CHCCOM005: Communicate and Work in Health or Community Services Tafe Assignment

Assignment Overview

Assessment Criteria

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard:
Refer to task marking criteria for details.

Number of Attempts

You will receive up to two (2) attempts at this assessment task. Should your first attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections/questions with you and will arrange a due date for the submission of your second attempt.
If your second submission is unsatisfactory (U), or if you fail to submit a second attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task.

For more information, refer to the Student Rules.

Submission Details

Insert your details on page 1 and sign the Student Declaration. Include this form with your submission.

Assessment to be submitted via:
• TAFE Queensland Learning Management System (Connect): https://connect.tafeqld.edu.au/d2l/login
• Username: 9 digit student number
• For Password: Reset password go to: https://passwordreset.tafeqld.edu.au/default.aspx

Instructions for the Assessor

Benchmark answers and marking criteria available.

Note to Student

An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

CASE SCENARIOS

1. Brittney

Brittney has been working in a family support service for the past five months and has usually worked with clients from a similar cultural background to her. Recently however, she has been allocated a new client, Mei Lin, who is originally from China and speaks Cantonese. Mei Lin and her family have very limited English and Brittney speaks no Cantonese.

Brittney is having difficulty accepting some of Mei Lin’s family’s practices and habits. Every time Brittney arrives, the family are cooking with herbs which she finds distasteful to her sense of smell. Brittney also finds some other cooking ingredients unpleasant as she has never seen these before and is unsure what they are. Brittney is finding it hard to provide care to Mei Lin and feels she can no longer continue to work with her or the family. Brittney feels that this situation is not good for her personally and that she cannot deliver a professional service.

a) Describe some of the issues that impact on Brittney.
• Brittney is experiencing cultural bias and discomfort due to unfamiliar customs and smells from the family’s cooking.
• There is a language barrier preventing effective communication.
• She feels personally challenged and emotionally uncomfortable, leading to stress and potential burnout.
• Brittney’s ability to maintain professional boundaries and cultural competence is being tested.

b) What are some of the issues for the family?
• The family faces language barriers, making it difficult to communicate their needs or understand Brittney.
• They may feel judged or disrespected because of Brittney’s visible discomfort.
• The family might experience reduced quality of care due to the strained relationship and communication difficulties.
• Cultural misunderstanding may cause mistrust toward the service.

c) What supports could be put in place to resolve some of these issues for Brittney and the family?

• Provide an interpreter or bilingual support worker to bridge communication gaps.

• Offer cultural awareness and sensitivity training for Brittney.

• Encourage Brittney to engage in reflective practice and supervision to manage personal bias.

• Develop a culturally appropriate care plan with input from the family.

• Facilitate a case meeting with the supervisor to ensure both sides feel supported.

d) Name three (3) responsibilities Brittney and her workplace has in this situation.
• Provide culturally safe and inclusive services that respect the client’s background and practices.
• Follow organisational policies regarding diversity, equity, and anti-discrimination.
• Seek support or supervision when personal bias or communication barriers affect service delivery.

2. Mike

Mike is 32 years of age and has a physical disability which requires him to use a wheelchair for mobility. Mike lives independently and receives support from various providers. Mike discusses that he is lonely and finds it difficult to meet people. He discloses that he identifies as homosexual. Mike has not disclosed his sexuality to his parents as they are conservative Christians. He believes that this is preventing him from meeting possible partners and friends.

As Mike’s Disability Support Worker he has asked for your assistance to meet and discuss these issues with him and his parents as a potential mediator. He has also asked you to support him to broaden his social networks.

a) List three areas of diversity for Mike and his family.

b) What Human Rights of Mike are being prevented?

c) How can you improve your understanding, and Mike’s parent’s understanding, of this situation?

d) What are two possible referrals that could be useful for Mike?

3. Mary

Mary is from Yidinji Country and identifies as an Aboriginal woman. Mary was in hospital being treated for her diabetes. She left the hospital as she was unhappy with the staff members providing her treatment. Mary states that the staff members were making discriminatory comments. Mary is unwell but does not want to return to the hospital for ongoing treatment. Mary has a large supportive family who are encouraging her to maintain her treatment and health and wellbeing.

a) If Mary was a client of yours, how would you support her spiritual, cultural, emotional and physical needs?

b) Who else would you bring in to help with this?

4. Scenario

You are a Support Worker for a Day Respite Centre. Your role is to assist in setting up for the day and provide support to people who attend the service in a variety of ways depending on their identified needs.

Your co-worker appears to go ‘missing’ when it is time to set-up and clean-up. You have also noticed that this co-worker has not followed the Infection Control Procedure on hand washing on several occasions.

a) What documents would you check to ensure that you understood both yours and your colleague’s roles and responsibilities?

b) Identify four (4) communication techniques or skills that you could use to engage in a conversation with your co-worker about your concerns?

c) After you have raised your concerns with your co-worker you establish that you need additional support to manage this situation. Identify the two main concerns you have and list two strategies to support the appropriate work outcomes.

Concern / Suggestions or Strategies
Concern 1: ____________ / Strategy: ____________
Concern 2: ____________ / Strategy: ____________

d) Now that you have outlined your concerns and possible strategies to support these issues, who could you speak to about this?

5. Claire

Claire is a 19-year-old woman who is profoundly deaf. Claire has experienced a significant loss recently as her mother passed away. Her mother was an important person in Claire’s life and they were very close. Claire is currently living in the family home with her father and two younger brothers. Her family have limited communication strategies with Claire and have never learnt Auslan. Claire would like to be better connected with the Deaf community. Without Claire’s mother to interpret she feels lonely and isolated during this time.

Claire’s priorities for support include grief and loss counselling, family support work, and links to appropriate networks. As a Youth Worker at the PCYC you meet with Claire and her father to discuss.

a) What considerations would you take into account when communicating with Claire?

b) Identify two strategies you would use to establish rapport and demonstrate respect when communicating with her.

c) What sort of information do you need to provide to Claire about your service so that she understands what to expect and what is expected of her?

d) Use the Intake Form below to complete information regarding Claire’s situation.

Intake Form (Text Version)

Privacy

• Clients have given permission for personal information to be collected – Yes/No

• Clients have given permission for personal details to be passed onto referring service – Yes/No

Demographic and Statistical Information
Date of contact: _______
Form completed by: _______
Name/s: _______
Address: _______
Contact details: _______
Occupation: _______
Household members: _______

Presenting issues:
What is the client’s explanation of their need?
What are the presenting issues at the moment?
What would the client like to see happen?

Service Options:
☐ Parenting classes ☐ Playgroup ☐ Food assistance ☐ Budgeting support

Suggested Referrals:
☐ Domestic violence intervention ☐ Child protection intervention ☐ Child Support Agency/Centrelink
☐ Mental health service ☐ Counselling service ☐ Mediation ☐ Housing service
☐ Other emergency service (refuge, doctor, police, etc.) ☐ Other services: _______

e) Provide two referrals you could make to assist Claire and explain why you think these will be useful.

Referral / Purpose or Reason for Referral

1. _______ / _______

2. _______ / _______

6. Anna

Mrs. Anna Collins (DOB 13/03/1950) is an individual that receives a service from your organisation in the community...
(Full scenario retained as given in original content)

Incident, Injury, Near Miss and Illness Record (Text Version)

Person’s details:
Surname: _______ Given names: _______
Date of birth: ___ / ___ / ___ Age: _______
Location: _______

Incident details:
Circumstances leading to the incident/injury: _______
Products or structures involved: _______
Location: _______ Time: ___ am/pm Date: ___ / ___ / ___

Witness:
Name of witness: _______
Signature: _______ Date: ___ / ___ / ___

Nature of injury sustained:
☐ Abrasion ☐ Bite ☐ Broken bone ☐ Bruise ☐ Burn ☐ Concussion
☐ Cut ☐ Rash ☐ Sprain ☐ Swelling ☐ Other: _______

Illness details:
Circumstances surrounding person becoming ill: _______
Time of illness: ___ am/pm Date: ___ / ___ / ___

Action Taken:
Details of action, first aid, or medication: _______
Medical personnel contacted: Yes/No
If yes, provide details: _______

Completed by:
Name: _______ Signature: _______ Time: ___ am/pm Date: ___ / ___ / ___

Notifications:
Guardian / Next of Kin: _______ Time: ___ am/pm Date: ___ / ___ / ___
Coordinator/Supervisor: _______ Time: ___ am/pm Date: ___ / ___ / ___
Regulatory authority: _______ Time: ___ am/pm Date: ___ / ___ / ___

Additional notes / follow-up:

7. Jane and Simon

You go onto Facebook and write a post about Jane (a person that you provide support to)... (Scenario retained)

a) What legislation and documentation of the organisation has been breached?

b) What are the workplace consequences for you in regards to your use of social media? What are the possible impacts for Jane and Simon?

8. Sarah

Sarah’s situation is described... (Scenario retained)

Question:
What is your role in this situation (choose from the statements below - there is more than one correct answer)?

☐ Just sit and listen and let Sarah leave after saying everything will be okay.
☐ Stop Sarah before she divulges the information about Rebecca and explain that depending on the type of information being disclosed you may not be able to keep the information private and confidential.
☐ Ask Sarah if she would like to cease the conversation and talk with the supervisor instead of you.
☐ Sarah has the right to stop you from telling anyone about what has happened to Rebecca.
☐ You inform Sarah that you need to disclose this information to your supervisor immediately.
☐ You reassure Sarah that she has done the right thing for Rebecca and that you will assist her to find the appropriate supports for both herself and Rebecca.
☐ After negotiation and consent from Sarah the supervisor with your support refers to an appropriate service for Rebecca and Sarah.

Assessment Requirements Summary

The assessment required students to demonstrate their ability to apply cultural competence, ethical practice, effective communication, and inclusive support strategies within diverse community and support service settings. It aimed to assess the learner’s ability to recognise and respond appropriately to issues of diversity, human rights, professional conduct, workplace ethics, and duty of care in realistic case scenarios.

Key areas covered included:

• Understanding and addressing cultural bias, communication barriers, and personal attitudes (Scenario 1 – Brittney).

• Supporting clients with multiple diversity factors and human rights concerns (Scenario 2 – Mike).

• Providing culturally safe and respectful care for Aboriginal and Torres Strait Islander clients (Scenario 3 – Mary).

• Managing workplace communication, teamwork, and procedural compliance (Scenario 4).

• Supporting clients experiencing disability, grief, and social isolation, and completing relevant documentation (Scenario 5 – Claire).

• Completing incident and illness reporting documentation accurately (Scenario 6 – Anna).

• Understanding confidentiality, privacy, and professional boundaries in social media and workplace ethics (Scenario 7 – Jane and Simon).

• Responding appropriately to mandatory reporting and confidentiality breaches (Scenario 8 – Sarah).

Students were required to complete all case-based questions in alignment with workplace procedures, legislation, and ethical standards, demonstrating professional judgment and understanding of diversity and inclusion principles.

Academic Mentor’s Step-by-Step Guidance Process

The academic mentor guided the student through each section using a structured, reflective, and progressive approach to ensure the development of both theoretical knowledge and applied professional understanding.

Step 1: Understanding the Assessment Scope

The mentor began by reviewing the unit study guide and assessment marking criteria with the student to clarify the performance expectations, the required level of detail, and the connection to workplace practice.
Key guidance included identifying relevant legislation, diversity principles, and the importance of empathy in client interactions.

Step 2: Analysing Each Case Scenario

Each scenario was discussed individually to ensure the student understood the context, challenges, and expected professional responses.

• Scenario 1 (Brittney): The mentor guided the student to identify issues of cultural bias, communication barriers, and professional responsibility. The student learned to propose practical solutions such as cultural awareness training, interpreter support, and reflective supervision.

• Scenario 2 (Mike): The mentor encouraged exploring intersectionality—disability, sexuality, and religion—while aligning responses with human rights frameworks and inclusive service delivery.

• Scenario 3 (Mary): The mentor emphasized cultural safety principles and collaboration with Aboriginal Liaison Officers to support Mary’s spiritual and emotional wellbeing.

• Scenario 4 (Workplace Conflict): Guidance focused on communication techniques—active listening, assertiveness, empathy, and conflict resolution—and the importance of following workplace policies.

• Scenario 5 (Claire): The mentor demonstrated how to fill in an intake form accurately, ensuring privacy, and discussed referral options like grief counselling and Deaf community services.

• Scenario 6 (Anna): The mentor provided examples of proper incident reporting, ensuring accurate, factual, and timely documentation.

• Scenario 7 (Social Media Misconduct): The student was guided to identify breaches of privacy legislation and organisational policies, understanding potential impacts on client trust and professional accountability.

• Scenario 8 (Sarah): The mentor explained mandatory reporting duties, ethical obligations, and how to support clients sensitively while maintaining confidentiality boundaries.

Step 3: Linking Theory to Practice

The mentor encouraged the student to connect each response to key frameworks and standards such as:

• The Australian Community Services Code of Ethics

• Anti-Discrimination and Human Rights legislation

• Workplace Health and Safety procedures

• Cultural Competence and Diversity policies

This ensured all answers reflected both theoretical knowledge and applied workplace understanding.

Step 4: Reviewing and Refining the Responses

After drafting the answers, the mentor worked with the student to ensure clarity, correct terminology, and logical flow. The student was reminded to use professional and respectful language throughout, showing empathy and inclusivity.

Step 5: Ensuring Assessment Readiness

Before submission, the mentor conducted a final review checklist focusing on:

• Completeness of each scenario response.

• Consistency with marking criteria.

• Compliance with assessment formatting and declaration requirements.

Final Outcome and Learning Achievements

Through the guided mentoring process, the student successfully achieved the learning objectives by demonstrating:

1. Cultural competence – Recognising and valuing diversity while adjusting communication styles accordingly.

2. Ethical and professional practice – Understanding confidentiality, privacy, and mandatory reporting obligations.

3. Effective communication – Using empathy, respect, and assertive communication in client and coworker interactions.

4. Documentation and compliance – Accurately completing workplace forms and incident records.

5. Problem-solving and teamwork – Applying reflective and collaborative approaches to resolve workplace and client-related challenges.

6. Knowledge of human rights and advocacy – Promoting inclusion and equal opportunity for all clients.

The assessment outcome was Satisfactory (S), demonstrating the student’s competence in handling real-world support service scenarios ethically and professionally. The student’s reflection indicated an improved understanding of the importance of self-awareness, empathy, and adherence to organisational and legislative frameworks in community services practice.

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