CHCAGE011

PROVIDE SUPPORT TO PEOPLE

LIVING WITH DEMENTIA

student assessment tasks

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First published 2023

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RTO Works
www.rtoworks.com.au
[email protected]

© 2023 RTO Works

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Contents
Introduction 4
Assessment Task 1: Knowledge questions 5
Assessment Task 1: Checklist 39
Assessment Task 2: Portfolio 43
Assessment Task 2: Checklist 47
Final results record 48

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Introduction

Welcome to the Student Assessment Tasks for CHCAGE011 Provide support to people living with
dementia. These tasks have been designed to help you demonstrate the skills and knowledge that
you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also
follow the advice provided in the Community Services Works Student User Guide. The Student
User Guide provides important information for you relating to completing assessment successfully.

Assessment for this unit

For you to be assessed as competent, you must successfully complete these assessment tasks:

● Assessment Task 1: Knowledge questions – You must answer all questions correctly.

● Assessment Task 2: Portfolio – You must complete your Portfolio document to demonstrate
that you have completed all of the activities that make up this assessment.

Work setting required

You will require a work setting to complete Assessment Task 2. You will find more
information about the requirements for work settings in the Community Services
Works Student User Guide.

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Assessment Task 1: Knowledge

questions

Information for assessors

Knowledge questions are designed to help the student demonstrate the knowledge which they
have acquired during the unit. Ensure that you:

● review the advice to assessors regarding administering knowledge questions in the

Community Services Works Assessor User Guide

● provide students with a due date for assessment

● provide submission guidelines to students

● follow your organisation’s policies and procedures

● refer to your organisation’s Training and Assessment Strategy

● provide written feedback to each student

● provide resubmission guidance to students (including a timeline) who do not complete the task
satisfactorily

● complete the Assessment Task 1 Checklist which can be found at the end of this task.

● complete the Final Results Record which can be found at the end of this Assessment Marking
Guide.

i Assessment delivery information

Assessment delivery information which has been contextualised to your RTO’s student
cohort can be found in Appendix A of the Community Services Works Assessor User
Guide. Use this information to advise students of:

● where this task should be completed

● the maximum time allowed for completing this assessment task

● whether or not this task is open book.

Note: Students should complete and submit an assessment cover sheet with their
work. A template is provided in Appendix C of the Assessor User Guide.

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Information for students
Knowledge questions are designed to help you demonstrate the knowledge which you have
acquired during the learning phase of this unit. Ensure that you:

● review the advice to students regarding answering knowledge questions in the Community
Services Works Student User Guide

● comply with the due date for assessment which your assessor will provide

● adhere with your RTO’s submission guidelines

● answer all questions completely and correctly

● submit answers that are original and, where necessary, correctly referenced

● submit a completed cover sheet with your work

● avoid sharing your answers with other students.

i Assessment information
Information about how you should complete this assessment can be found in Appendix
A of the Community Services Works Student User Guide. Refer to the appendix for
information on:

● where this task should be completed

● the maximum time allowed for completing this assessment task

● whether or not this task is open book.

Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix C of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

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Questions
Provide answers to all of the questions below.

1. List and describe at least two current research findings relating to dementia.

Early Detection methods: According to recent studies, Alzheimer's disease can be

identified far sooner than with conventional approaches by using sophisticated
brain imaging techniques like PET scans. It enables doctors to start treatments
early, which may reduce the progression of the illness.
Lifestyle Factors Influencing Dementia Risk: According to research, dementia risk
can be decreased by maintaining a healthy lifestyle that includes frequent exercise,
a balanced diet, and mental stimulation. This indicates the importance of both
physical and mental health in reducing dementia-related issues.

2. Describe the features and causes of the following types of dementia.

Types of dementia Features and causes

a. Alzheimer’s disease
Some of the features include confusion, memory loss,
mood or behavior changes, and linguistic obstacles.
Causes: Two protein buildups in the brain, tau tangles
and amyloid plaques, impair communication between
brain cells, though their exact origin is uncertain.

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Types of dementia Features and causes

b. Vascular dementia or
Features: Struggles with planning, organizing, and
multi-infarct dementia
finishing work; often linked to stroke or other issues that
impact blood supply to the brain.
Causes: This syndrome causes a reduced blood flow to
the brain and is typically caused by blood vessel
problems or strokes.

c. Lewy body disease

Features include visual hallucinations, fluctuations in
focus and attentiveness, and movement problems similar
to those of Parkinson's disease.

Causes: Impaired thinking and movement are brought

on by abnormal protein deposits (Lewy bodies) in the
brain.

d. Excessive alcohol
Features: Difficulty learning new material,
intake or Korsakov’s
disorientation, and severe memory issues.
Syndrome The causes include long-term alcohol misuse that results
in thiamine (vitamin B1) deficiency, which impairs
brain function.

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Types of dementia Features and causes

e. Frontotemporal lobar Features include behavioral and personality changes as well

degeneration (FLTD) as language difficulties. It often affects younger people
compared to other dementias.
Causes: This disorder is caused by degeneration of the
frontal and temporal lobes of the brain and is typically
ascribed to genetic causes.

f. Huntington’s disease Features include psychiatric problems, cognitive

deterioration, and movement disorders. Usually, it
appears in mid-adulthood.
Causes: The cause is a genetic abnormality that results
in the death of brain cells, particularly in areas that
control movement and thought.

g. Parkinson’s disease
Features include delayed mobility, stiffness, tremors,
and eventually dementia-like cognitive impairments.
Causes: Impairs movement and coordination due to the
death of dopamine-producing neurons in the brain.

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 Types of dementia Features and causes

h. Younger onset
Features: It affects adults under 65 and has symptoms
dementia
similar to those of other forms of dementia. Personality
changes and memory loss are possible symptoms.

Causes: May result from a number of things, such as a

hereditary dependence, brain trauma, or other illnesses.

3. Provide a definition of the following defining features of dementia.

Progressive neurological condition Pathological features

a. Amyloid plaques Amyloid plaques are clusters of sticky proteins

that build up in the voids between nerve cells in
the brain. Alzheimer's disease is commonly
associated with these plaques, which can disrupt
brain cell communication and result in memory
loss and cognitive impairment.

b. Neurofibrillary tangles Neurofibrillary tangles are twisted fibers found

inside brain cells. They are produced by tau, an
abnormal protein. These tangles have the
potential to harm cells, leading to their death and
aggravating cognitive problems, particularly in
Alzheimer's disease.

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 c. Loss of connection between This suggests that brain cells will eventually die
cells and cell death as a result of their synapses breaking down.
Problems with brain function result from cells
losing their connections, which impairs their
capacity to communicate with one another.
Many degenerative neurological diseases,
including Alzheimer's and various forms of
dementia, exhibit this pattern.

4. List and describe four indicators and symptoms of dementia.

Memory Loss: People with dementia often get disoriented and forget important
details or recent events. For example, people may struggle to remember names or
object placements.
Time or Place Confusion: Individuals may become confused about the time of day,
the date, the time of day, or even where they are. They might not recognize familiar
settings or get lost in places they used to know well.

Language Difficulty: Individuals with dementia may find it difficult to express

themselves in words. They could have trouble following or taking part in talks.
Behavior or Mood Changes: People with dementia may exhibit heightened anxiety,
sudden mood swings, or personality changes. They might act differently in social
situations than they used to.

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5. Answer the following questions about interventions and strategies that can be used to address
behaviours.

a. List three potential triggers

Loud Noises: It can be difficult and draining to be
for a person living with
in a noisy environment.
dementia. Routine Changes: Abrupt changes to routines can
cause confusion and agitation in people with
dementia.
Feeling Overwhelmed by Too Many People:
Large gatherings or crowded places might cause
anxiety.

b. List two examples of how the

Cluttered Spaces: A person with dementia could
environment might play a
have trouble finding things and settling into a
role in exacerbating chaotic or disorganized environment.
triggers/stressors. Poor Lighting: People may have trouble seeing
clearly in harsh or low lighting, which could make
them more anxious or panicked.

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c. List three types of unmet
needs such as thirst, hunger, or personal hygiene.
needs.
The need for comfort, security, or companionship
are examples of emotional requirements.
The need for medical care or assistance with
mobility are examples of physical needs.

d. List two type of behaviours

Anger or Aggression: Acting out or becoming
that indicate a person has
angry may indicate unmet needs or discontent.
unmet needs. Withdrawal or Isolation: Being quiet or refusing
to interact with others can be signs of depression
or neglect.

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 e. List three strategies/
Establish a Calm Environment: Make sure there is
interventions that you could
adequate lighting and less clutter and noise to
apply to address the above make someone feel safer and more at ease.
concerns.
Maintain a Schedule: Create a consistent daily
routine to allay any fears and provide the person
with a feeling of control.
Take Part in Purposeful Activities: Give kids
engaging activities like music or crafts to meet
their emotional needs and encourage social
interaction.

6. Complete the following table about restrictive practices.

a.Outline what constitutes a A restrictive practice is any method used to limit

restrictive practice.
someone's freedom of choice or movement. This can
involve physical restrictions like keeping someone down
or pharmacological ones like medications used to
control behavior rather than address a medical
condition. Restrictive measures are commonly used in
care settings when an individual's behavior puts them or
others in risk.

b.Summarise the The Aged Care Act of 1997 and the Quality of Care
requirements of the
Principles of 2014 both contain significant guidelines
Aged Care Act 1997 for the use of restrictive techniques in elder care. First
and the Quality of and foremost, such measures should only be taken in
Care Principles 2014 extreme circumstances when less restrictive alternatives
in relation to restrictive have been explored in order to preserve people's rights
practices. and dignity. Regular evaluations are required to
ascertain the necessity and impact of these procedures in

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 order to ensure that they satisfy the demands of the
individual.
Finally, the framework places a high importance on
person-centered care and emphasizes each person's
rights and dignity. To minimize their use and protect
those individuals' rights, caregivers must make sure that
any restriction measures are in the best interests of the
person getting care.

c.Summarise the purpose The National Framework for Reducing and Eliminating
of the National
the Use of Restrictive Practices aims to: Encourage the
Framework for use of positive behavior support measures to reduce the
Reducing and need for restrictive practices.
Eliminating the Use of To protect their rights and dignity, people should only
Restrictive Practices in undergo circumscribed procedures for brief periods of
the Disability Service time.
Sector. To create a safer environment for both individuals and
caregivers, look for alternate approaches to handling
challenging behaviors.

d.List three positive Staff Training: Train employees in positive behavior

approaches that
support techniques to help them deal with challenging
organisations can behaviors without using restrictive measures.
follow to eliminate Customized Care Plans: Make care plans that are
restrictive practices. tailored to each person's needs, highlighting their
preferences and strengths, in order to reduce the need
for constraints.
Free Information Sharing: Encourage staff members,
individuals, and families to communicate openly in
order to discuss issues and work together to find
solutions.

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 e.List two ethical Respect for Autonomy: It's important to uphold an
considerations related
individual's right to self-determination. This principle
to restrictive practices. may be violated by restrictive measures.
Beneficence: Caregivers should always act in the person
they are looking after's best interests, making sure that
their actions actually contribute to their wellbeing.

f.Outline the purpose of The goals of the Positive Behavior Support Plan are to:
positive behaviour
Eliminate challenging behaviors: Recognize the triggers
support plan in relation of challenging behaviors and create strategies to prevent
to restrictive practices. them.
Encourage favorable results: Emphasize the importance
of teaching new skills and fostering positive behavior to
minimize the reliance on restrictive measures.
Enhance Quality of Life: By addressing individuals'
needs in a positive and constructive manner, you can
enhance their overall quality of life.

7. Outline the process for identifying injury, infection, illness and pain in a person living with
dementia.

1. Monitoring: Be vigilant for signs of illness (like fever or cough), infection

(including redness or swelling), or injury (such as bruises).
2. Inquiry: Speak to the individual in straightforward language to find out
how they are feeling and if they are experiencing any discomfort.
3. Changes in Behavior: Observe any shifts in behavior that may indicate pain
or illness, such as increased agitation, withdrawal, or variations in appetite.

4. Regular Health Check-Ups: Ensure that routine medical check-ups are

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 arranged to monitor the person's health and address any problems promptly.

8. List three examples of how each of the following features of dementia progression can impact
on clients and their families.

Feature Impact on client (three) Impact on families (three)

a. Depression
loss of enthusiasm for Family members might not
once-enjoyed activities. know how to support their
sentiments of sadness and loved one or feel powerless.
despair. Seeing their loved one suffer
higher disengagement from can cause them great sorrow.
social situations. The dynamics of the family
may shift as caregivers take on
more responsibility.

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Feature Impact on client (three) Impact on families (three)

b. Loss and grief

inability to accept changes The changes in a loved one's
in their abilities or personality and talents may also
condition. cause grief for family members.
sadness over losing
The caregiving duties could make
freedom and relationships. them feel overburdened.
Increased worry of what
lies ahead. Stress can cause relationships
within the family to become
strained.

c. heightened irritation
Anger or The hostility of a loved one can
aggression
caused by ambiguity or a
lead family members to feel
towards carer, sense of helplessness.
slighted or neglected.
families and
aggressive behavior, Caregivers might encounter
others
whether verbal or physical, stress and frustration, which
that may arise.
can adversely affect their own
tension in relationships well-being. There may be
with family and caregivers. concerns about the safety of
both the dementia patient and
the caregivers.

d. sentiments of despair at
Despair Family members might feel
their situation.
powerless in supporting their
decreased drive to carry
with everyday tasks. loved one. They could face
higher chance of heightened levels of anxiety
developing depression or and depression. The dynamics
social disengagement. of relationships may
deteriorate as family members
attempt to navigate the
situation.

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Feature Impact on client (three) Impact on families (three)

e. disorientation and
Delirium Relatives can feel fear or
confusion that complicate
anxiety when they see someone
their ability to engage with
their environment. they care about in turmoil.
Additional assistance may be
sudden changes in mood or necessary, which could be
behavior.
quite challenging. Increased
higher risk of accidents or medical care may be needed,
falls due to impaired leading to heightened stress.
judgment.

f. feelings of shame or
Social Families can feel ashamed
embarrassment
humiliation caused by
when a family member acts
confusion or forgetfulness.
inappropriately in public. They
steering clear of social might feel anxious during
situations to prevent social gatherings due to
appearing silly.
concerns about that family
decreased self-esteem and member's behavior. Family
heightened isolation. dynamics may be affected as
they cope with feelings of
frustration and embarrassment.

g. Dysphagia
Challenges with heightened anxiety and
swallowing that result in concern regarding the client's
choking can create anxiety wellbeing during meals.
during eating. Additional food preparation
and nutritional modifications
Weight loss can occur from
are necessary in addition to
nutritional deficiencies
caregiving responsibilities.
arising from the avoidance
distress when witnessing a
of certain foods.
loved one's eating issues.
Feeling unsatisfied or
embarrassed can lead to
withdrawal from social
mealtime interactions.

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Feature Impact on client (three) Impact on families (three)

h. Loss of speech
frustration brought on by Family members are under
and cognition
an ineffective more pressure to understand
communication style. the client's demands.
information understanding sentiments of sadness and
problems that interfere helplessness about the health of
with day-to-day a loved one.
interactions and activities. Relationship strain brought on
reduced freedom when by a lack of communication.
making decisions.

i. Loss of
acting inappropriately and Anxiety and humiliation when
inhibition
creating social discomfort. a client acts badly in public.
sustaining personal ties is worries about the security and
difficult because of welfare of the client.
impulsive behavior. Constant supervision is
higher chance of mishaps necessary to stop dangerous
or injury from bad behavior.
decisions.

j. Isolation
fewer social interactions Consider the isolated person's
leading to feelings of mental well-being.
sadness and loneliness. regrets for not being able to
reduction in emotional and engage in enough social
mental health. activities.
insufficient support, which greater obligation to provide
makes one more their loved one with social
vulnerable. chances.

k. Self-harm
physical harm as well as shock and grief when self-
possible chronic health harming conduct is discovered.
problems.
severe emotional distress increased worry and anxiety
that triggers a pattern of over the security of their loved
self-harming actions. one.
sentiments of remorse and Expert advice is required,

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 Feature Impact on client (three) Impact on families (three)

regret about what they did. which will complicate and

increase family dynamics'
stress.

l. Social
internalized poor self- resentment and frustration at
devaluation
esteem and feelings of the way society views their
worthlessness. loved one.
increased sense of pressure to defend the worth
loneliness brought on by and dignity of their loved one.
perceived stigma. emotional pain brought on by
withdrawal from social witnessing a loved one
interactions, which feeds experience societal shame.
the devaluation loop

m. Suicidal severe emotional suffering severe fear and anxiety for

ideation
and depressing thoughts. their loved one's security.
increased likelihood of feelings of frustration and
suicide attempts, which helplessness when offering
could be immediately assistance.
harmful to one's health. Family relations are impacted
withdrawal from loved by the need for greater
ones and hobbies as a attention and involvement.
result of hopelessness.

9. Provide two examples of the psychosocial implications of the progression of dementia for the
person in each of the following areas.

a. Accommodation (for
Need for Relocation to Care: As dementia
example, staying in their
progresses, individuals may find it increasingly
or needing to move into difficult to live independently. This may lead to the
care) necessity of transitioning to a care facility, which
can be a significant emotional shift and may lead
them to long for their previous home and lifestyle.
Loss of Familiar Surroundings: Staying in their own
home might turn unsafe or unfeasible. The anxiety
and unease associated with relocating may affect

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 their sense of security due to the unfamiliarity of the
new environment.

b. Isolation Withdrawal from Social Engagement: As dementia

progresses, individuals might shy away from social
interactions due to feelings of embarrassment
regarding their condition. This could lead to feelings
of isolation and insufficient emotional support from
loved ones.
Difficulty in Communicating: Individuals who have
trouble with communication may experience
challenges in connecting with others, leading to
increased feelings of loneliness. This solitude could
further intensify feelings of sadness and despair.

c. Financial implications
Increased Care Expenses: Seeking additional care,
whether at home or in a facility, can create a
significant financial strain on an individual. This
stress may negatively affect both the individual’s
and their family’s quality of life.
Reduction in Income: An individual may experience
a decrease in earnings if their health issues hinder
them from working.
This financial uncertainty could affect their ability to
afford necessary treatments and services.

d. Heightened vulnerability
Reliance on Others: Individuals with dementia might
to abuse and
become more reliant on relatives and caregivers for
exploitation support. This increased dependence can make them
more vulnerable to financial or emotional
manipulation or mistreatment.

Inability to Identify Risks: Cognitive decline can

impair a person's judgment, making it challenging
for them to recognize hazardous situations or people.
This lack of awareness may increase their risk of
being abused or exploited.

10. Explain how a person-centred approach to support activities can effectively support each of
the following.

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 a. Self-esteem and pleasure A person-centered approach highlights the individual’s
distinct strengths, interests, and choices. This
recognition fosters a sense of appreciation and
understanding, enhancing their self-esteem. When they
can participate in fulfilling activities, it boosts their
overall happiness and enjoyment of life.

b. Boredom A person-centered approach customizes activities

based on the individual's interests and capabilities to
reduce feelings of boredom. We engage children by
providing new and captivating activities that align with
their preferences, keeping them occupied and
decreasing boredom.

c. Personal value and self- An individual's sense of personal worth and value is
worth enhanced when supportive activities are developed
based on their interests and abilities. They possess a
positive self-image and confidence in their talents
because they feel appreciated and recognized as
unique individuals.

11. Describe three things you can do to provide a supportive and calm environment so that a
person living with dementia can effectively interact and engage.

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Create a Comfortable Atmosphere: Incorporate images, colors, and items that the
individual recognizes to make them feel safe and at ease in their environment.

Reduce Noise and Interruptions: Make sure the area is free from loud sounds and
distracting sights, allowing them to feel more relaxed and focused during conversations.

Promote Gentle Communication: Talk clearly and at a slower pace, using straightforward
language. Allow them sufficient time to respond, showing patience and understanding to
foster constructive dialogue.

12. Fill out the table below.

a. List three types of abuse,

Emotional Abuse: This type involves intimidation,
neglect and exploitation that
threats, and verbal attacks that can negatively impact a
a person living with dementia person's mental well-being. Individuals with dementia
could experience. may feel fear and a sense of worthlessness due to
being shouted at, degraded, or manipulated.

Financial exploitation refers to the wrongful utilization

of someone else's money or assets for personal benefit.
Illustrations include stealing funds, coercing someone
to change their will, or mishandling their finances,
often taking advantage of their inability to comprehend
or their dependence on others.

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 Physical abuse includes any form of bodily harm, such
as hitting, slapping, or any form of abusive treatment.
Those with dementia may be particularly vulnerable
due to cognitive difficulties, making it crucial to
safeguard them from injury.

b. Provide three indicators for 1: Physical Abuse

each that you listed above. Unexplained Injuries: Look for cuts, bruises, or broken
bones that the individual cannot clearly explain.
Fearfulness: A person may exhibit signs of fear, indicating
they feel unsafe when a specific family member or
caregiver is present.
Retreat: The individual might demonstrate unusually low
levels of social interaction or withdrawal, which could
suggest trauma or distress.

2: Emotional Abuse

Mood Changes: Abrupt mood swings, including

increased anxiety, despair, or agitation, may be signs
of emotional distress.
Avoiding particular individuals may indicate that a
person feels anxious or uneasy around certain family
members or caregivers when they begin to distance
themselves from them.
Low Self-Esteem: Signs of emotional abuse may
include feelings of hopelessness, worthlessness, or
excessive dependence.

3: Financial Exploitation

Missing Money or Belongings: If someone frequently

reports missing money or valuables, it may be a sign
of financial exploitation.
Outstanding Payments: A person might possess
sufficient funds yet still have outstanding payments,
suggesting that someone else might not be effectively
overseeing their finances.
Sudden Variations in Financial Situation: Unexpected
fluctuations in financial status, such as the emergence

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 of new debt or alterations in bank account transactions,
could signify potential exploitation.

13. Provide three examples of how to use the following methods to engage with a person living
with dementia.

a. Verbal strategies
Use Clear and Simple Language: Keep
your phrases short and straightforward.
For example, you could say, "Would you
prefer soup or a sandwich for lunch?"
instead of, "What do you want to eat for
lunch?"
Posing "yes" or "no" questions makes it
easier for them to answer. For instance,
asking "Do you want to take a walk?"
allows children to reply with a simple
"yes" or "no."
Gently repeat the information: Please
repeat what was said without becoming
upset if they forget it. This enables them
to comprehend without embarrassment.

b. Non-verbal strategies
Use of Facial Expressions: Smile and
use amiable facial expressions to project
warmth and friendliness. As a result,
they feel safer and more relaxed.
Maintain Eye Contact: As you speak,
look at them to show that you are
interested and paying listening. This
builds trust and fortifies ties.
Use Gentle Touch: They will feel more
connected if you provide a reassuring,
supporting touch on their hand or arm.

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c. Culturally sensitive communication Recognize Cultural background: Show
strategies understanding and appreciation for their
customs and beliefs. For instance, include
family members in discussions if their
culture places a high value on family.
Use Recognizable Language: Use terms or
phrases that they are familiar with to
enhance communication, particularly if they
communicate in another language or dialect.
Incorporate Cultural Activities: Engage
children in hands-on cultural experiences,
such as storytelling that relates to their
music, food, or heritage.

d. Reality orientation
Provide Clear Information: Remind them
of the time, date, and location on a
regular basis. As an example, "Today is
Monday, and we are at home,"
Utilize Visual Aids: Show kids a clock
or calendar to help them understand their
surroundings.
Reiterate the information about
orientation: Regularly remind them of
important facts to help them feel
grounded in reality.

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e. Validation, including:
Recognize the individual's emotions and
perspectives without providing
● acceptance of the person’s reality corrections to show that you accept their
● acknowledgement experience. You could say, "I see that
you want to be in a familiar place," if
they express, "I want to go home."
Validation: Express understanding in
your reply to their feelings. You might
say, "It's perfectly fine to feel sad," if
they exhibit signs of sorrow. "I'm here
for you."

f. Identifying and accepting expressions ● Observe Carefully: Monitor their

of distress body language and verbal cues to detect
any signs of unease.

● Offer Support: Gently ask, "How can

I assist you in feeling more at ease?" if they
appear upset.

● Stay Calm and Supportive: Maintain

your composure and comfort them by
saying, "You are secure here."

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g. Reminiscence
Ask them about the persons and events
in the old pictures you've shown them.
Discuss Favorite Memories: Ask them to
reminisce about happy occasions in their
lives, including family reunions or trips.
Play Familiar Music: Play music from
their early years to encourage
involvement and arouse happy
memories.

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14. List three impacts of each stressor on a person living with dementia.

Stressor Impact

a. Physical stressors, including infection,

Enhanced Disorientation: Individuals
nutrition and hydration, continence and
with dementia might experience
pain heightened confusion and disorientation
due to physical stressors such as
infections.
Reduced Appetite: They may show a
decreased interest in eating and drinking
because of pain or discomfort,
potentially leading to insufficient
hydration and nutrition.
Psychological Distress: Experiencing
health issues or pain can lead to feelings
of sadness, anxiety, or frustration that
negatively affect overall wellbeing.

b. Environmental
Feeling Unsafe: Individuals with
dementia might feel anxious and
insecure in loud or chaotic
environments, which can exacerbate
their confusion.
Challenge Concentrating: They may
struggle to focus because of clutter or
external distractions, which can intensify
their cognitive difficulties.
Pattern Disruption: Changes in their
surroundings, like moving to a new
place, can lead to stress and uncertainty,
disrupting their daily routines.

c. Accumulated and cumulative stressors

Fatigue: As time progresses, prolonged
stress can lead to both physical and
emotional fatigue, making it harder to
manage.
Changes in Behavior: The accumulation
of stress can lead individuals to become
increasingly irritable, frustrated, or
withdrawn socially, affecting their

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 relationships.
Health Deterioration: Continuous strain
can affect a person's quality of life by
causing problems with their physical and
mental health.

15. Outline the role of assistive technology in promoting independence and social inclusion.

Assistive technology plays a crucial role in fostering independence and social integration for
individuals with disabilities. It includes items like smart home technology that allows for
environmental control, adaptive devices that help with daily tasks, and communication
aids that promote better expression. These technologies facilitate access to
transportation, boost social contact through internet platforms, and improve everyday
living skills. Assistive technology gives people the ability to interact with others and
complete things independently, which boosts their self-esteem and sense of
community. This significantly improves their overall quality of life.

16. List two items of assistive technology that can be used for each of the following life domains.

Life domain Assistive technology (two)

a. Self-care
Grab bars: Assist people in entering and exiting
the bath or shower safely.
Adaptive Utensils: People can eat more easily
using specially made forks and spoons.

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b. Continence and hygiene
Incontinence pads: Give those with bladder
problems comfort and protection.
Raised Toilet Seats:
Make getting up from the toilet and sitting down
easier.

c. Communication
Generating Devices: Facilitate communication for
people who struggle to speak.
Communication Apps:
applications for phones or tablets that facilitate the
sharing of needs or ideas.

d. Mobility and transferring Wheelchairs: Help people simply move from one
location to another.
Transfer boards: Help people safely move from a
wheelchair to a chair or bed.

e. Cognition and memory loss

Reminder applications: Send alerts for essential
tasks, such as taking medications.
Memory albums: Offer details and pictures to help
remember important people and events.

f. Vision and hearing

Reading glasses: Enhance vision for tasks like
reading.
Hearing aids: Enhance sound to help people who
have trouble hearing.

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g. Daily living activities Smart Home Devices:
Allow users to control lighting and appliances through
voice commands.
Daily Living Skills Apps:
Employ checklists and alerts to help individuals keep
track of their daily tasks.

h. Recreation and leisure

Art supplies: Handheld instruments for creative
activities

Adaptive Sports Equipment:

Sports equipment made specifically for people with
disabilities.

i. Education and employment Text-to-Speech Software:

reads texts aloud to facilitate understanding and
learning.

Specialized Computer Programs: Help people finish

their work or school assignments.

j. Home and other environments

Smart security setups: These can assist in
overseeing home security through the use of
cameras and alarms.
Automated Lighting: Convenient lights that
activate when an individual enters a room.

k. Eating and drinking

Plate guards: Make dining easier by keeping food
from slipping off plates.
Straw cups are specialized drinking glasses with
straws.

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 l. Pressure area management Pressure relief cushions: They prevent bedsores by
spreading weight evenly.
Special mattresses are made to ease the strain on
delicate body parts.

m. Carer support Monitoring Systems: Instruments that let caretakers

check patients' health from a distance.
Care management apps: Help caregivers schedule
and keep track of medical information.

17. Answer the following questions about the legal and ethical considerations when working with
people living with dementia.

a. Provide one example of how you You can help a person with dementia select an
could meet dignity of risk and duty enjoyable activity, such as taking a walk, to
of care requirements when
respect their rights and maintain their safety. By
supporting the person with
activities.
allowing them to make choices regarding their
participation, you validate their autonomy and
preferences while also focusing on their welfare.

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b. List three human rights that you
Right to Participation: Individuals should have the
would be ensure the person
opportunity to engage in decisions that affect their
would be receiving. lives.
Right to Privacy: The privacy and personal space
of individuals must be safeguarded and kept
confidential.
Right to Dignity: Every person has the right to be
treated with dignity and respect.

c. Explain the relevance of the Every individual, including those with dementia,
Universal Declaration of Human possesses basic rights highlighted in the Universal
Rights in relation to people living
Declaration of Human Rights. This declaration
with dementia.
advocates for their entitlement to live with
freedom, dignity, and respect, and to receive care
that enables their participation in society. This
framework fosters fair and just treatment for
individuals living with dementia.

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d. List one code of conduct that The Code of Ethics for Aged Care Workers could
would be applicable to your work. be an applicable standard of conduct. This code
outlines the responsibilities and criteria for
treating individuals with dignity, maintaining their
respect, and providing high-quality medical care.

e. Outline the legal and statutory Mandatory reporting statutes require that
requirements for reporting, caregivers alert the appropriate authorities when
including mandatory reporting.
they suspect abuse or neglect. This ensures the
safety and wellbeing of individuals while holding
potential offenders responsible for their actions.

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f. Outline how you would maintain
Take into account the following steps to preserve
privacy, confidentiality and
confidentiality and privacy:
disclosure requirements. Safely store personal data so that only those with
permission can access it.
Only reveal personal information about a person
with that person's permission or when required by
law, making sure that such disclosures are
warranted.

g. Provide two examples of how you

Regular Safety Training: Offer employees regular
would meet WHS requirements in
training on health and safety guidelines in the
the workplace. workplace to reduce the likelihood of accidents.
Utilizing Personal Protective Equipment, or PPE:
When required, make sure that all staff members
are equipped with the proper PPE, such as masks
and gloves, to ensure protection for themselves
and the individuals they assist.

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18. Outline the key steps you would take to follow procedures related to the following areas.

a. Storing documentation
Reorganize Documents: Create a systematic
digital or physical filing method to categorize
documents, such as by type of service or client
name.
Ensure Security: Verify that only permitted
individuals can access the documents and that
they are stored in a secure location.
Regular Maintenance: Keep documents up to date
and routinely review files to discard obsolete
materials while retaining necessary records.

b. Recording/reporting client
Utilize Standardized Templates: Implement
information
standardized forms or templates to ensure
consistency when documenting customer
information.
Record Promptly: Write down information as soon
as possible after conversations or events to
maintain accuracy and detail.
Confirm Accuracy: Before completing and storing
the documentation, verify the recorded
information for any mistakes.

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 c. Referrals Identify Requirements: Evaluate the client's
requirements prior to choosing a service or specialist
to recommend.
Complete Referral Documentation: Accurately fill out
referral paperwork, ensuring all relevant client
information and the reason for the referral are
included.
Communicate with Clients: It is essential to inform
clients about the referral process, outlining what they
can anticipate and how to move forward.

19. Explain why it is important for records to be accurate, objective and appropriately detailed.

Precise, impartial, and suitably comprehensive documentation is vital in any care setting
as it guarantees individuals receive high-quality support and treatment. Accuracy is
essential for caregivers to provide safe, effective, and personalized care because it offers
trustworthy information for informed decision-making. Unbiased records that reduce
distortion and ensure that the information accurately portrays the circumstances are
critical for maintaining trust between clients and providers and fostering ethical conduct.
Complete documentation keeps track of all relevant aspects of a patient's care,

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encouraging continuity among team members and effective communication. Ultimately,
this comprehensive approach enhances client outcomes, complies with regulatory
standards, and protects clients and organizations against disputes or audits.

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Assessment Task 1: Checklist

Student’s name:

Did the student provide a Completed

sufficient and clear answer successfully? Comments
that addresses the
suggested answer for the Yes No
following?

Question 1

Question 2a

Question 2b

Question 2c

Question 2d

Question 2e

Question 2f

Question 2g

Question 2h

Question 3a

Question 3b

Question 3c

Question 4

Question 5a

Question 5b

Question 5c

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Question 5d

Question 5f

Question 5g

Question 5h

Question 6a

Question 6b

Question 6c

Question 6d

Question 6e

Question 6f

Question 7

Question 8a

Question 8b

Question 8c

Question 8d

Question 8e

Question 8f

Question 8g

Question 8h

Question 8i

Question 8j

Question 8k

Question 8l

Question 8m

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Question 9a

Question 9b

Question 9c

Question 9d

Question 10a

Question 10b

Question 10c

Question 11

Question 12a

Question 12b

Question 13a

Question 13b

Question 13c

Question 13d

Question 13e

Question 13f

Question 13g

Question 14a

Question 14b

Question 14c

Question 15d

Question 16a

Question 16b

Question 16c

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Question 16d

Question 16e

Question 16f

Question 16g

Question 16h

Question 16i

Question 16j

Question 16k

Question 16l

Question 16m

Question 17a

Question 17b

Question 17c

Question 17d

Question 17e

Question 17f

Question 17g

Question 18a

Question 18b

Question 18c

Question 19

Task outcome: ◻ Satisfactory ◻ Not satisfactory

Assessor signature:

Assessor name:

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Date:

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Assessment Task 2: Portfolio

Information for students

In this task, you are required to demonstrate the skills and knowledge required of this unit by
working through a number of activities and completing and submitting a portfolio of evidence. The
Portfolio provides you with templates and guidance to complete your activities.
You will need access to:

● a work setting

● Portfolio template

● individualised plans for the support of people living with dementia that reflect a range of
dementia symptoms and identified behaviour and support services
● facilities, equipment and resources relevant to individualised plans that are used when
supporting people living with dementia
● legislative and statutory instruments related to reporting

● organisational policies and procedures

● opportunities for engagement with people living with dementia and their family, carer or others
identified by the person and others involved in service provision

● your learning resources and other information for reference.

Ensure that you:

● review the advice to students regarding responding to written tasks in the Community Services
Works Student User Guide

● comply with the due date for assessment which your assessor will provide

● adhere with your RTO’s submission guidelines

● answer all questions completely and correctly

● submit work which is original and, where necessary, properly referenced

● submit a completed cover sheet with your work

● avoid sharing your answers with other students.

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 i Assessment information
Information about how you should complete this assessment can be found in
Appendix A of the Community Services Works Student User Guide. Refer to the
appendix for information on:

● where this task should be completed

● the maximum time allowed for completing this assessment task

● whether or not this task is open book.

Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix C of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

The following key documents are needed for this assessment:

Key documents Location

Portfolio Student Resources folder

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Complete the following activities:

1. Carefully read the following information.

Successful completion of this assessment task requires you to demonstrate your

skills and knowledge by providing support according to an individualised plan, to
two different people living with dementia, including:
● using a person-centred approach to support, that upholds the rights and dignity
of the person
● using of communication strategies tailored to the needs of the person

● supporting activities that meet the person’s needs

● using strategies to minimise adverse outcomes associated with changed

behaviour specific to the person, which may impact the person or others
● completing reports and documentation.

It is important that you provide evidence that you have completed these
requirements and we have provided a Portfolio template to help you.
You will collect most your evidence and complete Portfolio documentation while in
the work setting. You may also complete some of your Portfolio in the classroom
where time allows.
Your assessor will observe certain aspects of this assessment and your supervisor
will also provide feedback.
The skills and knowledge that you are required to demonstrate in relation to your
work for this unit are included in your Portfolio – so look at this in detail before you
start your assessment.
Before you begin this task, meet with your assessor and/or supervisor to discuss
the two clients who will be most suitable for you to work with to complete this part of
the assessment.
In addition to identifying your clients, you will require access to all the necessary
facilities, equipment and resources to complete this task. You will also require
access to the individual care plans for each client and to organisation policies and
procedures.
Keep in mind that the privacy and dignity of the clients in your care are essential.
There will be requirements around informed consent from these clients and, in
some cases their family and/or significant others and the organisation. Your
supervisor will guide you in relation to your informed consent requirements.
Remember, it is important to keep the privacy and confidentiality of the individuals
you work with as high priority. Therefore, you must ensure that the evidence you
submit and your Portfolio entries do not identify the people with whom you work.
You should always follow organisation policies and procedures related to privacy
and confidentiality. If you are unsure about how to do this, speak to your assessor

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 or supervisor.

Tips for completing your Portfolio

● Read through this assessment and your Portfolio template before you get
started and make sure you understand what you need to do. If you are unsure,
speak to your assessor and/or supervisor.

● Stay up to date! Complete your Portfolio entries as you go and ask your
supervisor to do the same. Providing organised, complete evidence forms part
of your assessment.

● Stay in touch with your assessor. Ask questions, raise issues, check in,
communicate.

● Most importantly, ask for help if you are having trouble!

Important note: If you have permission to make copies of workplace

documentation, include these as part of your evidence by attaching them at the end
of the Portfolio. If you are not allowed to remove any documentation from the work
setting, your assessor will be required to look at these documents during their visit
(if applicable).
You must make sure you receive permission to include any documents from your
workplace and all private information must be redacted.
If you are unsure – ask your supervisor!

2. Complete your Portfolio.

Use the Portfolio template to collect evidence for this assessment.

There are three sections of your Portfolio that need to be completed:

● Section 1: Assessor Observations

In Section 1, your assessor will visit you in your work setting and complete this
section of your Portfolio. Review the checklist to see what your assessor will
be looking for prior to the observation.

● Section 2: Reflective Journal

In Section 2, you will reflect on your time working with the two clients from section 1
above.

● In Section 3, your workplace supervisor will complete a report summarising

your performance. Ask them to complete the report only after you have
completed Section 2.

3. Submit your completed Portfolio.

Once you have completed of your portfolio, been observed by your assessor and
prepared any attachments required, you are ready to submit it to your assessor.

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 Ensure all sections are completed neatly and clearly and all supporting evidence is
attached.

Assessment Task 2: Checklist

Student’s name:

Completed
successfully?

Has the following been completed? Yes No Comments

The student has satisfactorily completed

Section 1: Assessor observations in their
Portfolio.

The student has satisfactorily completed

Section 2: Reflective Journal in their
Portfolio.

The student’s supervisor has completed

Section 3 in their Portfolio and you are
satisfied that they have answered Yes to
each question, the supervisor has
provided comments/feedback and you
have followed up on any gaps or concerns
you have by discussing this with the
supervisor.
Provide details of any discussions that
took place in the Comments column.

Task outcome: ☐ Satisfactory ☐ Not satisfactory

Assessor signature:

Assessor name:

Date:

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Final results record

Student name:

Assessor name:

Unit code and title:

Date

Final assessment results

Result

Task Type Satisfactory Unsatisfactory Did not submit

Assessment Task 1 Knowledge questions S U DNS

Assessment Task 2 Portfolio S U DNS

Overall unit results C NYC

Feedback

☐ My performance in this unit has been discussed and explained to me.

☐ I would like to appeal this assessment decision.

Student signature: Date:

☐ I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.

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Assessor signature: Date:

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