CHC52015 Case Management Workbook 4A:- Working with Clients Case Management
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Assignment Details:-
- Topic: Case Management Part 1: Working with Clients
- Words: 3000
THE UNIT OF COMPETENCY
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit(s) of competency from CHC52015 Diploma of Community Services:
CHCCSM005 – Develop, facilitate and review all aspects of case management
- Determine appropriate response to case management in accordance with organisation and legislative requirements
- Conduct case management meetings
- Develop an appropriate case management plan
- Monitor and review case work activities and processes
CHCCCS004 – Assess co-existing needs
- Prepare for assessment
- Analyse the person’s needs using a collaborative approach
- Determine appropriate services
- Complete reporting
- Evaluate assessment and referral process
CHCCSM004 – Coordinate complex case requirements
- Establish coordination function
- Support the client to access multiple services
- Monitor client progress
CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students 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.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
- Performance Evidence
- describes the subtasks that make up the element of the unit
- Knowledge Evidence
- describes the knowledge that must be applied in understanding the tasks described in the elements
- 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 | CHCCSM005 | CHCCCS004 | CHCCSM004 |
Written questions | X | X | X |
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
- Case studies and simulations
- Information about work activities, as necessary
The student to provide:
- Computer with:
- Internet access through Google Chrome or other internet browsers
- MS Word or equivalent applications
- Adobe Acrobat Reader
- Access to legislation and protocols relevant to the community services industry, social work and case management, including codes of conduct, practice standards, eyc.
KNOWLEDGE ASSESSMENT
1. Match the following description to the correct models of case management by writing the corresponding letters on the spaces provided:
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Assertive community treatment case management | ||
Brokerage case management | ||
Clinical case management | ||
Generalist case management | ||
Intensive case management | ||
Strengths-based case management |
2. Briefly explain the Case Management Approach diagram shown below.
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3. Match the following description to the correct approaches to service delivery by writing the corresponding letters on the spaces provided:
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Needs-based | ||
Person-centred | ||
Rights-based | ||
Strength-based |
4. Illustrate the requirements of evidence based practice using a Venn diagram.
Guidance: a. Click on this resource to read more about Venn diagrams. b. Hold down the Ctrl key as you click on the icon below to access the template. c. Download the blank template and illustrate the requirements of evidence- based practice Venn Diagram. d. Save the file. Use the filename: [Last Name]_[First Name]_Evidence Based Practice Venn Diagram e. Submit the file along with this workbook according to the instructions in the Evidence to Submit section of this workbook. |
5. Briefly explain the application of each contemporary behaviour change models and provide two (2) examples of general interventions used in case management. | ||||
Behaviour Change Model | Application | Interventions | ||
Trans theoretical Model | ||||
Relapse Prevention Model | ||||
Ecological Approaches | ||||
6. Which three (3) statements below are true about the scope and purpose of the Case Management Standards of Practice (Australia)? | ||||
Standards of practice are designed to enhance case management practice. | ||||
Standards of practice are intended to detract from any responsibilities which may be imposed by law or regulation. | ||||
Standards of practice provide a basis for quality guarantee, expectations and accountability for clients, employers and other professionals. | ||||
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Standards of practice reinforce current practices and are designed to provided objectives and guidelines to assist the case manager in competently practicing case management. |
7. Briefly describe the following types of assessment and their use in different contexts.
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8. Explain the role and responsibilities of the following who may be involved in the assessment process:
Guidance: Provide at least two (2) responsibilities for each. |
9. Which three (3) statements below are true about the impact of the setting to the assessment process? | |
It is important to establish and maintain rapport throughout the assessment to help the client feel comfortable and receptive to assessment. | |
|
It is not appropriate to conduct and complete the assessment in a client’s home as this may inconvenience the case manager and make him/her uncomfortable with the unfamiliar environment. |
Maintain client’s focus and take care that the interview remains on track to obtain the necessary information by minimising outside distraction and noise. | |
The assessment must be conducted in a comfortable room that is private to ensure that confidentiality can be maintained and that others cannot hear the conversation. |
10. Answer the following questions:
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a. Functions of assessment tools |
b. Examples of assessment tools |
c. Validity and reliability requirements |
11. Briefly describe the following methods of collecting information:
a. Self-reports b. Informant reports c. Health records |
a. Self-reports |
b. Informant reports |
c. Health records |
12. Mandatory reporting requirements and format related to community services:
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State/Territory:
Legislation: |
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Who is mandated to report? | What must be reported? | Abuse and neglect types which must be reported | |
Reporting template used in your state/territory
Link: |
13. Briefly explain the following legal and ethical considerations that must guide the
case manager’s assessment practice:
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14. Identify two (2) risks of harm and your responsibilities relating to duty care as a case manager for:
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a. Children and young people | ||||
Risks of harm | Responsibilities | |||
b. People with a disability | ||||
Risks of harm | Responsibilities | |||
c. People experiencing domestic violence | ||||
Risks of harm | Responsibilities | |||
d. A situation of elder abuse | ||||
Risks of harm | Responsibilities | |||
e. Someone contemplating suicide | ||||
Risks of harm | Responsibilities | |||
15. Answer the questions below:
|
16. Complete the table below by providing the:
of the following diverse client/population: a. Aboriginal and/or Torres Strait Islander people b. children and young people c. culturally and linguistically diverse (CALD) d. lesbian, gay, bi-sexual, transgender, intersex (LGBTI) e. older people f. people experiencing or at risk of homelessness g. people with a disability |
Aboriginal and/or Torres Strait Islander people |
|||
History | Protocols & systems Guidance: Provide at least three (3) cultural protocols & systems that may apply when working with ATSI people. | Considerations
Guidance: Provide at least three (3) things workers need to consider when working with this group. |
Special needs
Guidance: List any needs that may relate specifically to the ATSI people, i.e., support, type of services, etc. |
Children and young people |
|||
History | Protocols & systems Guidance: Provide at least three (3) agreed protocols for collaborative practice in child protection. | Considerations Guidance: Provide at least three (3) things that workers need to consider
when working with children and young people. |
Special needs
Guidance: Provide at least three (3). List any needs that may related specifically to children and young people, i.e., support, type of services, etc. |
**No need to fill out this column |
Culturally and linguistically diverse (CALD) |
|||
History | Protocols & systems Guidance: Provide at least three (3) that may apply when working with culturally and linguistically diverse
individuals. |
Considerations
Guidance: Provide at least three (3) things workers need to consider when working with CALD individuals. |
Special needs
Guidance: Provide at least three (3). List any needs that may related specifically to working with CALD clients. |
Lesbian, gay, bi-sexual, transgender, intersex (LGBTI) |
|||
History | Protocols & systems Guidance: Provide at least three (3) that may apply when working with LGBT individuals. | Considerations Guidance: Provide at least three (3) things that workers need to consider
when working with LGBTI individuals. |
Special needs
Guidance: Provide at least three (3). List any needs that may relate specifically to working with LGBTI clients. |
Older people |
|||
History | Protocols & systems Guidance: Provide one (1) prevailing protocol in your state/territory that responds to the
service needs of older people. |
Considerations Guidance: Provide at least three (3) things that workers need to consider
when working with the elderly. |
Special needs
Guidance: Provide at least three (3). List any needs that may relate specifically to working with older client. |
**No need to fill out this column | State/territory: Protocol/systems: | ||
People experiencing or at risk of homelessness |
|||
History | Protocols & systems Guidance: Provide one (1) prevailing protocol in your state/territory that responds to the service needs of people experiencing
or at risk of homelessness. |
Considerations Guidance: Provide at least three (3) things that workers need to consider
when working with people experiencing or at risk of homelessness. |
Special needs
Guidance: Provide at least three (3). List any needs that may relate specifically to working with people experiencing or at risk of homelessness. |
**No need to fill out this column | State/territory: Protocol/systems: |
People with a disability |
|||
History | Protocols & systems Guidance: Provide one (1) prevailing protocol in your state/territory that responds to the service needs of people with
disability. |
Considerations Guidance: Provide at least three (3) things that workers need to consider
when working with people with a disability. |
Special needs
Guidance: Provide at least three (3). List any needs that may relate specifically to working with people with a disability. |
**No need to fill out this column | State/territory: Protocol/systems: |
17. Briefly explain the common service requirements of community care providers in your state/territory. |
State/territory: |
Common service requirements: |
18. Briefly explain the following aspects of community services:
|
19. List three (3) examples of each of the following as they apply to Community Services in your state/territory:
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20. Funding for organisations can be accessed in a number of ways. Briefly explain the following:
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21. Identify three (3) occasions when a service may need to refer a client to another service provider. |
22. Explain the following formal processes used in case management for information sharing and planning?
|
23. What are the relevant documentation protocols/requirements observed by Community Services case managers? |
24. What are the strategies used by a Community Service organisation in monitoring and reviewing case work activities and processes. |
25. What are the rights of the client, family, community, and organisation in the decision-making and case management process? |
The rights of the client: |
The rights of the client’s family: |
The rights of the community: |
The rights of the organisation providing services: |
26. What are the requirements and boundaries of a case manager’s coordination role in the community services?
Guidance: Provide at least five (5). |
27. Every individual has their own value system which may have an effect on the case management process. Briefly discuss how the individual value systems of the client and workers/key stakeholders can impact on case management outcomes. |
a. Client |
b. Worker and key stakeholders |
28.In 150 words, summarise the principles and practices 0f planning for individuals with complex needs. |
29. In 150 words, summarise the principles and practices 0f working across multiple services. |
30. What are the issues/concerns/barriers that may cause client confusion when they are accessing multiple services? |
31. What are the issues faced by clients, their family and carers when accessing multiple services? |
32. What are the impacts of service duplication to clients, families and carers? |
33. Identify and explain at least three (3) impacts of generational abuse to individuals who have experienced this. |
34. What are the impacts of welfare dependency to individuals? |
35. What is the basic feature of multiple and complex needs affecting client groups? |
36. In 150 words, describe the impact of having clients with multiple and complex needs to community service organisations and service providers? |
37. Chris is a 24 year old male who was first diagnosed with anxiety and depression during high school. He has been diligently visiting his psychiatrist and attending therapy sessions ever since. But, he stopped seeing his psychiatrist and therapy sessions when his mother passed away last month.
Over the past few weeks, Chris’ family and friends have noticed increasingly bizarre behaviour. On many occasions, they’ve overheard him whispering in an agitated voice, even though no one is nearby. At the supermarket where Chris works, his supervisor has already warned him that he might lose his job due to an incident with a male customer. There were a number of that he has arrived at work appearing to be under the influence of alcohol/drugs. |
a. What are the complex issues that Chris might be experiencing? |
b. What are the potential interrelationships between the complex issues you have identified? |
c. In this scenario, what are the indicators of imminent self-harm or harm to others?
Guidance: Provide five (5) for each. |
Indicators of imminent self-harm |
Indicators of imminent harm to others |
38. You have received a call from an anonymous neighbour of Leticia Thompson. The caller did not want to give her name because she did not want to be involved but reported being concerned about her neighbours. The caller reported that the family’s home is just across the road from her house.
Two nights before, the neighbour heard banging, crying, and shouting. Last night, the caller heard Paul, Leticia’s husband, shouting and cursing at the children, and had heard more crying. This morning, the neighbour bumped into Leticia and noticed that she had a black eye that was badly concealed with makeup. The caller greeted Leticia’s two children who were with her, Amber (4 y/o) and Aaron (1 y/0), and noticed that there are bruises and welts in the children’s arms. When the caller tried to talk to Amber and Aaron, the two hid behind their mother and would not speak. When you checked the Thompson’s family records, Paul had already been charged with domestic violence in a previous relationship. |
a. What are the issues that Leticia and her family might be experiencing? |
b. What are the potential interrelationships between the complex issues you have identified? |
39. Philip, 36 years old, married with two children, has been working as a delivery driver for a large food service distributor for four years. One afternoon, Philip’s company notified him that it was laying him off along with more than a hundred employees.
He searched aggressively for jobs in the newspaper and online but could not secure a position. His self-esteem fell, and he became depressed. Philip was so demoralised by the loss of his job that he started to drink more often. The drinking became regular and so did the fights with his wife. The fights became so physical that his wife left him, took the children and moved in with her parents. About six months after losing his job, Philip stopped receiving support from Centrelink as he was not actively looking for a job. He was evicted from the apartment because he was unable to pay the rent. Family and friends allowed him to stay with them but his heavy drinking and anger issues got worse, and his hosts always asked him to leave. When Philip ran out of people to stay with, he found himself without a place to stay for the night and started sleeping at the park. |
a. What are the issues that Philip might be experiencing? |
b. What are the potential interrelationships between the complex issues you have identified? |
40. Danvir, a 9 year old boy, is often teased by his classmates because he wears a turban and has a long hair. They call him a girl, saying he shouldn’t go to the boy’s restroom, and threatens to cut off his hair. Unlike other mums, his mum had sent a letter to the school to explain their family’s faith.
Danvir and his family are Sikh, and confusion about their religion has led to bullying in the past. Each new school year seemed to bring Danvir more tears and frustration. Danvir has told his parents many times that he does not want to go to school anymore because “everybody is being mean”. |
a. What are the issues that Danvir might be experiencing? |
b. What are the potential interrelationships between the complex issues you have identified? |
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