Develop Wellness Plans and Advanced Directives - Management Assignment Help

Assignment Task

TASK 1
Provide support to develop wellness plans and advanced directives
Assessment Overview
This Student Assessment Task includes Assessment Task 1 of unit CHCMHS012 Provide support to develop wellness plans and advanced directives.
ABOUT YOUR ASSESSMENTSThis unit requires that you complete three assessment tasks. You must complete all tasks to achieve competency for this unit.
Assessment Task About this task

• Assessment Task 1: Written Questions Students must correctly answer all questions in this task to show that they understand the knowledge required of this unit.
• Assessment Task 2: Workplace Project – Providing Brief Interventions Student must develop a wellness plan for three people living with mental health issues. There are five parts to this task:
• Students must select three suitable clients, review and summarise their history and circumstances, then explore available wellness plan development options
• Students must organise a meeting with the three clients to discuss the purpose and limitations of a wellness plan, develop a shared understanding of their goals, preferences and values, support them to identify any cultural factors which may inform their wellness plan and develop a shared, whole of life understanding of what wellness means for the person
• Students must arrange second meetings with each of your clients to develop and finalise their wellness plans
• Students must work with their clients to implement the three wellness plans developed in parts A–C
• Students must prepare a report on the work they have done in Parts A–D
• Assessment Task 3: Workplace Project – Providing Follow-up Support Student must document the work that they have done to support the development of an advanced directive and to implement a wellness plan.
• How to Submit Your AssessmentsWhen you have completed each assessment task, you must upload and submit your completed assessment on Moodle in a PDF format. Any incomplete submissions will still be considered as a first attempt.
• Your trainer and assessor will provide the due date for submission.
• Make sure you keep a copy of your work or activities before you submit them – your assessor will keep the documents you submitted into your student file. These will not be returned to you.
• Assessment Task Cover SheetAt the beginning of each Student Assessment Task (SAT), you will find the Assessment Task Cover Sheet.
• Your assessor will give you feedback about how well you went in each task; this can be found at the end of each Student Assessment Task.Assessment attempts and resubmissionsYou have up to two attempts to complete assessment tasks satisfactorily. If after the first attempt you have not completed the task satisfactorily, the assessor must make alternative arrangements for assessment resubmission. Depending on the task, this may include:
• resubmitting incorrect answers to questions (such as short answer questions and case studies)
• resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task
• redoing a role play after being provided with appropriate feedback about your original performance
• being observed a second time undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback.
• You will be provided with an appropriate time frame in which to resubmit your work, for example you may:
• be given 7 days in which to resubmit incorrect responses to written tasks, projects and so on
• be provided with feedback on the day about your first performance in a role play, if unsatisfactory redo the role play on due date given by assessor.
• need to redo work placement tasks during the same workplace visit or a follow-up observation may be required – you should discuss arrangements with the work placement supervisor to agree on a suitable time and date for resubmission.
• Assessment outcomes
• Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory after two attempts, students will be given an overall outcome for the unit of Not Yet Competent (NYC).
• Assessment appealsYou 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.
• Plagiarism, Cheating and CollusionPlagiarism, cheating and collusion on assessments is not acceptable. The definitions of each of these are below.
• Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
• Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and passing them off as your own by failing to give appropriate acknowledgement. This includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.
• Collusion – unauthorised collaboration between students.
• Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they will address this with you in line with the Lawson College Australia’s policies and procedures regarding this.
• Guidance to Written ResponsesThe assessment task instructions may use a range of instructional words, such as ‘identify’ or ‘explain’. These words will guide you as to the level of detail you must provide in your answer. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies…’.
• Analyse – when a question asks you to ‘analyse’, you should do so in detail, identifying important points and key features. Generally, you are expected to write a response of one to two paragraphs in length.
• Compare – when a question asks you to ‘compare’, you will need to show how two or more things are similar, ensuring you also indicate the relevance of the consequences. Generally, you are expected to write a response of one or two paragraphs in length.
• Contrast – when a question asks you to ‘contrast’, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response of one or two paragraphs in length.
• Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.
• Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features and express some form of critical judgment. Generally, you are expected to write a response of one or two paragraphs in length.
• Evaluate – when a question asks you to ‘evaluate’, you should do so putting forward arguments for and against something. Generally, you are expected to write a response of one or two paragraphs in length.
• Examine – when a question asks you to ‘examine’, this is similar to ‘analyse’. You will need to provide a detailed response with key points and features and provide a critical analysis. Generally, you are expected to write a response of one or two paragraphs in length.
• Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of two or three sentences in length.
• Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information. Generally, you are expected to write a response of two or three sentences in length.
• List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated.
• Outline – when a question asks you to ‘outline’, this means giving only the main points. Generally, you are expected to write a response of two or three sentences in length.
• Summarise – when a question asks you to ‘summarise’, this is similar to ‘outline’, only giving the main points. Generally, you are expected to write a response of two or three sentences in length.
•  
• DEFINITIONS
• AssessmentAssessment is ‘the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.’
• Dimensions of competency
• To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in variety of different circumstances. To be competent, a person must demonstrate the following:
• Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.
• Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.
• Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.
• Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.
• Principles of assessment and rules of evidence
• Assessment must be conducted in accordance with the rules of evidence and principles of assessment.
• Principles of assessment
• Validity:
• Each task has been mapped to unit of competency requirements.
• Assessment tasks are varied and are required to be completed over a period of time and, where required, on a number of occasions. Practical observations provide opportunities for students to demonstrate both knowledge and skills.
• Reliability:
• Marking guide provides benchmark answers for each assessment task to ensure accuracy and consistency in the assessment decision-making process.
• Flexibility:
• A Range of assessment methods are provided that is relevant to the unit’s context.
• Fairness:
• Students are required to inform their trainers if they have any special needs or considerations that may affect their ability to complete the assessments. Any reasonable adjustments that are required to be made to these assessments must be noted in the accompanying checklist attached after each task for this unit.
• Students are provided with information about the appeals process in their Student Handbook.
• Rules of evidence
• Validity:
• Marking Guide provides a set of benchmark responses for each assessment task. Assessors are to record assessment outcomes for each task in the accompanying checklist provided after each task and in the Record of Assessment Outcomes. Assessor observations require the assessor to watch the student complete specific workplace activities in which they can demonstrate the skills and knowledge required.
• Sufficiency:
• The ‘Unit mapping’ demonstrates how assessment tasks align with unit of competency requirements. Some units may require the student to demonstrate assessment over a period of time and more than once. These requirements will be made clear in the relevant assessment task.
• Currency:
• Evidence for each assessment task will be gathered over the duration of the course. Workplace-based tasks will allow the student to draw from current workplace conditions and experiences, and students will be able to use technology, tools and equipment specific to their workplace.
• Authenticity:
• Students are required to accept the Student Assessment Submission – Agreement and Declaration in Moodle indicating that the work they have submitted for the assessment task is their own.
• Practical classroom tasks and workplace observations by the assessor during placement visits ensure that the assessor sees the student demonstrating the skills and knowledge required of this unit.
• Supervisor reports require Supervisors to sign that they have observed the student undertake the tasks detailed in the checklist (where applicable)
• Reasonable adjustmentA legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that learners with recognised disabilities can access and participate in education and training on the same basis as learners without disabilities. Sometimes reasonable adjustments, are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into account factors such as: the views of the learner; the potential effect of the adjustment on the learner and others; the costs and benefits of making the adjustment.
• Adjustments must:
• be discussed and agreed to by the learner with a disability
• benefit the learner with a disability
• maintain the competency standards
• be reasonable to expect in a workplace.
• Adjustments are not required if they could:
• cause the RTO unjustifiable hardship
• harm other learners.
• Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable.
• Some examples of reasonable adjustments that could be made for the assessments in this task include:
• verbal responses to written activities (such as questions and answers tasks and case studies)
• conducting assessor workplace observations via Skype or other video format (for example, in cases of students in remote areas)
• rescheduling assessor observations in the event that workplace conditions may not be suitable (for example, safety concerns, required resources not being available, lack of appropriate clients on the day, and so on)
• providing students with large-print copies of the Student Assessment Tasks.
• Document any reasonable adjustments made in the space provided in the task checklist provided at the end of each Assessment Task.
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• ASSESSMENT TASK 1 COVER SHEET
• Students:
• Please fill out this cover sheet clearly and accurately for this task.
• Note: Your trainer and assessor will provide the due date for submission
• Make sure you have kept a copy of your work.
• Student name Student ID number STUDENT ASSESSMENT AGREEMENT
• I have read the assessment requirements for this unit
• I understand the requirements of the assessments for this unit
• I agree with the way in which I am being assessed
• I understand that I will only be given two attempts for this assessment task
• STUDENT DECLARATION
• I declare that this is my own work and I have not plagiarised, cheated or colluded with any other student(s)
• I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
• I understand my rights to appeal this assessment decision.
• Student signature PLEASE REFER TO THE STUDENT ASSESSMENT SUBMISSION [SAS] – AGREEMENT AND DECLARATION IN MOODLE
• Date
• Assessment Task 1: Written QuestionsTask summary
• You must answer all questions below correctly.
• Resources and equipment required to complete this task:
• Access to textbooks and other learning materials
• Access to a computer, printer, Internet and email software (if required)
• When and where do I need to complete this task?This task may be done in your own time as homework or you may be given time to do this task in class (where applicable).
• Your assessor will provide you with the due date for this assessment.
• What do I need to submit?
• Your answers to each question in this task.
• 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.
• Instructions
• This is an open book test – you can use your learning materials as reference.
• You must answer all questions in this task correctly.
• Type your answers in the space provided.
• Student must upload and submit their completed assessment on Moodle in a PDF format. Any incomplete submissions will still be considered as a first attempt.
• If there are tables included in your task that you need to fill out, you may prefer to type your answers directly into the document.
• Written answer question guidance
• The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies…’.
• Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.
• Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of two or three sentences in length.
• Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information. Generally, you are expected to write a response of two or three sentences in length.
• List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated.
• Summarise – when a question asks you to ‘summarise’, this is similar to ‘outline’, only giving the main points. Generally, you are expected to write a response of two or three sentences in length.
• Submission requirements for Task 1:
• ? Your answers to each question.
• Question 1
• Describe the purpose of a wellness plan.
• Question 2
• Describe the limitations of a wellness plan.
• Question 3
• Describe the purpose of an advanced directive.
• Question 4
• Describe the limitations of an advanced directive.
• Question 5
• There are a number of different types and formats of wellness plans. Describe the advantage in selecting a plan which has been designed and developed by people who have lived experience of mental health issues.
• Question 7
• Describe the purpose of a statement of capacity. What should be included in the statement?
• Question 8
• There are many services for people experiencing mental distress, unwellness and crisis. List at least five services relevant to your work and location. Explain how you would match the needs of a client with an appropriate service.
• Question 9
• Describe the role of witnesses in the development of advanced directives. What criteria must a person fulfil to be suitable as a witness?
• Question 10
• There are times when a client may disclose something to you and you are required by law to not keep it confidential, and to report it. Identify when you need to disclose such information, using two examples.
• Question 11
• Describe the role of codes of practice in providing support to people living with mental health issues, referencing the code of practice relevant to your sector or organisation.
• Question 12
• Describe dignity of risk and its importance in self-determination and empowerment for people living with mental health issues.
• Question 13
• Describe mandatory reporting as it applies to the health and wellbeing of children and young people.
• Question 14
• Although you may not be working directly with children and young people, there is the potential for you to become aware of potential child abuse or neglect in the course of your work. Mandatory reporting requirements vary by state and territory in Australia. Explain the mandatory reporting requirements relevant to your state or territory and work role by completing the following table.
• State/territory:
• Who is mandated to report? What must be reported? Abuse and neglect types that must be reported? Relevant legislation Question 15
• Working in a community services role carries a number of legal and ethical obligations.
• Describe your legal and ethical obligations to clients living with a mental health issues, their families and extended care networks and your colleagues and other people in your workplace under the following headings:
• Antidiscrimination
• Duty of care
• Human rights
• Children in the workplace
• Question 16
• List at least five strategies which you could use to maintain professional boundaries with clients and members of their support network.
• Question 17
• There are specific legislative requirements for the development of advanced directives. Summarise the requirements relevant to your state/territory and workplace and discuss the strategies that you would use to ensure that you comply with the l

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