CHCADV001: Facilitate the Interests and Rights of Clients

Assessment Declaration

This assessment is my original work and has not been plagiarised or copied from any source without acknowledgement. It has not been written for me by any other person except where authorised by the assessor.
Student Signature and Date

Assessment Instructions

Assessment Overview

This assessment measures the skills required to help clients understand their rights, express their concerns, and pursue their interests. It applies to workers in community and health settings who operate within a human-rights framework and interact directly with clients.

Assessment Structure

This assessment includes two parts:

1. Preparation for a new client

2. Role-play meeting scenario

It is supported by a checklist, assessment feedback, and relevant supporting documents.

Submission Instructions

Submit all required documents to the assessor using the TAFE NSW online learning platform. Ensure your name is on every page and keep a copy for your records.

Achieving a Satisfactory Result

To be marked satisfactory, you must:

• Attend and participate at the arranged assessment time.

• Demonstrate all observable skills to the required standard.

• Answer all oral questions correctly.

• Undertake a resit if needed, after revision.

What You Need to Provide

You must provide:

• Your TAFE NSW username and password

• All templates and documents downloaded from the Indigo Community and Health Hub Intranet

If any links do not work, copy and paste them into your browser.

What the Assessor Will Provide

• A realistic simulated workplace environment

• Access to Indigo Community Services and Health Hub policies, forms, and fact sheets

Timing and Delivery

Refer to your Training Plan for the due date.
Indicative time allowed: 2.5 hours.
Location can be TAFE NSW campus, TAFE Digital, Moodle, or another approved environment.

Review, Feedback and Appeals

Students may appeal assessment decisions within 14 working days. Contact your assessor or Head Teacher for guidance on assessment appeals.

Task Instructions

The following instructions outline what the assessor will evaluate. Ensure you understand and prepare for each requirement before completing the assessment.

You may be asked to record your demonstration and upload it as video evidence. If so, follow all video recording guidelines provided.

Preparation for a New Client

You are preparing to meet Craig, a client from Happy Haven, who has contacted the service for advocacy support. Read the phone transcript carefully and research Craig’s rights, responsibilities, and the relevant options available to him.

Based on your research, prepare an information packet for Craig that will be used during the role-play.

Client Phone Call Summary

Craig reports that a support worker at his residence is rough, dismissive, controlling, and ignoring his requests. He wants advocacy support and feels distressed, disrespected, and unsafe.

Part 1 Questions 

1. What are Craig’s rights and responsibilities in the matter? (100–200 words)

2. How are Craig’s rights being infringed or not met in this situation? (50–150 words)

3. Identify at least two potential barriers to Craig’s preferences or requests being met. (50–100 words)

4. Provide details of at least two resources that may support Craig in having his preferences or requests met. (50–100 words per resource)

5. Identify two common risks that could apply when working with Craig and explain how work practices will minimise potential harm during the meeting and ongoing support. Also explain when and why a supervisor would be consulted.

• Risk 1: System abuse from NDIS providers

• Risk 2: Cognitive or communication impairment

Role-Play Scenario

You will participate in a role-play where you meet Craig after his phone call. You are an advocacy worker at the Indigo Community Services and Health Hub.

During the meeting, you must:

• Set up a safe and welcoming environment

• Discuss confidentiality and duty of care

• Verify Craig’s information

• Identify his interests, needs, rights, and priorities

• Provide researched information

• Support Craig to understand available options

• Assess his ability to self-advocate

• Collaborate on strategies to address his rights

• Identify appropriate agencies or individuals to contact

• Encourage Craig to exercise his rights safely

• Explain the organisational and legal complaints process

• Assist Craig to write a complaint

• Discuss progress, next steps, and ongoing support

• Seek feedback and identify areas for improvement

After the Role-Play

Submit:

• Completed Indigo Referral Form for Craig

• Completed Indigo Complaint Form (completed collaboratively during the meeting)

Checklist 

The assessor will evaluate your performance based on the following areas:

• Ability to create a supportive environment

• Explanation of rights, responsibilities, confidentiality, and duty of care

• Provision of accurate, researched information

• Identification of client needs, choices, and preferences

• Presentation of options and support pathways

• Assessment of Craig’s capacity to advocate

• Collaboration on strategies to address his concerns

• Identification of appropriate contacts and agencies

• Encouragement of client self-advocacy

• Discussion of complaints processes

• Assistance in documenting a complaint

• Discussion of progress and possible next steps

• Seeking feedback from the client and reflecting on improvements

All criteria must be demonstrated satisfactorily.

Assessment Outcome and Feedback Section

To be completed by the assessor and student after marking. Includes:

• Satisfactory or Unsatisfactory result

• Assessor comments

• Confirmation of assessment declaration

• Student acknowledgement

Brief summary of assessment requirements

• Prepare for a new client (Craig) by reading the transcript and compiling a researched information packet covering his rights, responsibilities and available options.

• Answer Part 1 questions: rights & responsibilities (100–200 words); rights infringements (50–150 words); barriers (50–100 words); two supporting resources (50–100 words each); two common risks and mitigation including when to consult a supervisor.

• Participate in a 30-minute role-play as an advocacy worker (Part 2) demonstrating: safe welcoming environment, confidentiality, verification, identification of needs/interests/choices, provision of options, assessment of advocacy capacity, collaboration on strategies, explanation and lodging of complaints, referral completion and ongoing support planning.

• Complete Indigo Referral and Complaint forms and submit all files via TAFE NSW platform.

• Use peer-reviewed and policy sources, follow Harvard referencing where required, and meet submission formatting and timing.

• Assessment judged by an assessor checklist covering all observable behaviours; satisfactory performance on all criteria required.

How the Academic Mentor guided the student 

1. Clarify task & scope

   • Mentor reviewed the brief and confirmed the two-part structure and word limits. Mentor helped focus the second M&O concept (advocacy practice & client rights) and emphasised local/policy sources.

2. Research & evidence gathering

   • Mentor supplied key references (human rights charters, NDIS policy guidance, local advocacy services) and modelled how to extract concise, relevant evidence for the information packet and answers.

3. Prepare the information packet

   • Mentor instructed on content order: client summary, rights & responsibilities, options, referral contacts, complaint pathways, and simple accessible language for Craig. Packet was kept succinct for use during the role-play.

4. Draft concise answers for Part 1

   • Mentor coached the student to write the rights statement (100–200 words), a focused infringement analysis, two barriers, and two resource descriptions each within required word ranges.

5. Risk identification and mitigation

   • Mentor guided identification of risks (system abuse; client communication/cognitive impairment), and drafting of practical work practices (safe environment, informed consent, documentation, escalation). Mentor clarified when and why to consult a supervisor.

6. Role-play preparation and rehearsal

   • Mentor created a role-play script outline and rehearsed interaction techniques (opening, active listening, confidentiality explanation, collaborative planning, complaint co-writing). Emphasis on verbal verification, empowerment, and respectful phrasing.

7. Forms and administrative completion

   • Mentor reviewed completion of Indigo referral and complaint forms, checked for accurate client details, clear action steps and timelines, and ensured the student could submit them correctly.

8. Reflection, feedback and final checks

   • Mentor conducted a mock assessment using the assessor checklist, provided corrective feedback, ensured all criteria were demonstrable and all documents named correctly for upload.

Outcome achieved and learning objectives covered 

• Outcome: A complete submission comprising a concise information packet, Part 1 written responses within word limits, a practised 30-minute role-play demonstrating required skills, and correctly completed referral and complaint forms ready for assessor marking.

• Learning objectives met:

  • LO1: Demonstrated knowledge of organisation theory and client rights through researched packet and rights analysis.

  • LO2: Critically appraised practical application (advocacy, complaint processes, mitigation strategies) with evidence-based recommendations.

  • LO3: Analysed management/practice implications (communication barriers, system risks) and applied relevant approaches during role-play and documentation.

If you’d like, I can now: (a) produce the completed Part 1 written answers ready for submission, (b) draft the information packet in final format, or (c) create the role-play script and completed referral/complaint forms. Which would you like next?

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