require the following:

  • One of your volunteers who can be minute-taker

Guidance: They will be referred to as their character from the simulated scenario.

  • Copy of the meeting minutes template
  • A video recording device
1. Assign the minute-taker from your three (3) volunteers. Record a 3 to 5 minute video as you brief the minute-taker about the tasks that they need to accomplish during the meeting:

  • Record the date, time and venue (as per requirement)
  • Identify the attendees and apologies of the meeting
  • Take note of discussions, motions, and resolutions discussed
  • Provide a draft of the meeting minutes using the organisation’s
  • template at the end of the meeting.

Guidance: The draft can be handwritten by the minute-taker as long as it follows the sections in the template and accurately documents the proceedings.

The appointed minute-taker must be present in the meeting that you will conduct.


2. Save the video using the filename: CHC52015-Subject 5-MinutesBrief [Last name, First Name] and submit it to your Assessor.


Roleplay Task 2: Chairing the meeting

This part of the assessment will require you to conduct and chair the meeting based from the agenda you have sent in Task 1.

You will require the participation of your three (3) volunteers who will roleplay as your  team  members:  Finn  McClelland,  Jameela  Nazari  and  Sonya  Pavlovna.  The youth volunteer, Pierre Thomas, has informed you two (2) days earlier that he will not be attending the meeting because of a personal task.

Guidance: The assigned minute-taker must be present in the meeting.


You will also require the following for the meeting:

  • Video recording device
  • Pen and paper (for participants and minute-taker, as necessary)
  • Copy of the agenda for each participant
  • Meeting minutes template


Roleplay Task 2 – Part 1: The Program

1.       Facilitate the meeting. Ensure to open the meeting as appropriate, including a roll call of attendees and apologies. Then briefly clarify the businesses to be discussed as included in the agenda.

2.      Discuss the program that your team will be developing and implementing for the local community, considering the target clients.

Guidance: Provide only a brief overview of the program.

3.      Discuss the team purpose in relation with the program. This must be in line with the goals, plans and objectives of the organisation. Refer to this document: Operation Hope Goals, Objectives and Plans

4.      These must be documented in the meeting minutes under “Planned new business”.


Roleplay Task 2 – Part 2: Team Performance Plan

1.       Develop a performance plan for the team which will be used when the planned program is to be implemented. Use this template: Operation Hope Performance Plan

The team must be able to develop:

  • three (3) general goals of the team relevant to program to be implemented
  • one (1) strategy each to achieve each goal
  • two (2) responsibilities of each team member assigned for each goal (all members must have assignments including those not present)
  • one (1) expected outcome of their performance
  • timeframe for each goal to be completed
  • three (3) key performance indicators (KPIs) for the team
    Guidance: KPIs must be relevant only to the program being developed
  • three (3) support strategies you can provide the team as their team leader to achieve the goals

2.      Incorporate in the performance plan, the following details, assuming that these have been provided by stakeholders during your initial meeting with your supervisor.

  • The initial implementation of the program must be set to 30 days.
  • A needs assessment must be conducted as relevant to the program.
  • The team may collaborate with the local community council when requiring resources available within the community.

3.      Discuss at least two (2) issues that can affect the team’s achievement of the goals they have set and at least one (1) strategy to resolve each issue.

4.             The discussion of the performance plan must be documented in the meeting minutes and the performance plan template must be completed.

5.              Save the completed Performance Plan template using the filename: CHC52015-Subject 5-PerformancePlan [Last name, First name]

6.             Submit it to your Assessor at the end of the meeting.


Roleplay Task 2 – Part 3: Documentation

1.       Ensure that you have discussed all the parts of your agenda before the meeting adjourns. Summarise the key points of the meeting.



2.      When done, you must submit the following:

  • Video recording of the meeting
    Save using the filename: CHC52015-Subject 5-FormalMeeting [Last name, First name]

Guidance: The recorded date of the video will be checked by your Assessor. It must be not less than seven (7) business days from the date when you sent the agenda, e.g. if the agenda was sent in 5 March 20xx, the meeting must have been recorded at 14 March 20xx onwards.

  • Draft meeting minutes signed off by the minute-taker
    Save using the filename: CHC52015-Subject 5-DraftMinutes [Last name, First name]

Guidance: If the minutes were handwritten, submit a scanned copy of the draft. It must be in line with the templates for the formal meeting minutes.

  • Performance Plan template (from Roleplay Task 2 – Part 2)
    Save using the filename: CHC52015-Subject 5-PerformancePlan [Last name, First name]
  • A timestamp reference for the video recording
    Save using the filename: CHC52015-Subject 5-VideoGuide [Last name, First name]

Guidance: There is no required format for this submission. This guide will be used by your Assessor to easily find the parts of your video submission. You may use your agenda as guide, e.g. Team performance plan (0:40 – 1:00).


Task 3: Following up on the meeting

1.            Conduct a follow-up on the meeting you facilitated. For this assessment, you need to finalise, store and distribute the documents required for the meeting as required by the organisation’s policy.

2.            Refer to the draft meeting minutes completed during the meeting. Check the document for accuracy of its content based from the meeting conducted. Finalise the document using the organisation’s template for formal meeting minutes. Ensure that these are free from errors and any formatting issues.

Save the final version of the meeting minutes using the filename: CHC52015- Subject 5-FinalMinutes [Last name, First name]

Submit this to your Assessor.

Guidance: Ensure that you keep track of this file as you will need this for the tasks later.

3.            Send a copy of final meeting minutes and the completed and final version of the Performance Plan to the attendees of the meeting. In your email, provide a summary of the outcome of the meeting and inform them that there will be a follow-up meeting after seven (7) days.

Guidance: The follow-up meeting date must be after 10 April 20xx.

Ensure that the documents will be distributed to ALL team members in line

with the organisation’s meeting policy.

For this procedure, you require the email addresses of your participants.

4.           Take and post a screenshot of the email notice you have sent. Specifically, it must contain the following:

    • Date when you sent the documents (in line with the organisation’s

policy for team meetings)

  • Documents attached
  • ALL recipients of the email (including Pierre Thomas)

Summary of the outcomes of the meeting

5.           Collate the documentation of the meeting in a file folder in your computer using an appropriate filename (use the required filenames from the previous tasks):

    • Agenda
    • Final meeting minutes
    • Final performance plan

Guidance: For security and privacy purposes, the organisation does not recommend cloud storage for storing these documents.

6.            Take and post a screenshot of the file folder and its content on the space provided.


Task 4: Policies and Procedures

The program you have developed has been approved by the supervisor and the stakeholders. To ensure that the plan will be successful, you are required to develop policies and procedures that:

  • Ensure team members take responsibility for their own work
  • Ensure that issues, concerns and problems identified by team members are recognised and addressed
  1. Refer to Performance Plan completed in Task 3. You have identified there the roles and responsibilities of your team Write a short policy that will ensure that each member of the team are taking responsibility for their own work. Limit your scope to the assessment and review process for the employees’ performance.
  2. Include processes on how issues, concerns, and problems identified by team members will be addressed.
  3. Use the policy template for your responses.
  4. Save the document using the filename: CHC52015-Subject 5-Policies [Last name, First name] and submit it to your Assessor.



Case Study 2: Fitspire

After the successful delivery of your program for refugee children, your team is assigned to a remote community occupied by Aboriginal peoples. Operation Hope has been working with indigenous and multicultural communities for some time now and most of the programs focussed on improving the lifestyle of community members have been widely participated in.

Your team is working in a program called Fitspire, a fitness program that aims to improve the overall health of Aboriginal adults through regular physical exercise and health education. Based on the assessment conducted in the community, the mortality rate of the Aboriginal adults has increased for the past two years. This is caused by cardiovascular problems, obesity and excessive smoking. The program is set to be completed by 12 weeks and a community follow-up to be conducted once a month at the end of the 12-week program.

Fitspire is now in its fifth week in the assigned community and based from the reports submitted by the team members, some of the goals set within this timeframe were not yet met. Due to the success of the previous program, the team members felt pressured by this outcome. Read the reports about Sonya and Finn’s wellbeing after their latest health check.

You are aware that this would highly affect the team performance and the expected outcome of the program. Your task is to monitor the stress and emotional wellbeing of Sonya and Finn and provide support to address these issues.

Guidance: Before commencing with the assessment, ensure that you brief your volunteers about their roles. Explain with them the scenario and situations concerning Sonya and Finn’s health and wellbeing.


Task 1: Monitoring stress and emotional wellbeing

1.            Download the Workplace Stress Checklist completed by Sonya and Finn. Review the responses they provided and identify two (2) areas where the employees have identified as reasons for workplace stress.

Guidance to the survey score: For items 1-7, count the responses with scores of ‘1’ and ‘2’. For items 8-9, count the responses with scores of ‘3’ and ‘4’. The items with the scores will show the reasons for employee stress at work.

2.            Refer to the organisation’s WHS policies and procedures on workplace stress to guide you in what further actions must be taken in relation to the reports about Sonya and Finn’s wellbeing.

Answer the following questions:

1.   What are the two (2) prevalent workplace stress issues according to the reports from Sonya and Finn?

2.   Based on the issues identified, list two (2)  support strategies provided  by the organisation that can be implemented for the employees experiencing workplace stress.


Roleplay Task: Informal Team Meetings

You need:

  • Two (2) volunteers who will roleplay as Sonya and Finn

Guidance: They will be referred to as Sonya and Finn in this assessment.

  • A video recording device

1.       Facilitate an informal team meeting with Sonya and Finn to discuss about their stress and emotional wellbeing which you reviewed from the reports. In your discussion, identify three (3) strategies which your team can integrate into work practice to minimise recurrence of work-related stress.

Guidance: The meeting must be done separately in accordance with the organisation’s policy.

2.      Ensure to provide feedback to each of your team members to encourage, value and reward their efforts and contributions in the team.

3.      Each meeting must:

a. Be recorded in a video no more than 10-minutes long Save the video using the following filenames:

  • Sonya: CHC52015-Subject 5-MeetingSonya [Last name, First name]
  • Finn: CHC52015-Subject 5-MeetingFinn [Last name, First name]

b. Have documented meeting minutes at the end of each session. Use this template: Operation Hope Meeting Minutes (informal)


Save the meeting minutes using the following filenames:

  • Sonya: CHC52015-Subject 5-MinutesSonya [Last name, First name]
  • Finn: CHC52015-Subject 5-MinutesFinn [Last name, First name]

Submit these.



Case Study 3: Debriefing Session

A team of caseworkers has been assigned by Operation Hope to a drug and alcohol rehabilitation centre. They were specifically assigned to a group of recovering drug users. The members of the recovery group have not yet gone through any therapy or counselling programs.

Two caseworkers, Karl Summers and Eve Carlton, have submitted reports to HR about their experiences in the centre, particularly with a client named Wayne. Refer to the following Critical Incident Report Forms completed by Karl and Eve on three consecutive instances:

  • Report on 06/02/20xx
  • Report on 08/02/20xx
  • Report on 13/02/20xx filed by Karl
  • Report on 13/02/20xx filed by Eve

After the last incident, Eve and Karl were reluctant to return to the centre. Eve said she felt scared and restless, thinking that if they go back, the client could do worse. Karl meanwhile doesn’t want to go back either. He said that Wayne has no chance of recovering. Karl started to become irritated with loud noises and would often become angry when someone keeps asking him questions.

Your supervisor Leia Fisher asked you to facilitate a structured debriefing with the two caseworkers so they could be back on their work as usual. Refer to the organisation’s policy on critical incident debriefing: Operation Hope WHS Policies and Procedures.

Guidance: Before commencing with the assessment, ensure that you have read all the incident reports attached and brief your volunteers about their roles. Explain with them the scenario in relation to the incidents experienced by Eve and Karl.


Task 1: Prepare for the Debriefing

1.   Ensure that you have reviewed all the incident reports completed by Karl and Eve. In the space provided, write  an email to Karl and Eve to advise them  of  the  debriefing  session.  Include  the  date,  time  and  venue  of  the debriefing and a short description of why they must attend.

Guidance: It must be conducted according to the timeline required by Operation Hope’s policy and procedures on Critical Incident Debriefing (CID).

You may refer to this Room Booking Schedule to select the venue of the session.

Ensure that you follow the organisation’s policy about conducting debriefing.

Guidance: For the purpose of this assessment, the debriefing session must have a maximum time of 30 minutes. There is no need to send an actual email.


2.     List at least three (3) ground rules that you will be establishing during the debriefing session.

Guidance: These must be included in the debriefing session you will be recording.


Roleplay Task: Conduct the Debriefing

You need:

  • Two (2) volunteers who will roleplay as Karl and Eve

Guidance: They will be referred to as Karl and Eve in this assessment.

  • A video recording device
  • Staff debrief template


  1. Prepare the simulated venue of the debriefing you will conduct. Ensure that the place will allow you to establish a safe environment as you conduct the session.
  2. Ensure that the volunteers who are roleplaying Karl and Eve are briefed about the incident to help them get through with the task.
  3. Fill out the first part of the Staff Debrief Template which includes the following:
    • Date of debriefing
    • Time
    • Venue
    • Name of debriefer
    • Name of participants
    • Location of incident
  1. List the agenda for the debriefing session. Identify also at least two (2) debriefing techniques that you will use for the participants to assist them in exploring their emotions and experiences to reflect better on the issues involving the

Your agenda must include the following:

  • How the session will start (ensure that the ground rules will be discussed)
  • How the incident will be discussed
  • Debriefing techniques to be incorporated in the session

Guidance: Discuss how this will be done in the actual session.

  • Planned outcomes after the session (you may refer to the Staff Debriefing Template for guidance)
  1. Conduct the debriefing session and record it in the The session must:
    • Be no more than 30 minutes long
    • Be able to provide information asked for in the template
      • It must:
        • Include reflective and ethical practice strategies for future situation occurrence
        • Use appropriate questioning to encourage discussion of concerns
        • Provide support, practice advice and direction to staff involved in line with the policies and procedures of the organisation and professional standards
        • Provide advice to staff involve about the legislative provisions relevant to case management including worker and organisation responsibilities

Guidance: This information will be completed in a separate observer form.

  • Discuss all topics included in the agenda

Utilise the debriefing techniques specified in the agenda

  1. Save the video using the filename: CHC52015-Subject 5-Debriefing [Last name, First name] and submit to your Assessor upon completion of this workbook.
  2. Complete the Staff Debrief Template. Save it using the filename: CHC52015- Subject 5-StaffDebrief [Last name, First name] and submit to your Assessor upon completion of this workbook. The template must be signed by the volunteers at the end of the
  3. Complete the Assessor/Observer’s Checklist included in this workbook which

will be used as basis of your assessment.

  1. At the end of the session, you must be able to identify which staff needs additional

Guidance: You must keep this response for the next task.


Task 2: Follow-up

1.   After  the  debriefing,  during  which  you  have  assessed  that  Karl  and  Eve require additional support, you will follow-up with your supervisor.

Write an email to your supervisor to report about the outcome of the debriefing. Advise them of your assessment about the person requiring additional support and explain why that support is needed. Specify what type of support must be provided for them.

Guidance: There is no need to send an actual email.



Case Study 4: ReachOut Services, Inc.

You  are  Sam  Bruntwell,  a  case  manager  at  ReachOut  Services,  Inc.,  and  your supervisor  James  Glasgow  assigned  to  you  the  supervision  of  two  (2)  new caseworkers in the organisation. The caseworkers are assigned to different clients whom they will be working with.

  • Natalie Collins is assigned to Madvi
  • Tyler Johnstone is assigned to John Takai

You will need access to:

  • Two (2) volunteers who will roleplay as Natalie and Tyler
  • A video recording device

This Case Study section is divided into two sets, one for supervising Natalie, and another for supervising Tyler.

Note: Read through each set of scenario and task to guide you in completing this assessment.

For the purpose of this assessment, ReachOut Services, Inc. is located in your state/territory.


A. Natalie and Madvi


Madvi,  15-years-old  is  from  an  Indian  family  who migrated to Australia five years ago. Their family lives in a local community where most migrant Indians also reside. Madvi’s father, Dinesh, is a trader, but times have   gone   hard,   and   the   family   is   starting   to experience financial challenges. Dinesh has five other children   who   are   still   young,   and   he   is   the   sole provider for the family. Madvi and her second sibling attend school, two others have stopped, and the two younger siblings are still toddlers.

One of the men working with Dinesh told him that if Dinesh lets him marry his daughter Madvi, he would have one mouth less to feed. The offer seems agreeable to Dinesh, and he tells the family about it.

As a typical teenage girl who has been exposed to mainstream Australian culture, Madvi expresses her disagreement with her father’s plan. Dinesh is angered by his daughter’s response and starts to slap and smack her as punishment. Dinesh thinks that his daughter will change her mind; he tells her again in the week that follows to get married to support her family. Madvi still disagrees, both of her parents beat her and do not allow her to leave the house or even go to school.

The teenage girl overhears her parents talk that they have no choice but to ask the man to take Madvi from their home so they could still be married. Madvi is afraid of her parents and calls her friend’s mum, Carol Ford, whom she likes talking with in school. Madvi asks Carol if she could stay in her house. A week later, Carol Ford phones ReachOut Services, Inc., to ask what can be done about Madvi’s situation.


Task 1

1.       Send instructions to Natalie via email to assist her in collecting initial information about Madvi. Consider the following:

  • Madvi had previously called Kids Helpline because she feels that her parents never listen to her.
  • Madvi’s has been visited once by a Child Safety officer over a neighbour’s report that Dinesh beats his children when angry.
  • Madvi likes to talk with her friend’s mum, Carol but never tells her about her father until she runs away.


2.      In your email, inform Natalie that an assessment of the client will be conducted and she must collect initial information to assist them. Your email must specifically contain the following:

  • Organisations and/or key people that she needs to contact to gather information
  • Contact information about the organisation/key people to be contacted
  • At least three (3) types of information that she must collect about the client relevant to the case, in line with the consultation with the key organisations/people

3.      Write your email in the template provided. Refer to the case management plan attached to the next task if you require contact details from other person/s or organisations.

Guidance: There is no need to send an actual email.

Refer to the case management plan attached to the next task if you require contact details from other person/s or organisations. For other contact details required, refer to the services existing in your State/Territory.



Natalie facilitates the case planning meeting with Madvi and Carol. Madvi’s parents were invited via phone call, but they did not want to come. You were unable to attend as well because of other business. Natalie submits to you the following case plan.

After reviewing the case plan, you noticed that the order of goals listed might cause an issue with the client’s family and the potential foster carer. You call Natalie and discuss with her what should be done about the action plans.


Roleplay Task 1

You need access to:

  • A volunteer to roleplay as Natalie
  • A video recording device

Steps to take:

1.       Roleplay a supervision meeting with Natalie.

Ask Natalie about the case planning meeting she facilitated. Consider the following which Natalie tells you:

  • During the meeting, Madvi clarifies that she doesn’t hate her parents; she only feels sad that they always try to ‘get what they want.’
  • Madvi is scared of her father when he is angry. When the Child Safety officer visited their house, she and her siblings told them that all is well in their home.
  • Carol is willing to talk the situation with Madvi’s parents

2.      Discuss with Natalie your analysis and assessment of the case plan submitted. Your discussion must include the implication of implementing this plan they have initially developed.

3.      Advise her on how the case plan can be improved based on your analysis, such as how the order of priorities need to be set for this client.


4.             Recommend one opportunity which can be added to Madvi’s case plan, which includes:

  • At least one (1) agreed on goal for the opportunity recommended
  • An action plan to achieve the goal, including the person responsible and the expected outcome

5.              Inform Natalie that another case conference must be conducted to inform Madvi and Carol of the changes to be implemented in the case plan.

6.             In addition, tell her to arrange a meeting with Madvi’s parents to let them know of the ongoing case with their child. Advise her to contact a multicultural support worker to assist her in communicating with the Madvi’s parents. Provide Natalie with the contact details of one (1) organisation she needs to contact to learn about the cultural protocols relevant to Madvi’s culture.

7.              Record the discussion in a video, no more than 7 minutes long.

Save the video using the following filename: CHC52015-Subject5-Natalie [Last name, First name]



A new case meeting is held with Carol and Madvi. The case plan is modified as follows: CMP-Madvi 2

A month later, you call Natalie to report to you on the client’s case. Natalie informs you of the following:

  • Natalie met and discussed with Madvi’s parents about the situation of their daughter.
  • They were informed about the goals indicated in Madvi’s case plan.
  • The parents were upset about their daughter being placed in foster care, but they agreed to take the parenting and counselling sessions.
  • Madvi was sent back to her parents after two weeks, as her parents seem to have improved during the sessions.
  • Dinesh is still waiting for calls on his employment; this made him frustrated.
  • During a surprise visit to Madvi and her family, Natalie learned that Madvi and her siblings are not allowed by their father to go out of the house anymore.
  • Dinesh rethinks about the offer to have his daughter’s marriage arranged.
  • Natalie suspects that Dinesh is physically abusing the children again, including his wife.

You realise that the case is getting more complex and a case transfer is required — You identify that it would be best to have the children placed under child protection. You also want Natalie to make a mandatory report about this suspected abuse.


Roleplay Task 2

You need access to:

  • A volunteer to roleplay as Natalie
  • A video recording device

Steps to take:

1.       Roleplay a second supervision meeting with Natalie.

Discuss with Natalie the current progress of Madvi’s case plan as specified above.

2.      Advise her on changes that must be added to the client’s case plan, including mandatory reporting. Inform her of your plan to escalate the issue to your supervisor James Glasgow.

3.      Record the discussion in a video, no more than 5 minutes long.

Save the video using the following filename: CHC52015-Subject5-Natalie2 [Last name, First name]


Task 2

1.   In the template provided, write an email to your supervisor James Glasgow and inform him of the current issues concerning your client. Include in your email the recommendations that you have regarding this case as discussed with  the  caseworker  Natalie.  Seek  also  advice  on  what  can  be  best  done about this case.

Guidance: There is no need to send an actual email.


A. Tyler and John


John Takai is a 21-year-old man in Australia, from a Japanese descent. John has been excessively using cannabis since he was 17. He was brought by his sister Jaime to ReachOut Services, Inc. because she wants her brother to be drug-free and find employment.

John dropped out of high school when he was 17, and started using cannabis. He explains that his excessive use is for medication because he often feels upset, and experiences nightmares.

An initial case plan has been developed for John and his case worker, Tyler Johnstone has been transferred under your supervision. Read John’s case plan.


Task 1

1.       In the template provided, write an email to Tyler and instruct him to contact Young and Free Centre, a private rehab centre for young adults and juveniles who are into alcohol and drug abuse. He must consult with them about the cost and type of program that may be provided for the client.

As such, you must provide Tyler with the contact details of the rehab centre. Guidance: Nominate a contact information for Young and Free Centre, including the key person whom the caseworker needs to contact.


2.      Inform Tyler that you will be reporting the information he gets to John and Jaime in a meeting next week. Also, he needs to coordinate with a Japanese interpreter as John and Jaime are having difficulty expressing themselves in English. Provide Tyler instructions on how to do this.

Guidance: There is no need to send an actual email.



Tyler reports during the meeting that he had touched base with the Young and Free Centre.  The  Centre  had  provided  Tyler  with  information  including  the  possible program for John which would cost about $25,000. You inform John and Jamie that this rehab centre is considered as one of the best rehabilitation centres in your area given the high number of success rates. Since the client, John, is yet to be employed, the referral person from Young and Free recommends that John take an in-patient program to help in his quick recovery. This program could last for two to three weeks depending on John’s response to the treatment.

Jamie refuses to approve the rehab service for John because she finds it expensive. John supports his sister’s decision as he feels scared and doesn’t want to be placed in a facility for a long time. The Takai’s did not provide any comments or suggestions for the other Actions in John’s case management plan.

You inform Jamie and John that the case plan will be changed — John will attend therapy sessions three times every week to prepare him for employment.


Task 2

You need access to:

  • An audio recording device

1.       Simulate a recorded conversation with Tyler. Inform him of the changes to be made in John’s case plan. Provide him with instructions on how the changes must be done in accordance with the organisation’s policy and procedures.

2.      Refer to the policy and procedures by clicking the hyperlink.

3.      Your recording must be no more than 3 minutes long.

4.      Save the audio recording using the following filename: CHC52015-Subject5- Tyler [Last name, First name]



John attends therapy sessions with Charlie Dahl, a counsellor from Bayhealth Medical Centre. His therapy sessions will last for six to eight weeks, depending on John’s progression. In his second week, John tells Tyler that he is feeling better now and that he is trying his best not to think of using cannabis, or any kind of illegal drugs.

On his fourth week, John is confident that he is getting over his drug addiction and begins writing about his future plans in his journal. He wants to get a job as soon as possible, to repay his sister’s kindness. He also writes about wanting to teach young kids in their village how to play footy as he’s interested in the sport as a young boy. John seeks Tyler’s help on how this could be done.


Roleplay Task 1

You need access to:

  • A volunteer to roleplay as Tyler
  • A video recording device 

1.       Roleplay a supervision meeting with Tyler.

Discuss with Tyler the current progress of John’s case plan as specified above.

2.      Advise him on the changes that must be added to the client’s case plan. Recommend two (2) action plans leading to the achievement of John’s new goals.

3.      Advise Tyler that these must be added in a revised case plan for John, in accordance with the policy and procedures of the organisation.

4.      Record the discussion in a video, no more than 5 minutes long.

Save the video using the following filename: CHC52015-Subject5-Tyler2 [Last name, First name]



John visits ReachOut Services, Inc. and looks for Tyler. He asks you if Tyler has informed you of his plan to teach footy to kids. You tell him that you have met with Tyler a week earlier to discuss this new plan, and sent a copy to John.

John tells you that Tyler is not answering his calls nor responding to his queries. John feels upset and thinks that he did something wrong, which is why the case worker doesn’t want to talk with him.

You discuss this issue with Tyler, and he commits to meeting John in the following week. Tyler stops coming to work on the week that followed. Natalie, your other supervisee tells you that Tyler doesn’t want to work anymore because he thinks that you are a demanding supervisor and he feels stressed.

You decide to contact John and tell him of the situation and suggests that he will be transferred to another caseworker. John tells you that he does not want to continue with the treatment anymore.


Task 3

You need access to:

  • An audio recording device

1.       Simulate a recorded conversation with your supervisor James Glasgow. Inform him of the following:

  • Two (2) current issues affecting the client
  • Two (2) issues relating to the caseworker 

2.      Seek advice and feedback from James on what actions can be done about these issues, specifically in terms of your supervision skills.

3.      Your recording must be no more than 3 minutes long.

4.      Save the audio recording and submit to your assessor using the following filename: CHC52015-Subject5-James [Last name, First name].


C. Caseworker Training

James Glasgow, your supervisor assigns you to conduct training with volunteers and a new set of caseworkers who will be working at ReachOut Services, Inc.


Task 1

1.       Create a PowerPoint presentation that you will use to conduct training in the workplace.

Your presentation must contain the following points:

  • Two (2) pieces of legislation that they must consider when working in case management

Guidance: You may refer to legislation applying in your state/territory. You may also refer to legislation relating to the Case Study 4 A and B, e.g. legislation relating to when working with children.

  • One (1) current best practice relevant to each legislation specified, e.g. storing client records safely in line with the Privacy Act
  • Two (2) standards of practice that must be applied in the line of work, i.e. codes of conduct, codes of ethics that case workers must consider
  • Brief discussion on the updates of the Mental Health Act, specifically on:
  • The use of mechanical restraints on mental health clients Guidance: For the purpose of this assessment, you will refer to the Mental Health Act (QLD) amendments using this link:
    Mental Health Act Comparison 2000 – 2016
  • Brief discussion on the latest update of the ReachOut Service, Inc.’s Record Keeping policy and procedures.
  • Outline of procedures on how caseworkers can access and consult with:
    • Other caseworkers (specify at least two types of workers)
    • Culturally specific workers


Guidance: Develop procedures on how to access and consult the other workers and culturally specific workers.

  • Organisation processes when collecting information from stakeholders to contribute to continuous improvement. You may refer to this Stakeholder Engagement document.                          

2.   Save   your   presentation   using   the   following   filename:   CHC52015- Subject5-Training [Last name, First name] and submit to your assessor.


Task 2

You need access to:

  • Two (2) volunteers to whom you will present the training material

1.       Present the training material you have created to two (2) volunteers who will be roleplaying as the new caseworkers in your organisation.

2.      Have them complete and sign the Training Checklist provided after your presentation.

3.      Scan each completed checklist and submit to your assessor using the following filename:

  • CHC52015-Subject5-Checklist1 [Last name, First name]
  • CHC52015-Subject5-Checklist2 [Last name, First name]



D. Self-Evaluation

This task requires you to evaluate your performance in terms of the supervision you provided your peers.

For this assessment, you will require the assistance of the two (2) volunteers who roleplayed as Natalie and Tyler.

You also require two (2) other volunteers to take the role of your senior colleagues.

Guidance: Where possible, these two (2) other volunteers can be your real co- workers, or workers from the vocational placement centre.


Task 1

1.       Provide each of your volunteers a copy of the Supervisor Evaluation Form.

2.      Ask them to provide feedback on your supervision skills which you demonstrated during the following roleplay activities:

  • Case Study 4A – Scenario 3 Roleplay Task 2 (Natalie)
  • Case Study 4B – Scenario 3 Roleplay Task 1 (Tyler)

Guidance: Each volunteer must provide feedback based on the roles they took part in.

3.      For the two (2) other volunteers, have each of them watch your roleplay videos specified above. Ask them to provide you feedback based on your supervision skills as they have observed.

Guidance: Assign each volunteer one (1) video to observe.

4.      Submit the completed feedback forms to your assessor using the following filenames:

  • CHC52015-Subject5-Feedback1 [Last name, First name]
  • CHC52015-Subject5-Feedback2 [Last name, First name]
  • CHC52015-Subject5-Feedback3 [Last name, First name]
  • CHC52015-Subject5-Feedback4 [Last name, First name] 

Guidance: Two (2) of the forms must be signed as Tyler and Natalie.


Task 2

1.       Refer to the feedback forms you received from your co-workers (volunteers).

2.      Evaluate your own supervision based from these feedbacks by providing comments under each criteria in the Self-Evaluation Checklist provided.

3.      Identify at two (2) areas of improvement in your own skills as demonstrated, and based on the feedback you received.

4.      Identify at two (2) opportunities for the development of your supervision skills as case manager.



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