STUDENT

ASSESSMENT
BOOKLET
CHC33015
CERTIFICATE III IN INDIVIDUAL SUPPORT

DEMENTIA
Forclassroom-basedstudents

CHCAGE005 Provide support to people living with dementia

Student first name: _________________________________________________________________________________

Student last name: _________________________________________________________________________________

AWTI

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 ©2015RTOAdviceGroupPtyLtd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd. Cover image ©
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ABOUT YOUR ASSESSMENTS

This unit requires that you complete 6 assessment tasks. You are required to complete all tasks to demonstrate
competency in this unit.

Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all 13 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case studies You are to read two case studies and complete the questions for
each
Assessment Task 3: Role play You are to undertake a role play that demonstrates your ability to
determine a client’s needs and provide information of suitable
services.
Assessment Task 4: Project – safety check You are to complete a safety checklist template.

Assessment Task 5: Project – plan and You are to arrange an activity that works towards the goals and
implement an activity wishes of an older person at your work placement facility.
Assessment Task 6: Supervisor report Your work placement supervisor is to complete a supervisor
report that confirms your ability to demonstrate a range of skills
and knowledge relevant to this unit.

Supporting resources

You may like to look at the following websites, books and documents for more information about the topics
related to this unit:
▪
Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
▪
Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
▪
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each
task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the
Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you
submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

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 AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this
before you start any of your assessments.

Have you read and understood what is required of you in terms of assessment? Yes No

Do you understand the requirements of this assessment? Yes No

Do you agree to the way in which you are being assessed? Yes No

Do you have any special needs or considerations to be made for this assessment? If yes, what Yes No
are they?

Do you understand your rights to appeal the decisions made in an assessment? Yes No

Student name: Student signature: Date: ______________

Assessor name: Assessor signature: Date: ______________

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Students: Please fill out this cover sheet clearly and accurately for this task. Make sure you have kept a copy
of your work.

Student to complete

Resubmission? Sufficient/
Assessment Task Y/N insufficient Date

Written questions

STUDENT DECLARATION: None of this work has been completed by any other person. I have not cheated or plagiarised the
work or colluded with any other student/s. I have correctly referenced all resources and reference texts throughout these assessment
tasks. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student name: Student signature: Date: ______________

ASSESSOR FEEDBACK :____________________________________________________________________________

Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to
the office and kept in the student’s file with the evidence.

Assessor name: Assessor signature: Date: ______________

ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:
▪ This is an open book test – you can use the Internet, textbooks and other documents to help you
with your answers if required.
▪ You must answer all 12 questions correctly.
▪ Write your answers in the space provided.

▪ If you need more space, you can use extra paper. All extra pieces of paper must include your
name and the question number/s you are answering.

▪ You may like to use a computer to type your answers. Your assessor will tell you if you can email
them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

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▪ Access to textbooks and other learning materials.
▪ Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?
▪ You will do this task in the classroom or for homework – your assessor will advise.
▪ Write in your due date as advised by your assessor: ______________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do
one of the following:
▪ Answer the questions that were incorrect in writing.
▪ Answer the questions that were incorrect verbally.

QUESTION 1

a) Why are older people with dementia more vulnerable to abuse than those without dementia?
Anywhere, even at home and in care environments, violence will happen. People with dementia are extremely vulnerable
because the condition may stop them from reporting or remembering the violence. Strangers who take advantage of their
cognitive disability can also fall victim to them.
b) List six signs of abuse that could occur with a person with dementia.
The six signs of abuse that can occur with a person with dementia are:
 A symptom of physical assault, negligence or mistreatment can be bruises, pain points, broken bones, abrasions
and burns.
 Unexplained disappearance from daily tasks can be an indicator of emotional violence, a rapid shift in alertness or
unexplained depression.
 A symptom of sexual assault may be bruising around the breasts or the genital region.
 Sudden shifts in economic conditions will result from exploitation.
 Bedsores can suggest negligence, unattended medical needs, poor grooming and unusual weight loss.
 For partners, family members or others, belittling, intimidation or other uses of force may mean verbal or emotional
violence.
c) What would you do if you suspected that a family member was purposefully withholding medication from a
person with dementia?
It is important not to leap to conclusions when discussing cases of alleged elder abuse, since the same
symptom may have several different reasons, one of which is elder abuse. Regardless of the symptoms
and if an action has been performed, the condition must be reported. It will build the case history and help
to justify timely efforts to promote the client's overall well-being. It is therefore important to report to the
senior supervisor and contact the Eldercare Locator alternatively.

QUESTION 2

a) How does the practice of ‘person-centered’ care benefit a client with dementia?
This means that the person with dementia is the subject of our treatment, not dementia. When discussing successful
dementia treatment, this word is used. The person-centered approach respects the individuality, personal experience and
personality of an individual.

b) What are the main principles of a person-centred approach?

 Treating people with integrity and respect by being mindful of personal experiences, interests, opinions and desires
and supporting them. Listening to one another and sharing to design and deliver programs
 The availability of selection and subsequent consideration for choices made. Balancing rights, threats and tasks.
Optimizing the control of an entity by the sharing of influence and decision making. Maximizing liberty through the
advancement of human abilities, desires and skills
 Supporting the sense of self by recognizing the meaning of the past of a person, their perception of today, and their
expectations for the future.

QUESTION 3

a) Caring for people with dementia can be very frustrating and stressful. List two signs that you notice when you
are becoming stressed.
The two signs of being stressed as a caregiver for someone with dementia are:
 Feeling overwhelmed or constantly worried
 Feeling tired all the times
b) What would you do if you found your stress levels were interfering with the way you work?
Workplace discomfort may be minimized by being physically involved. It will also assist by consistently exercising the talents
of a successful age carer. We need time to replenish and adjust to our pre-stress level of working and prevent the
detrimental impacts of persistent stress and burnout. This method of healing involves "switching off" from work and
providing stretches of time where you do not engage in tasks related to work or worry about work..

Question 4
Wandering is a common behaviour of people with dementia.

a) Why is wandering a problem in an aged care residence?

There are several variables in residential aged care facilities that can impact roaming occupants. They include:
 The lack of action will cause the entity to walk around in search of something to do.
 Wandering may be a substitution for social contact.
 Staff paying special consideration to 'disruptive' behaviour
 Loss in personal belongings and souvenirs.


b) What are two physical supports that could be put in place to assist people who are wandering?
Two physical supports that can be put in place to help people who are wandering are:
 Provide physical support
 Provide walking stick

c) What are two social supports that could be put in place to assist people who tend to wander?
Two social; supports that can be put in place to assist people who tend to wander are:
 Walk for a while with the individual and then suggest a rest.
 Ensure that the environment is healthy

d) Why is it important to look at the emotional issues that may be causing wandering?
And their emotional reactions, people with dementia also undergo changes. They may have less authority over their thoughts and how they
communicate them. Someone, for instance, can be irritable, or vulnerable to sudden changes in mood or overreacting to items. They can feel
oddly uninterested or remote in stuff as well. Someone may react to a situation more emotionally than would be expected (e.g. by being
tearful or agitated) because any of their factual memories have diminished or their capacity to think objectively about the situation. Looking
past the phrases or gestures you may see, it is important to look at the emotions that the subject can be attempting to convey. Strong feelings
can be triggered by unmet needs as well. Carers should try to figure out what these desires are and, if possible, fulfill them.

QUESTION 5

a) What are six communication techniques you should use when communicating with a person with dementia?
Six communication techniques while communicating with people with dementia are:
1. Limit distraction: The goal is to find a peaceful and relaxed place to talk. Switch off the Screen or other music that is
playing at home. Try seeking a seat or spot in a quiet corner away from the hustle and bustle while you're in a café,
restaurant, or noisy location.
2. Speak naturally and use gestures: Speaking plainly, easily and in full sentences, while using a relaxed and polite
voice, is crucial.
3. Talk about one thing at a time: Someone with dementia cannot be able to participate in the requisite mental
balancing to sustain a multiple-threaded discussion. The easiest thing is to make things succinct and clear.
4. Use non-verbal cues: Words are not the most effective means to express sense and understanding: in making a
connection, the acts go a long way. You might have more success using nonverbal communication when
dementia is advanced.
5. Be creative: Don't underestimate the influence of smells, singing, and other innovative ways to communicate. For
those in the latter stages of dementia, this could be extremely effective.
6. Understand there will be good days and bad days: While dementia is a chronic condition that progressively
worsens, much as everyone else, persons with dementia would have ups and downs. Enjoy the good moments,
and during the tough days, do your best. Family, family members, community networks for caregivers, and
opportunities for respite treatment may offer emotional help and care as required.

b) How could you adjust the following sentences so they are more positive? The first has been completed for you
as an example.
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 Negative sentence Positive sentence
Don’t sit there – it is too hot. Please watch out, the seat is hot.

You are not allowed in other people’s rooms. Please do not enter in other people’s room.
You can’t go home – you live here now.
This is our new home. We live here now.
You haven’t finished your dinner again.
You need to finish your dinner for your health.
I wish you wouldn’t keep hiding your underclothes. Where have you put them? You need to let me know where you have hidden
your underpants
My name is Angela. I’ve told you five times in the last half hour. I know my name is quite difficult to remember. IT’s Angela.

QUESTION 6

In the following table, suggest two appropriate care approaches that may be used to assist with each type of
challenging behaviour.

Behaviour Care approaches

Repetitive behaviour
Paranoia
Aggression
Sundowning
Uninhibited sexual behavior
Wanting to go home

Behaviour Care Approaches

Repetitive Behaviour Engage the participant in an operation.
Make use of memory aids
Paranoia Don’t argue.
Focus the person on what is real
Aggression Check environment for irritants
Create a routine
Sundowning Limit or avoid things that affect sleep
Keep things calm in the evening
Uninhibited sexual behaviour Stay calm and patient.
Match body language
Wanting to go home Try to understand and acknowledge the feelings
Reminiscence by looking

QUESTION 7

In the following table suggest two appropriate care approaches when providing personal care assistance to
maximise independence for a person with dementia.

Personal care Care approaches to maximize independence

activities
Eating Bathing
 Oral care

Dressing

Personal Care Activities Care approaches to maximize independence

Eating/Bathing Make sure the bathroom is clean
Be gentle and respectful
Oral care Keep a toothbrush to teach the user how his or her teeth should be cleaned. Or, place your hand over the
hand of the individual, leading the brush gently. Postpone brushing until later in the day if the person
looks irritated or uncooperative. Keep your mouth and teeth clean.
Dressing Avoid using justification and reasoning to reassure them
Simplify dressing

QUESTION 8

a) Explain in your own words what is meant by the ‘social model of devaluation’.
Social devaluation happens where an individual is viewed as distinct and the differences are socially important and
perceived negatively. It is about what happens to a group of individuals when they are adversely influenced by the majority
of the most dominant forces in society. The systematic conviction that a group or person has less social worth than others is
social devaluation. Such depreciation may have a negative effect on the person or community impacted by it.

b) As a personal care worker, what are two simple things you can do to help clients with dementia feel
valued?
The two simple things, that as a carer, I can do to make the clients with dementia feel valued are:
 Plat to their strengths: Understand their desires and abilities. It is possible to maintain certain abilities
until dementia is more advanced. The desire to sing, dance or play the piano, for instance, seems to be
preserved somewhere in the brain. Have a sing-song with the boys, watch a performance together, or
have them play for you to listen to. They can still get tremendous pleasure from listening to music or
watching other even though they are no longer able to perform.
 Listen: Dementia people replicate themselves. Half of the situation is sharing and retelling the same
story. It could be upsetting and humiliating to attempt not to disturb or correct them. Nobody wants to
sound silly. They will feel fascinating, interested in connecting stories, and it also helps their brain cells
to burn.

Question 9
Describe each of the following terms – give an example of each.
Term Description Example
Reality orientation
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Term Description Example

Reality Orientation Reality orientation is a curriculum intended Using people's name frequently
for individuals who are disturbed or
disoriented to optimize perceptual and
psychomotor functioning. It is also used to
help people concentrate on their immediate
environment in long-term facilities
Validation Strategy Validation therapy includes interacting with Make eye contact
individuals who have dementia rather than
with shame, frustration or dismissiveness, in a
manner that respects their words and
behavior with reverence and empathy.

Reminiscences 'Reminiscence' involves exchanging Talking past joyous memories

impressions of life, memories and past
stories. A individual with dementia is
usually more capable of remembering
items from several years ago than
recent memory, so this ability relies on
reminiscence. Too much of our
discussions and memories rely on
short-term memory.
Empathy Empathy, often associated with You work at a pharmacy where there's
sympathy, simply entails perspective- an elderly lady moaning of knee pain.
taking. You are doing more than Between both feet, she's got arthritis.
feeling sad for another person when You may provide several realistic
you are empathetic; you are simply ways to help, but you also want to
trying to picture the situation from the demonstrate empathy. "You can do
point of view of that person. this by reflecting in your tone and
words her situation, such as, "I know
that with this agony it must be very
hard to go about your daily life. Let's
see what we can do to help.
Acknowledgement It is necessary to consider the feelings recognition or favorable notice of an
of an individual. You can not act or achievement
necessarily comprehend what anyone
says. However, by consciously
listening, you may understand them,
which validates what someone is
feeling. Think of this as referring to
 the heart of the person rather than to
their brain.

Younger Onset Dementia The term given when dementia is Dementia to a patient below 65 years
diagnosed in individuals under the age age
of 65 is younger-onset dementia.
Some of the symptoms that people
may recognize in themselves, or in a
partner, relative or friend, are
problems with thinking, mood,
memory, behavior, and language.
QUESTION 10

Maud wants to walk down to the town for a coffee like she always used to. Maud has the early stages of
dementia and has a reputation for getting lost.

What action could you take to make sure Maud is safe, balancing with her wish to be independent and be able to
take risks?
To make sure Maud is safe, balancing with her wish to be independent and be able to take risks, we can do
following:
 Talk to her about her problems
 Provide her a walking stick
 Provide her manual support
 Watch her over when she goes for walks

Question 11

Janice is up to her ears in paperwork. She has to check all the client care plans before the auditor comes
next week. She has client files all over her desk, on top of the cabinet and on the floor.
There is a big pile of loose papers that need to be filed, so she is doing that first.
Today is Friday. When it is time to go home for the weekend, Janice puts up a large sign in her office: ‘DO
NOT TOUCH ANY OF THESE FILES’.
She thinks she has done well to remember to do this as the cleaner comes in over the weekend and she
doesn’t want the cleaner moving things around .otherwise she won’t know where she is up to.

a) Janice’s work practices are bad on many levels! What legislation is she breaking by her actions?
Janice work practices are careless as she does not keep her files and records safely. To top that, she also keeps her clients
files on her desks and leaves office. Therefore, Janice is breaking various legislations by her actions.

b) List two work practices that need to change. What is the consequence if they don’t change?

Practice 1: Keeping files unmanaged and messy

Consequence: It might lead to loss of file, important piece of paper or might cause loss or destruction of important documents.

Practice 2: Leaving note for her cleaner not to touch the files.

Consequence: It might lead to leakage of information from the service center. It can lead to misuse of client information or loss
and destruction of such files.

QUESTION 12

In a paragraph each, discuss each of the following emotions that may be felt by a person with dementia or their
family members.

Depression

Loss and grieving

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Anger

Despair

Social embarrassment

Isolation

Financial burden

Depression: Among people with dementia, depression is very common. It has been estimated that depressive symptoms occur in
about 20-30 per cent of people with dementia. People tend to be especially at risk of depression in long-term residential care.
Depression in adults with dementia is a prevalent comorbid disorder; in fact, depression is followed by 30 percent-50 percent of
dementia cases. Depression and dementia are clinically different, but some of the symptoms are shared, such as reduced social and
occupational functioning, lack of concentration and diminished working memory. It can be hard to differentiate depression from
dementia due to these inherent similarities. Previous studies have indicated that depression speeds up cognitive deterioration and is an
independent dementia risk factor. As such, depression and dementia tend to be related, but it is complicated and difficult to ascertain
the association between the two disorders.

Loss and Grieving: When you worry about someone who has Alzheimer's disease, it's natural to feel confused. Feeling guilty, lost
and angry is also natural. Alzheimer's takes the person you know and love away gradually. You will mourn him or her as this happens
and may experience the various stages of grieving: denial, anger, guilt, sadness and acceptance. The levels of sadness do not appear
conveniently in sequence. As time goes by, you can move in and out of various levels. All grieves at their own pace and differently.
Ask your doctor or a professional counselor for help if your grief is so intense that your well-being is at risk.

Anger: One of the greatest difficulties when caring for a person who suffers from Alzheimer's or another type of dementia is
managing frustration. Although almost everyone shows some form of aggression every now and again, Alzheimer's and dementia in
individuals who previously had none can make anger problems much worse or develop anger issues. The more serious the disease of
an Alzheimer's or dementia sufferer gets, findings suggest that rage symptoms normally escalate. It can be challenging to handle rage
in dementia sufferers. It can also mean reacting to your first thoughts, but appropriate techniques for rage and dementia will make
treatment much simpler for loved ones as well as caregivers. Knowing where their anger comes from is the first step to coping with
anger in Alzheimer's and dementia sufferers. Although angry or violent behaviour in those suffering from behavioral or memory
problems may often appear accidental, a root cause can sometimes be determined, or several triggers. It can help you escape hostile
actions and find it easier to defuse frustrated situations by getting a clear understanding of the reasons and sources of your loved one's
anger.

Despair: A dementia diagnosis will have a significant effect on the life of a person. A number of feelings are likely to be encountered
by those newly diagnosed with dementia. Sorrow, grief, rage, shock, anxiety, disbelief and even relief can be found in these. Some
individuals may fail to cope with these feelings and when they adapt, they may switch between emotions. In some individuals,
confirmation of a diagnosis may trigger depression and anxiety. For depression and anxiety, there are a number of talking therapies
and - if needed - drug treatments available. Changes in lifestyles will help too. About their emotional reactions, people with dementia
also undergo changes. They may have less authority over their thoughts and how they communicate them. Someone, for instance, can
be irritable, or vulnerable to sudden changes in mood or overreacting to items. They can feel oddly uninterested or remote in stuff as
well.

Social Embarrassment: Chances are you'll have experienced one of those cringe-inducing, face-reddening, ground-swallowing
moments when a loved one has done something that's really pretty embarrassing if you care about someone with dementia. With
certain types of dementia and when there are lots of strangers around, it can occur frequently, especially in public situations. In
certain cases, the humiliating behavior can occur because their dementia has weakened the portion of the brain that regulates
inhibitions. This means that certain types of behaviour, such as bad language, lewd comments or nudity, have lost the ability to
recognize social 'cues' or 'stoppers'. In frontotemporal dementia (sometimes referred to as Pick's disease), it may be especially
prevalent that this disorder damages the frontal and temporal lobes, which regulate personality and behavior. External effects may
include a drop in working hours or career lack, loss of relationships, time with friends and family and social events, or the need to
relocate or adjust living arrangements to provide care.

Isolation: It may also be isolating to deal with dementia. With time, a person with dementia's capacity to connect can become worse
and conversations that once appeared to come too naturally can be tougher, which may be difficult for anyone involved. Finding
activities that everyone can enjoy and do at the same pace can be harder. For a person struggling with dementia, this is always
necessary—they need someone to support them or stay with them. This will mean retaining social ties, but also establishing new ones
that can be complicated and also less natural. It doesn't have to be the end of being busy and having fun, as a carer or family member
dealing with someone with dementia. As dementia progresses, it becomes more likely that a person will withdraw, but this does not
mean that dementia is specifically responsible for this withdrawal. It is also more plausible that a person with dementia is removed
because they feel lonely or bored. Many persons with dementia spend all of their time alone or there might not be much conversation
between them, particularly though they are with others. It can be difficult for a person with dementia to start a conversation or an
operation themselves. The entity has no choice but to withdraw into their own mind because no one else does anything to draw their
attention.
 Financial Burden: According to the Alzheimer's Community, a US medical support organisation, Alzheimer's is the most costly
condition in the US, costing more than heart disease or cancer. But, one of the most common medications for reducing the worst
symptoms of Alzheimer's, Donepezil, also marketed under the brand name Aricept, usually costs less than £ 2 a month in the UK, is
not medicines that pay for the lion's share of the costs. Instead, at least in developing nations, the cost of looking after those who are
infected is the biggest economic burden of the epidemic. In 2015, ADI reports that the global cost of social care alone, delivered by
health care practitioners or in residential homes, amounted to $327 billion, or two-fifths of the total. Social care does not constitute
medical care. Which ensures that medical care, where it exists, sometimes does not completely cover the expenses. ADI estimates
that a further two-fifths of the total add up to the costs of informal or unpaid care. Around the world, policymakers and insurance
insurers are trying to find a solution. The OECD club of mainly affluent countries, long-term care investment, and those of those who
need it will be dealing with dementia, averaged about 1.7% of GDP in 2017 across the OECD.

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2

Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.

Student to complete

Resubmission? Sufficient/
Assessment Task Y/N insufficient Date

Case study 1

Case study 2

STUDENT DECLARATION: None of this work has been completed by any other person. I have not cheated or plagiarised the
work or colluded with any other student/s. I have correctly referenced all resources and reference texts throughout these assessment
tasks. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student name: Student signature: Date: ______________

ASSESSOR FEEDBACK :____________________________________________________________________________

Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to
the office and kept in the student’s file with the evidence.

Assessor name: Assessor signature: Date: ______________

ASSESSMENT TASK 2: CASE STUDIES

TASK SUMMARY:
You are to read the case studies and complete the questions that follow.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

▪ Access to textbooks and other learning materials

▪ Access to a computer and the Internet (if you prefer to type your responses).

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WHEN DO I DO THIS TASK?

▪ You will do this task in the classroom or as homework – your assessor will advise.

▪ Write in your due date as advised by your assessor: ___________________________________________________

WHAT DO I NEED TO HAND IN?

▪ Your answers to the questions in each case study.

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the
following:

▪ Answer the questions that were incorrect in writing.

▪ Answer the questions that were incorrect verbally.

CASE STUDY 1: CHEN

Chen is 95 years old. He migrated from China many years ago but has lived largely in the Chinese community.
Chen has dementia and is unable to remember any English words. Chen is now in residential care as he
is unable to look after himself.
Chen has two daughters and a son who come to see him frequently. They feel guilty that they cannot look
after Chen at home but they each have jobs and do not feel able to look after him.
There is one Chinese worker (Mei) who speaks Mandarin – Chen’s first language.

1. How do you think Mei’s involvement in Chen’s care team will benefit Chen?
Since, Chen has trouble remembering English words; it will be difficult for him to communicate with other care workers in
the facility. Mei’s involvement in Chen’s care team is really benefitting to Chen, as he can communicate with Mei in
Mandarin making his needs and wishes clearly understood. Chen can also feel homely with the presence of Mei in the care
team.

2. List three types of information that Chen’s family could provide to help staff understand Chen’s
individual preferences and practices.
The three types of practices that Chen’s family could provide to help staff understand Chen’s individual
preferences and practice are:
- Traditional and cultural beliefs
- Religious and spiritual values
- Eating and other behaviours

You are member of Chen’s care team. You do not speak Chinese. You find out from the family that Chen
liked playing Mahjong, but he no longer remembers how to play.
They bring a mah-jong set in for him and you notice he likes to play with the pieces and look at the symbols.
He rubs the pieces between his fingers and sets them out in front of him on his table.

3. Why do you think Chen gets pleasure from the mah-jong set, even though he can no longer remember how to
play?
Even though Chen can no longer remembers how to play mshjong, he keeps playing with the pieces because
it reminds him of his Chinese culture and his days back in China. It also probably remind him of his days back
with friends and relatives.

4. Mei isn’t always on shift. List two things you could do to interact with Chen using the mah-jong game as a
resource.
Two ways to interact using mahjong are:
- Learn to play or play mahjong together.
- Talk about memories of mahjong.

5. Describe two ways in which you can communicate with Chen when there is no one available who speaks
Chinese.
Two ways to communicate with Chen when there’s no one that can speak Chinese are:
- Speak simple and mundane English language
- Use non-verbal communication
6. Respect is a very important thing in the Chinese culture. Lists two ways in which you could demonstrate
respect your respect of Chen.
Two ways to demonstrate respect to Chen are:
- Listen and understand their feelings
- Preserve their self-dignity

He is usually quite a happy person. Today he is distressed, restless and agitated. He gets up, then sits down,
then gets up again. He is wringing his hands and saying the same thing over and over. He does not seem to
notice you.

7. What action should you take?

While Chen is showing such behaviour it is important to gently approach him and talk to him. I would call him and carefully
try to understand his problems or reasons for his agitation.

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 Mei is brought in to talk to Chen. Apparently he is very distressed as he thinks his children should be looking
after him. He thinks they have deserted him for good – he has forgotten they visited yesterday and will be
coming again tomorrow to see him.

8. What support can Mei give to Chen?

Mei can be helpful to talk about the Chinese issues and culture. In addition, if there are various cultural and religious things
Mei can bring up to chat with Chen and distract him.

Chen’s family are very distressed that he was so upset and thought that they had deserted him. They would
never do that and feel very guilty that they have put him into care.

They have asked that, should he get distressed again, the facility should ring them and one of them will
come straight over.
They ask about how the dementia is likely to progress and what will happen to their father.

9. What action should be taken so everyone knows to call the family if Chen gets distressed?
Every workers and staffs must be well informed to all the family whenever Chen gets distressed.

10. What support can you give to Chen’s family to help them deal with their guilt?
We can mentally and emotionally support the family of Chen to help them deal with their guilt and ensure the safety of
Chen.

List two places where Chen’s family could find information about dementia and how it is likely to progress.

CASE STUDY 2: FRANCESCA

Francesca is 43 years old. She has young onset dementia caused by a lifetime of alcohol and drug abuse.
Francesca lives at home with her sister and care workers visit once a week at check how Francesca is.
Today her sister tells the carer that she is worried about Francesca. She has a new boyfriend who is known to
be a heavy drug user. He comes round often and hangs around with Francesca. Francesca is happy to have the
attention and has started dressing very promiscuously.
There is money disappearing from Francesca’s bank account. When Francesca’s sister asks her about it, she
can’t remember where the money has gone. She suspects that the boyfriend is conning it out of her so he
can support his drug habit.
She is also afraid that he is giving her drugs as she often seems very spaced out after he has been to visit. She
suspects they may be date rape drugs. She understands that Francesca is entitled to her own personal life, but
is very concerned about what is happening.

1. List two types of abuse that may be occurring here.

The two types of abuses that are occurring in the given case study are:
- Financial abuse
- Drug abuse

2. What actions must the worker take to report the suspected abuse?
The worker must report the case of drug abuse and financial abuse to the nearby service centers or social organizations.
The worker can also contact their seniors or supervisors to report the ongoing abuse and talk forward to solve the issue.

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3

Students: Please fill out this cover sheet clearly and accurately for this task. Make sure you keep a copy of your work.

Student to complete

Resubmission? Sufficient/
 Assessment Task Y/N insufficient Date

Project – Dementia diseases

STUDENT DECLARATION: None of this work has been completed by any other person. I have not cheated or plagiarised the
work or colluded with any other student/s. I have correctly referenced all resources and reference texts throughout these assessment
tasks. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student name: Student signature: Date: ______________

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 ASSESSOR FEEDBACK :____________________________________________________________________________
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to
the office and kept in the student’s file with the evidence.

Assessor name: Assessor signature: Date: ______________

ASSESSMENT TASK 3: PROJECT – DEMENTIA DISEASES

TASK SUMMARY:

You are to complete a research project about dementia diseases.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

▪ Access to a computer with the Internet and Microsoft Word (if students prefer to type their answers).

▪ Textbooks and other relevant reference materials.

WHEN DO I DO THIS TASK?

▪ You will do this task in the classroom or as homework – your assessor will advise.
▪ Write in your due date as advised by your assessor: ______________________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor identifies that you did not complete all requirements of this task correctly, they will give you
some feedback and you will need to redo the incorrect part/s again.

INSTRUCTIONS:

For this task you are required to conduct research on seven different dementia conditions. You may either compete the template in
handwriting, or you may type your responses using Microsoft Word or a similar program. Your answers may be provided in full sentences or in a
series of dot points.

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 MULTI-INFARCT DISEASE

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

HUNTINGTON’S DISEASE

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

PICK’S DISEASE

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

DEMENTIA WITH LEWY BODIES

Description:

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 Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

ALZHEIMER’S DISEASE

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain

How the disease typically progresses

What current research is being done?

PARKINSON’S DISEASE

Description:

Symptoms:

Usual age range of onset:

Changes that occur in the brain:

How the disease typically progresses

What current research is being done?

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4

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Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Student to complete
Resubmission? Sufficient/
Assessment Task Y/N insufficient Date

Project – Working with clients with dementia

STUDENT DECLARATION: None of this work has been completed by any other person. I have not cheated or plagiarised the
work or colluded with any other student/s. I have correctly referenced all resources and reference texts throughout these assessment
tasks. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student name: Student signature: Date: ______________
ASSESSOR FEEDBACK :____________________________________________________________________________
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to
the office and kept in the student’s file with the evidence.
Assessor name: Assessor signature: Date: ______________

ASSESSMENT TASK 4: PROJECT – WORKING WITH CLIENTS WITH DEMENTIA

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

▪ Two clients with dementia with which to work
▪ Approval from supervisor (see permission form at end of this task)
▪ Client care plans for each client.
WHEN DO I DO THIS TASK?
▪ You will need to do this task during your work placement.
▪ Write in your due date as advised by your assessor: ______________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor identifies that you did not complete parts of the journal correctly, your assessor will ask you to redo
that section again.
INSTRUCTIONS:
You are required to work with two clients with dementia for a period of at least three days each. The days may be
consecutive (one after the other) but do not have to be.
You must obtain permission from your supervisor to work with these clients for a period of three days each. Use the
permission form at the end of this task. You will be supervised at all times during your work with these clients. You
will need to:
▪ identify two clients at your work placement service who have dementia
▪ work with your chosen clients over a period of three days:
▪ complete your journal (see the next page for the journal template).
▪ ask your supervisor to sign each of your journal entries as a true account.

Working with Clients with Dementia – Permission Form

Supervisor’s approval
I, ___________________________________________________________________________________________ ,
<Supervisor’s name> approve ___________________________________________________________________
<student’s name> to undertake this project with ___________________________________________________
<Client’s name>.
Approval is dependent on the following conditions:
▪ The student must be supervised at all times when working with the client.
▪ The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s name: ____________________________________________________________________________
Signature: _____________________________________________________________________________________
Date: ___________________________

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ASSESSMENT TASK 6: WORKING WITH CLIENTS WITH DEMENTIA
Complete this journal for each of the clients that you work with. You must work with each client for at least three days. You must complete each part of the journal. As you complete the tasks,
ask your supervisor to sign off each entry to indicate that it is a true account and that you followed workplace policies and procedures. Your assessor may ask you questions about your
journal entries during a workplace visit.

CLIENT 1
Observation Date 1: Observation Date 2: Observation Date 3:
Comments Supervisor initials
What was the outcomes of your discussions with the client’s family and/or carers?

Describe the client’s dementia conditions, including indicators and symptoms

List the daily care that you provided or observed for the client.

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What communication strategies work well when working with this client?
Include use and appropriateness of:
▪ Reality orientation
▪
Reminders of day, time, relationships and so on

▪ Validation
▪
Acceptance of person’s reality

▪ Reminiscing.

CLIENT 2
Observation Date 1: Observation Date 2: Observation Date 3:
Comments Supervisor initials
What was the outcomes of your discussions with the client’s family and/or carers?

Describe the client’s dementia conditions, including indicators and symptoms

List the daily care that you provided or observed for the client.

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What communication strategies work well when working with this client?
Include use and appropriateness of:
▪ Reality orientation
▪ Reminders of day, time, relationships and so on
▪ Validation
▪ Acceptance of person’s reality
Reminiscing.

Are there cultural practices that are important to this client? How are these supported by the facility?

What activities does this client enjoy doing? How are these activities beneficial to the client?

Does the client have any behaviours of concern? What strategies are used to reduce the likelihood and impact of these?
In what way is the client provided with a stable and familiar environment?

SUPERVISOR SIGN OFF

I confirm that the student’s journal is an accurate account.

Supervisor name:
Supervisor signature: Date:

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