Work Legally and Ethically CHCLEG001 (MP2020)
Scenario 1 – Legislation
You have been supporting Casey for a while now. Casey has been living independently from her family where her mother, father and two younger siblings reside in her own unit for 6 months and has three different support workers supporting her throughout the week.
Today when you work with Casey, you notice she has large
uises on her arms and legs, you ask Casey what has happened, and she says, “nothing”. It doesn’t look like "nothing” to you, however Casey shuts down, refuses to respond to questions and, when pushed threatens to abscond. What do you do?
01. What two (2) ethical dilemmas are you dealing with in this situation?
Scenario 2 – Privacy
You are undertaking Certificate III in Individual Support (Disability) and, in an assessment task you are to provide Progress Notes and other supporting evidence from a client file. You check the Agencies the privacy and confidentiality policy and procedure, however it is not clear what your obligations are around client files and using the information. The procedure does say something about ensuring the privacy of people, but it doesn’t actually tell you what you need to do.
You have prepared for the assessment, by accessing and copying the Progress Notes and other evidence from the client file. You have highlighted the areas of importance and you give the evidence to the trainer. Your trainer can easily see what you have worked on, including the name and personal details of each client.
01. Is this situation a
each of privacy, Why/Why Not?
Scenario 4 – Confidentiality
You have been working as a support worker for three years. You work with clients and have built a trusting relationship with people over the years. Your client Beth attends a local planned activity group (PAG) every week. Recently she met Zac at one of these PAG events, and they have started to chat on the phone and hang out. Each time you see Beth tells you how very excited she is about her new relationship and tells you all about what has happened. Last week, she says, she has changed her relationship status to “in a relationship”. You receive a call from Jeffery, Beth’s father, he is angry and wants to know what going on, he is angry Beth has a boyfriend, he demands you tell him what you know.
01.List 2 consequences of
eaching your professional boundaries?
Scenario 5 – Complaints
Eddie lives in a residential house. He is a happy, friendly person, he loves talking and joking with the female staff. Otherwise Eddie keeps to himself and does not engage with the rest of the unit unless pushed or encouraged.
Eddie is particularly fond of Amber (a co-client), trying to sit with her at meal times and often waits to sit on the couch with her when she is on her own. Amber is wo
ied about Eddie she tells you, “about his inappropriate advance towards her”. She finally makes a formal complaint about Eddie's behaviour, stating, Eddie tried to come into her room when she was alone.
Eddie’s behaviour has been an ongoing concern, the Team Leader (Rose) and Manager (Anette) both knew of Eddie’s behavior – as one of the residential unit staff spoke to them about Eddie a month ago. This worker had told both Managers that he was concerned about Eddie’s behaviour – stating he believed it was inappropriate. However, neither Manager or any other work has spoken to Eddie or acted on the concerns of the worker.
In line with complaints policy/procedures identify ways to resolve the situation.
01.Have any legal or ethical
eaches occu
ed in this situation?
02. Give 2 recommendations to improve and enhance the responsiveness to complaints, keeping in mind the legal and ethical requirements of the situation
Support independence and well-being CHCCCS023 (MP2020)
Claude is a new client to your organisation. He requires support as his MS (Multiple Sclerosis) has accelerated and his male partner Ray is no longer able to look after him. Claude is finding it very difficult to adjust to life as he was always an active and independent person, working and making a life for himself and Ray. Ray’s sister has always assisted where she could, but she has never been able to accept their homosexual relationship. After 20 minutes or so she insists on leaving, not wanting to discuss anything su
ounding their relationship. Claude confides to his support worker that he misses sleeping next to Ray te
ibly, but as he relies on his support workers to get him out of bed in the morning he is wo
ied that this will upset Rays sister if she sees they are in the same bedroom and she may not come to visit anymore. Rays sister glares daggers at them if they so much as hold hands and says they are disgusting. He would so love just to have the lifestyle they both loved and shared before the MS.
01. What effect do you think Claude’s “adjusted” relationship with Ray is having on his emotional well-being?
02. What effect do you think Ray’s sister is having on Claude’s emotional and psychological well-being?
03. Suggest at least three strategies could be put in place to enable Ray to enjoy the relationship they shared previously?
04. What could management put in place to eliminate bias and discrimination in the workplace?
Billy is very overweight (Bariatric) as a result his of this mobility is challenges, his
eathing is laboured and the doctor is concerned about his heart. Billy has a mental disability which makes communication difficult. Billy’s doctor has asked that he be given a diet and exercise program, allowing Billy to be involved in the process as this will reflect a more positive outcome for Billy’s participation in the plan.
01. Write a goal for Billy’s individual diet and exercise plan in relation to his diet and nutrition?
02. What actions may be specified in Billy’s individualised support plan to support him with his exercise?
03. What assistance can be given to Billy to help him to recognise his strengths and achievements through the program?
04. What support services could Billy be refe
ed to obtain expert advice and assistance that is outside your scope of practice? Name at least three (3).
Fadi’s mother has put in a formal complaint about the food that is served to her Son at a residential house. Fadi told his mother that the food served is mainly western style, is very dull and often tough. As he is a Muslim, Fadi does not eat pork. e staff always provide another alternative when pork is on the menu but yesterday, when pork sausages were on the menu, the only alternative was fish – which Fadi’s has never liked.
When he said he didn’t want sausages or fish he was told he would have to have a Vegemite sandwich instead. This is hardly enough for the main meal of the day!
There are many different nationalities and it is impossible for every cultural food requirement to be catered for all the time. But the kitchen is keen to help out as much as they can so long as it is within their tight budget.
01. What process should be undertaken to investigate this complaint?
02. What could be some negative outcome for Fadi if the situation remains the same?
03. Suggest three (3) strategies that could be put into place, so this situation does not arise in the future?
Facilitate the empowerment of people with disability CHCDIS007 (MP2020)
You are a person who is blind. You need to get a train home from Central Station. You vaguely remember hearing something about there being track work taking place on your line, so you decide that you should check with a member of staff. You have had orientation and mobility training to learn how to navigate the station independently, so you make your way to the customer service desk. You voice your enquiry to the man behind the desk. He responds by telling you that there is track work and explaining the alternate travel a
angements, but he speaks to you very loudly, in a slow and deliberate voice.
(Background information: People who are blind or vision impaired commonly receive ‘Orientation and Mobility’ training from a suitably qualified instructor to help them navigate new and unfamiliar environments confidently and independently.)
01.Would you feel empowered or disempowered by this situation? why and what could you do?
You are a wheelchair user who uses a wheelchair accessible taxi (WAT) to get to and from work. As you are sitting in the taxi one morning, the driver turns to you and asks, ‘Were you born like that?
01.Would you feel empowered or disempowered by this situation? why and what could you do?
Contribute to ongoing skills development using a strengths-based approach CHCDIS001 (MP2020)
Scenario 2.2 - John
You have been supporting John alongside his mum Mary for several years and you are noticing that his cognitive function is declining. You sit down with both John and Mary to discuss John’s cu
ent skills and abilities and how you can all work together to implement new or more simplified strategies to still allow John to participate in his own support but to also continuously develop his cu
ent skills, so he doesn’t lose them. The feedback both John and Mary give you allows you to document changes reflected in John’s support plan and help you understand how to monitor John’s ongoing support.
At the end of the skills assessment you record all the changes in John’s abilities and what you have put in place to counteract any difficulties you feel he will have in implementing his self-care and document it as per your organisations policies and procedures, so you can report back to your supervisor the amended strategies plan. You also organise a running communication exchange with his mum Mary in between now and his next skills assessment 6wks away and encourage her to contact you at any time if John’s skills, cognitive responses or behaviours decline.
01.What changes do you need to record? Who do you report them to?
02.Why is it important to involve the client and their family and other significant people when assessing a client’s skills? How can you encourage them to be involved?