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CHCCCS025 Support Relationships with Careers and Families Project Case Study Answers






Read the instructions below before commencing this project:

  • This is a take away 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 case study, then answer the questions that follow.


Case study (questions 1–9)

Travis is a young career and the primary career for his mother, Trudi, whose condition has begun to deteriorate over the past few months. Some of Trudi’s friends also provide assistance by cooking meals and doing some of the housework. Her friends have come to know her food preferences well and together have developed a menu list for each week to ensure she eats a balanced diet, based around her preferred foods. Travis provides constant supervision and guidance for Trudi, and has an almost intuitive awareness of her emotional and physical needs.


Travis is finding it hard to maintain his social network and keep up with his schoolwork, and is thinking about dropping out of school completely. Bethany provides ongoing support to Travis and his mum, and they have begun talking about longer term options for Trudi to move into an out-of- home care situation and how Travis feels about no longer taking on the full time caring responsibilities for her. Travis often comments that he feels a bit like someone who has grown up before his time and that many of his former friendship group simply don’t understand why he can’t come down to the beach with them at a moment’s notice. They simply don’t realize how demanding care giving is, and why it is important that Travis spend the bulk of his time at home, in case he is needed. Lately, he has noticed that his friends have simply stopped ringing or texting him at all. Travis says that one of his friends has told him it’s just not normal for a young person to be caring for his mother. Bethany listens carefully to Travis and then makes some comments to check she has understood him correctly. They then begin to talk about what he might decide to do in the future.


Bethany shows Travis some information, application forms and eligibility criteria guidelines about an out-of-home residential setting near his home, where his mother might be able to move and which would still allow Travis to visit frequently and be involved in her care. She explains that the service has clear guidelines about eligibility and a strong set of policies and guidelines as well as a code of conduct for workers so that Travis would know that she was being well cared for. There is an open door policy, which means Travis could visit any time, and a strong commitment to encouraging community-based activities to maintain links with friends, family members and the wider community. Travis decides to encourage his mother to consider the option of out-of-home residential care, so he meets with Trudi, Bethany and a manager from the setting to begin discussing the options.


CS Q1: What attitudes, stereotypes, false beliefs and myths should Bethany have identified in this situation?\


CS Q2: Outline the pathway that Trudi will take to enter the service setting and the implications for Travis, her family and her friends.


CS Q3: Outline the impact of the caring role on Trudi’s family, carers and friends.


CS Q4: What knowledge and skills does Travis have that can complement the role of Bethany and the service manager?


CS Q5: Why is it important that Bethany identify everyone’s rights, roles and responsibilities in

this situation?


CS Q6: What are Trudi’s rights, role and responsibilities in this situation?


CS Q7: What are Travis’s rights, role and responsibilities in this situation?


CS Q8: What are Trudi’s friends’ rights, role and responsibilities in this situation?


CS Q9: What are Bethany’s rights, role and responsibilities in this situation?


Case study (questions 10–14)

Giselle is ready to start school and is excited about this new change in her life. Her mother, Gert, is feeling nervous and worried about how Giselle will cope at school. She is concerned that the school will not be able to manage her behaviour effectively and that Giselle will lose access to valuable skills. Patrice meets with Gert and makes sure that Giselle is invited to come in for part of the meeting too. Together they talk about the positive aspects of starting school and Patrice shows Giselle a simple picture book about getting ready for school. She provides Gert with brochures and fact sheets about what to expect during the first few weeks and then, while Giselle is busy reading her new book, they make a list of Gert’s concerns and talk about how they can be managed. They also write down some information from Giselle’s behaviour plan to share with the school so they will be able to implement the same strategies at school as home. Gert suggests some positive strategies such as distraction, regular breaks, quiet times and being alert for triggers, which can all help avoid behavioural difficulties arising as a result of Giselle becoming confused or tired during the day. They write an action plan document to help the school plan for any behavioural difficulties that might arise during the first few weeks.


Patrice invites Giselle to come back and sit with them while they write down and draw pictures to show who Giselle would like to invite to the school to see her in her first assembly on the last day of the first school week. Giselle draws pictures of both her grandmothers, and her mother suggests they also invite her big sister and Giselle’s best friend, Becky, from next door to attend. Patrice also asks Giselle to talk about what helps her most when she is feeling tired or cross, and Giselle suggests that taking her teddy with her in her bag would be a good idea as she can cuddle it if she is worried or upset. She says that she often talks to Becky about problems and that Becky is a good listener. Patrice smiles and says that she thinks it would be great to invite Becky to come over for a play after the first week so they can talk about her week at school.



CS Q10: What strategies does Patrice use to support Giselle and her family to maximise positive aspects of change and transition?


CS Q11: How has Patrice demonstrated person-centred practice, strengths-based practice and active support in this situation?


CS Q12: What strategy has Patrice implemented to work positively with Giselle and Becky?


CS Q13: What strengths-based solution could Patrice use to respond to the possible difficulty of Giselle having trouble separating from Gert on the first few days of school?


CS Q14: How can Patrice support Giselle’s carer, family and friends to maximise ongoing support and involvement in Giselle’s life?


Case study (questions 15–21)

Patrick is the primary carer for Sebastian, a young man who has complex care needs which are extremely time consuming. He needs full time supervision, medication management and must be turned in bed several times a night. Pahalk is a family support worker who initially created an individual support plan for Sebastian and now provides ongoing support to the family. Patrick meets with Pahalk to talk about how the family is coping at present. Patrick tells Pahalk that he is finding the caring responsibilities challenging and that sometimes he gets very cross and angry. He explains that there have been times when he has left Sebastian unattended to go to the pub nearby and play the pokies. He explains that he does not gamble a lot but that it just gives him a short break and some relief from the demands of caring. Pahalk asks what happens when he feels angry at home and Patrick tells him that one day last week he had found himself thinking about hurting Sebastian. He did not hurt Sebastian, but felt extremely ashamed of himself afterwards for even considering it. Patrick then breaks down and tells Pahalk that he is worried about whether he should continue caring for Sebastian at all. Pahalk provides care and reassurance and asks Patrick if he thinks it is still a possibility that he might try to harm Sebastian. Patrick tells Pahalk that he is worried every day that he might do something bad to Sebastian and that he does not know what to do. He asks Pahalk to promise not to tell anyone about what he has said.



CS Q15: How should Pahalk respect the confidentiality and privacy of Sebastian and Patrick?


CS Q16: What are Pahalk’s legal and ethical obligations with regard to confidentiality and

disclosure of information in this situation?


CS Q17: What services could Pahalk have suggested to Patrick prior to this situation developing that might have helped him maintain his care relationship with Sebastian more effectively?


CS Q18: What are the issues that may impact on Patrick’s physical and emotional health and

well being?


CS Q19: Outline Pahalk’s legal and ethical obligations with regard to their work role boundaries

and limitations in this situation.


CS Q20: What information could Pahalk give to Patrick and the family about carer support services?


CS Q21: Give two examples of carer support organisations and resources that Pahalk could provide to Patrick and the family.


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