Reference no: EM133874061

Facilitate the empowerment of people receiving support

About the role play

Assessors should ensure that the role play environment has been set up to reflect an environment consistent with the workplace in which the situation would usually occur (for example, the person's home, a simulated residential aged care facility, a simulated service provider premises and so on). It should reflect real working conditions and model industry operating conditions and contingencies (as per the assessment conditions of the unit).

To ensure consistency and fairness in assessment, and so that the roles are played sensitively and respectfully, the role of the client should be played by an assessor, trainer, supervisor or other suitably qualified and experienced person. This will also help to provide the student with responses and prompts sufficient to proceed through the scenario and complete their assessment successfully.

Role play - Randwick (option 1)

Case Scenario
Junction Glen Support Services is a community services agency providing ageing and disability support services in the northern suburbs of Melbourne. It offers a range of independent and supported living options.

Aisha Young has recently been appointed into the role of Director, Support Services, for Junction Glen.

Aisha joined Junction Glen from another service that was highly committed to recognising people as experts in their own lives and to empowering people to participate in their own support and care. She almost immediately recognised that, while the level of physical care that was provided to people accessing support from Junction Glen was excellent, there was some work to do in improving how the individual rights and needs of people were recognised and responded to.

One of the first things that Aisha did was to review the process for developing each person's individualised support plan. When she looked at the current plans, she noticed that they were very process driven and focused on daily care rather than on reablement, addressing specific health needs or facilitating empowerment.

She responded by launching a program called ‘Putting the individual back in individualised support'. She redeveloped the Independent Support Plan template to put the emphasis on each person's goals and aspirations. She also allocated someone to work with each person and their family to redevelop their plan.

As part of the ‘Putting the individual back in individualised support' program, Aisha has allocated you to work with Randwick.

Below you will find some information about Randwick. You will also find his current Independent Support Plan (ISP), a procedure for developing ISPs under the new model and an ISP template.
Review the information provided and then complete the following tasks:
Meet with Randwick to begin developing a new ISP for him that better responds to his personal goals and aspirations.
During your meeting, support Randwick to identify an area of the plan that he would like to work on and help him to identify his goals and aspirations for that area of the plan.
Work with Randwick to identify the goal or aspiration that is most important to him and identify strategies to adjust the service he is currently receiving so that his needs are better met.
Explain the complaints and advocacy mechanisms available to Randwick and, if required, assist him to access them.
One of your assessors, trainers or supervisors will play the role of Randwick. Make sure that you read the relevant sections of your Portfolio before your role play so you know what your assessor will be looking for.

Student information: Randwick
This case study follows the life of Randwick, a 28-year-old man who immigrated at the age of eight to Australia from Sudan with his family. Growing up in suburban Melbourne, Randwick maintained strong ties with his Sudanese community in Dandenong.
An unfortunate incident at a party resulted in a brain injury that changed the direction of his life. This case study explores Randwick's journey, from his aspirations and passions before the accident to the challenges he faces in adapting to a new life after the brain injury.
Introduction
Randwick's family's move from Sudan to Australia presented a significant cultural transition at a young age. Despite this, he embraced his new home and developed close relationships with the Sudanese community in Dandenong in the outer suburbs of Melbourne. He shared a love for music with a group of close mates and enjoyed his work as an electrician. Additionally, he enjoyed mentoring young people from the local community.
The accident and rehab
Four years ago, a balcony collapsed while he was playing music with his friends at a party. This incident left him with a severe brain injury, impacting his mobility, memory and cognitive abilities. He spent eight months in hospital and underwent extensive rehabilitation.
Transition to supported living
Randwick's brain injury not only affected his physical abilities but also led to significant changes in his personal identity. His inability to play music while he recovered, which was once his passion and source of joy, left a void in his life. Moreover, his cognitive decline affected his ability to work as an electrician and fulfill his mentoring role in the Sudanese community, causing further distress and feelings of loss.
Randwick found joy and connection in playing music and mentoring young people. The connection with his culture that both of these things provided were particularly important - they provided him with a sense of familiarity and security. He appreciated the opportunity to share stories, memories and customs with people who understood his background and experiences. He also relished the opportunity to communicate in his first language.
He now feels that, while his physical needs are being extremely well met, he has lost his identity. The supported living home where he resides does not allow him to play music because they say it is disruptive to the other people living in the house and he is only allowed to have two friends over at one time. He misses the large groups of family and friends that he was always surrounded with. He is lonely and is struggling to find a sense of purpose.
Conclusion
Randwick's life journey reflects the importance of cultural identity, community connections and social connection in person-centred care and support.
While his health challenges required a move to supported living, his ability to adapt and reestablish his music, social and cultural connections are essential in navigating this new phase of his life and should be supported and prioritised.

Role play - Rosalie (option 2)

Case Scenario

Junction Glen Support Services is a community services agency providing ageing and disability support services in the northern suburbs of Melbourne. It offers a range of independent and supported living options.
Aisha Young has recently been appointed into the role of Director, Support Services, for Junction Glen.
Aisha joined Junction Glen from another service that was highly committed to recognising people as experts in their own lives and to empowering people to participate in their own support and care. She almost immediately recognised that, while the level of physical care that was provided to people accessing support from Junction Glen was excellent, there was some work to do in improving how the individual rights and needs of people were recognised and responded to.
One of the first things that Aisha did was to review the process for developing each person's individualised support plan. When she looked at the current plans, she noticed that they were very process driven and focused on daily care rather than on reablement, addressing specific health needs or facilitating empowerment.
She responded by launching a program called ‘Putting the individual back in individualised support'. She redeveloped the Independent Support Plan template to put the emphasis on each person's goals and aspirations. She also allocated someone to work with each person and their family to redevelop their plan.
As part of the ‘Putting the individual back in individualised support' program, Aisha has allocated you
to work with Rosalie.
Below you will find some information about Rosalie. You will also find her current Independent Support Plan (ISP), a procedure for developing ISPs under the new model and an ISP template.
Review the information provided and then complete the following tasks:
Meet with Rosalie to begin developing a new ISP for her that better responds to her personal goals and aspirations.
During your meeting, support Rosalie to identify an area of the plan that she would like to work on and help her to identify her goals and aspirations for that area of the plan. Get online assignment help from Ph.D. experts!
Work with Rosalie to identify the goal or aspiration that is most important to her and identify strategies to adjust the service she is currently receiving so that her needs are better met.
Explain the complaints and advocacy mechanisms available to Rosalie and, if required, assist her to access them.
One of your assessors, trainers or supervisors will play the role of Randwick. Make sure that you read the relevant sections of your Portfolio before your role play so you know what your assessor will be looking for.

Student information: Rosalie
This case study follows the life of Rosalie, an 87-year-old woman of Greek Orthodox heritage, who immigrated to Australia during her childhood. Having lived in the Northern suburbs of Melbourne for most of her life, she has retained strong ties with her Greek Orthodox community.
After her children left home, Rosalie and her husband moved to a villa at Junction Glen, where she embraced social activities and built connections with people from diverse cultural backgrounds.
However, as her physical health began to decline, Rosalie required a higher level of support and eventually moved into the onsite residential aged-care facility.
Introduction
Rosalie's life has been marked by a strong connection to her Greek Orthodox heritage and a deep appreciation for her cultural roots. As she transitioned through different stages of life, from her childhood in suburban Melbourne to her later years in the retirement village, she remained actively engaged in her community while forming new connections with individuals from various cultural backgrounds.
This case study aims to shed light on how Rosalie's life evolved, her experiences in the retirement
village, and the challenges she faced when her health began to decline.
Background and early life
Rosalie was born in Greece and immigrated to Australia during her childhood. Settling in suburban Melbourne, she grew up embracing both Greek and Australian cultures. Throughout her life, she actively participated in the Greek Orthodox community, attending church services and cultural events, and maintained strong bonds with other Greek families. This connection with her cultural heritage became a cornerstone of her identity and played a significant role in shaping her values and worldview.
Retirement village life
After her children moved out of the family home, Rosalie and her husband decided to downsize and moved to an ageing-in-place retirement village. The village offers a range of options for independent and supported living. It provides a supportive and socially vibrant environment for its older residents. Rosalie's open and friendly demeanour allowed her to connect with many fellow residents and engage in various social activities offered by her new community
Expanding social networks
Rosalie found joy in meeting people from diverse cultural backgrounds at the retirement village. The presence of other Greek Orthodox couples in the surrounding units was especially comforting for her. It provided her with a sense of familiarity and allowed her to form strong bonds with others who shared similar cultural values and traditions. She appreciated the opportunity to share stories, memories and customs with people who understood her background and experiences. She also relished the opportunity to converse in her first language.
Health decline and transition to aged-care facility
Despite the vibrant social life she enjoyed, Rosalie's physical health began to deteriorate during the last 18 months. Mobility issues, coupled with other health concerns, made it challenging for her to receive the level of care she required at home. As her husband faced similar health challenges, they both realised that moving into the onsite residential aged-care facility was the best option to ensure their wellbeing and access to necessary support services.

Individual Care Planning Policy

Purpose
The purpose of this document is to provide guidelines for preparing individual care plans or support plans for clients. The staff conducting service planning activities must use the individual care planning procedures and template to prepare, determine, plan and deliver personalised care and support services to the client.
A client's care plan is a live document, therefore it must be updated when the client's needs and support requirements change.

Objectives
To deliver individualised care to meet the needs and support requirements of the client and promote client wellbeing.

Roles and responsibilities
Junction Glen Support Services is responsible for providing care and support services, facilities, equipment and resources that are, as far as reasonably practicable, safe and healthy for their staff, contractors, clients and their carers/family, and others.
All staff preparing a care plan must carry out the following:
Collaborate with the person and relevant stakeholders to identify and plan the needs and support services for the client.
Practice legal and ethical requirements, duty of care, person-centred approach, active service and integrated service approach and strengths-based approach in planning and reviewing of individual support services.
Always seek the client's permission to participate in the care planning process and, as much as possible, organise a time to meet with them without interrupting their daily routines and activities.
Ensure the confidentiality and privacy of the clients and the information they share with you. Client's details and information should be confidential and only be disclosed to those working directly with the client for their care, family/primary carers and any medical professionals involved. You must seek the client's permission/consent before disclosing their information to any third party who is not an immediate part of the client's care team.
Take reasonable care for their own health and safety while they are at work and take reasonable care that their acts or oversight do not adversely affect the health and safety of other persons.
Complete sections 1 to 3 of the care plan template.
Ensure all details contained on this document are current and accurate.

Review the care plan annually or as and when clients need and support services change.
Submit documents to the supervisor so the document is filed and stored securely.
For clarification on the information enclosed in this document or further information on individual care plans and delivery, you can contact your supervisor/manager who will assist you with your enquiries.

Individual Care Planning Procedure
Use the following steps and care plan template to complete the service planning process.
Step 1: Prepare for service planning meeting requirements with your supervisor and review the client's individual care plan if one is already available to identify their support needs. Ensure that you are using a person-centred approach.
Step 2: Meet with the client to determine their readiness for preparing their individualised plan and identify any stakeholders who need to be included in their care planning services for the older person. During the meeting, you must conduct yourself in a manner that will help establish and maintain a relationship with the person.
Step 3: Work with the client and relevant stakeholders to identify client needs and support services by using the information or list of support provided in the individual care plan (template). You must identify any equipment, facility or information to enable the client to maximise the benefits of services.
Step 4: Update any new need or services identified on the care plan and do not delete any unchanged needs or service requirements that the client will continue to access.
Step 5 : Colour code the care plan as per the care plan legend provided below.
Step 6: Print out and email the individual care plan to the client and ensure relevant stakeholders have access or copies of the client's care plan.

Developing Individualised Plans Procedure

Putting the individual back in individualised support - a new approach to care planning

Procedure
Developing individualised support plans in a community services environment requires a person- centred, flexible and collaborative approach. By actively involving the person, their family and carers in the planning process and considering their goals, aspirations, health needs and rights, the support plan can empower the individual, facilitate self-direction and enhance their overall wellbeing and quality of life. Regular review and monitoring ensure that the plan remains relevant and responsive to the person's changing circumstances and preferences.

Step 1: Initial assessment and information gathering
1.1: Meet with the person to understand their unique needs, preferences, goals and aspirations.
1.2: Involve the person's family members, carers, and any relevant support networks in the assessment process to gain a comprehensive understanding of their situation.
1.3: Gather information about the person's health, reablement needs and any specific requirements for support services using the template provided.

Step 2: Person-centred planning
2.1: Collaborate with the person, their family and carer/s to identify the person's strengths, interests and areas requiring support.
2.2: Explore the person's long-term and short-term goals, allowing them to express their desires and aspirations.
2.3: Tailor the support plan to align with the person's individual needs and preferences, ensuring that it reflects their unique identity and choices.

Step 3: Rights-based approach
3.1: Emphasise the person's rights and entitlements, ensuring that their dignity, privacy and autonomy are respected throughout the planning process.
3.2. Advocate for the person's rights, especially in situations where they may face challenges in accessing services or making decisions.

Step 4: Empowerment and self-directed support
4.1: Encourage the person to actively participate in decision making, promoting their independence and self-determination.
4.2: Discuss various options for support services, allowing the person to choose the services and providers that best align with their goals and preferences.
4.3: Facilitate a self-directed model of support where the person has control over their support budget and how it is allocated to meet their needs.

Step 5: Flexibility and adaptability
5.1: Recognise that the person's needs and goals may evolve over time and the support plan should be flexible and adaptable to accommodate changes.
5.2: Regularly review the support plan with the person, family and carers to ensure its relevance and effectiveness.

Step 6: Collaborative development
6.1. Foster a collaborative approach, involving all relevant stakeholders, including the person, their family, carers, support workers and any other professionals.
6.2. Maintain open communication channels to address any concerns, modifications or adjustments needed in the support plan.

Step 7: Goal-oriented strategies
7.1: Develop clear, measurable goals that align with the person's aspirations and are time-bound.
7.2: Identify specific strategies and interventions to achieve these goals, ensuring they are practical and realistic.

Step 8: Documentation and monitoring
8.1: Document the individualised support plan, ensuring it is easily accessible to all involved parties.
8.2: Regularly monitor the person's progress toward their goals, adjusting the support plan as necessary to maintain its effectiveness.
8.3: Seek feedback from the person, family, carers and support workers to continuously improve the support plan and service delivery.