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Original Question

Kidz in Community Inc. (KiC) You are working for a not-for-profit organisation called ‘Kidz in Community’ (KiC). KiC provides recreation support and adventure based therapy programs for children aged 10 – 14 years who reside in out-of-home care. You run small groups of no more than five (5) participants at a time and specialise in adventure therapy interventions that combine evidence based approaches that support activities in nature. KiC is an early intervention service that works to maximise immediate and short-term wellbeing outcomes for children on child protection orders. Your program follows strengths-based and trauma-adventure practice frameworks. The primary focus of your program is tailored to addressing complex trauma through adventure based youth camps. Your service caters for NDIS funded plans. Program outcomes The work of ‘Kidz in Community’ is outdoors and activity based that uses adventure to engage children in complex problem solving that assists with co-regulation strategies for emotional distress. The primary focus is on teamwork and building relationships to enhance social skills. Currently You are about to run a weekend on-country camp in your local area that will include; making a raft to float down a river abseiling bush-walking canoeing. The program will run over the course of two (2) days. Leaving Saturday morning and returning home Sunday afternoon. The young people attending the program are listed in the table below. Name Age Cultural background Beth Hunter – current youth justice order (Restorative Justice Conference) 14 Aboriginal and Torres Strait Islander Cameron James 12 Australian Oscar Young – current youth justice order (Good behaviour) 13 Maori Piper Trang 13 Vietnamese Ethan Clive Farlow 11 Australian Role play 1: Senior worker and Beth – (10 – 15 minutes) You are meeting with Beth to complete a cultural strengths plan prior to the on-country camp. You must use one of your peers for this role play. The person playing the role of Beth may embellish on any information required. Be sure your role play reflects real-life working conditions when working with a 14-year-old who has experienced adverse childhood experiences. Face to face and in-class students – you may liaise with peers and identify a person to partner with for this task. If you are absent from class on the day of a role play you must follow the instructions for an online, virtual and/or self-directed learner. Online, virtual and self-directed students – to complete the role play task you are required to liaise with your TAFE peers through the discussions page on Connect. You will be required to set up a Zoom room so you can conduct the role play with a peer. You can record the session using the record function on Zoom. All recorded role plays must be uploaded to Connect with this assessment task. Each of you will have a turn at playing the role of the worker. Background information for Beth Beth is 14 years of age and has connections with both your local Aboriginal community along with Thursday Island in the Torres Strait. She has some knowledge of her mob and is aware of her background. She has strong connections with three (3) Aunties in the local community and has two (2) older sisters living in the Torres Strait that are important to her. Beth is on a short-term custodial order with the Department of Child Safety and has been residing in a local residential care facility for the last eight (8) months. She has difficulty with working memory and executive functioning (problem solving). She has reactive attachment disorder and can respond to every day interactions with aggression and defiance. She has noticeable developmental delays in speech and language, social and emotional and cognitive development. Demonstration of skills required: Be prepared for the discussion by completing your own research on the local traditional owners of the country you are on, along with knowledge of the traditional owners of Thursday Island. Set up a real-life working environment – be sure to be informal in the setting for this conversation (can be done outside in a private and safe space). Read the cultural strengths plan prior to your meeting and make dot points of the information you need to gather for the discussion. You must not type or write directly on the cultural strengths plan during your conversation. Establish a welcoming, safe and non-threatening environment. Introduce yourself, and clarify your role. Discuss confidentiality, consent and your reporting obligations. Use a range of open and probing questions to gather the information you need to complete the cultural strengths plan. Conclude the meeting and thank Beth for helping you. If you are video recording, you must upload the recorded role play with this task. Upload a copy of your handwritten notes with this task. Transfer your information to the cultural strengths plan attached below prior to submission of your portfolio of evidence. Observation Checklist (Single Observation) Instructions: Where there is multiple sub-points for an observation criteria and a student does not satisfactorily demonstrate all of the sub-points listed, please provide feedback to the student by identifying which of the sub-points were not demonstrated satisfactorily. Attempt 1 Attempt 2 Date __/__/__ Date __/__/__ During the demonstration of skills, did the student satisfactorily: Y N Y N Role play 1: Senior worker and Beth – (10 – 15 minutes). Set up a real-life working environment ​​☐​ ​​☐​ ​​☐​ ​​☐​ Establish a welcoming, safe and non-threatening environment. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Introduce self, and clarified worker role. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Discuss confidentiality, consent and reporting obligations. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Use a range of open and probing questions to gather the information needed to complete the cultural strengths plan. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Conclude the meeting and thank Beth for helping. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Based on the criteria demonstrated above, the student performance was: S U S U ​​☐​ ​​☐​ ​​☐​ ​​☐​ Feedback on Performance 295810663 / ras Cultural Strengths Plan – Beth Family Name Cultural Identity (Aboriginal and/or Torres Strait Islander) Which Aboriginal and/or Torres Strait Islander community group do you identify with and belong to? Who is an important contact that can support cultural links such as an elder or significant person to provide knowledge and cultural information I am strong in my culture when I am connecting to Community (conversation should be focused on cultural activities that Beth may enjoy attending – Football, NAIDOC, traditional dancing, cooking, painting, knitting as examples) Activity Preferences Sporting and cultural gatherings Cultural hobbies / art and craft Cultural celebrations Other – please specify Cultural Connection Plan How can I as a worker help you feel connected to country when we’re on our camp? What supports can I as your worker provide you with to help you participate in the camp activities? How can we adjust our programs to make sure they are culturally safe? Cultural strengths plan to be signed and dated by participant and case manager. I have participated and I am committed to the implementation of the Cultural support plan Young person’s name: Worker Name: (adapted from the Benevolent Society and endorsed by ATSICHS) Role play 2: Senior worker and Oscar – (10 – 15 minutes) You are meeting with Oscar to complete a SMART goal plan prior to the on-country camp. You must use one of your peers for this role play. The person playing the role of Oscar may embellish on any information required. Be sure your role play reflects real-life working conditions when working with a 13-year-old who has experienced adverse childhood experiences. Face-to-face and in-class students – you may liaise with peers and identify a person to partner with for this task. If you are absent from class on the day of a role play you must follow the instructions for an online, virtual and/or self-directed learner. Online, virtual and self-directed students – to complete the role play task you are required to liaise with your TAFE peers through the discussions page on Connect. You will be required to set up a Zoom room so you can conduct the role play with a peer. You can record the session using the record function on Zoom. All recorded role plays must be uploaded to Connect with this assessment task. Each of you will have a turn at playing the role of the worker. Background information for Oscar Oscar is 13 years of age and has recently plead guilty to selling prescription pills at the local high school. He has been reprimanded by a magistrate and is currently on a good behaviour order for the next six (6) months. If Oscar breaks the law again the court can consider more serious punishment. Oscar struggles to build and maintain friendships and has in the past experienced drug-induced psychosis, which resulted in admission to the adolescent mental health unit. He has poorly developed social and emotional skills and lacks the ability to think about consequences for actions. He is on a short-term child protection order and has been residing in a local residential care facility for the last two (2) years. He has expressed a desire to give up substances and states that he does not want to go to juvenile detention. He has been on an adventure-based camp in the past and states that he wants to become a youth worker and help other young people with their trauma. He enjoys being outdoors and his favourite activities are making a raft and canoeing on the river. The last time he was on an adventure program he got to show off his skills and helped the workers with traditional hangi cooking, he has expressed an interest in wanting to do this again on your camp. Demonstration of skills required: Be prepared for the discussion by completing your own research and having extensive knowledge of the SMART goal framework. Set up a real-life working environment – be sure to be informal in the setting for this conversation (can be done outside in a private and safe space). Print the SMART goal-planning sheet and have it with you during your conversation to write notes on. Establish a welcoming, safe and non-threatening environment. Introduce yourself, and clarify your role. Discuss confidentiality, consent and your reporting obligations. Explain why you are completing the SMART goal planning and how it might be used to support Oscar. Use a range of open, probing, coping and exception questions to gather the information you need to complete the plan. Conclude the meeting and thank Oscar for working with you. If you are video recording, you must upload the recorded role play with this task. Upload a copy of your handwritten notes with this task. Transfer your information to the SMART goal plan attached below prior to submission of your portfolio of evidence. Observation Checklist (Single Observation) Instructions: Where there is multiple sub-points for an observation criteria and a student does not satisfactorily demonstrate all of the sub-points listed, please provide feedback to the student by identifying which of the sub-points were not demonstrated satisfactorily. Attempt 1 Attempt 2 Date __/__/__ Date __/__/__ During the demonstration of skills, did the student satisfactorily: Y N Y N Role play 2: Senior worker and Oscar (10 – 15 minutes). Set up a real-life working environment ​​☐​ ​​☐​ ​​☐​ ​​☐​ Introduce self, and clarified worker role. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Discuss confidentiality, consent and reporting obligations. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Explain the reason for completing the SMART goal and how it might be used to support Oscar. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Use a range of open, probing, coping and exception questions to gather relevant information. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Conclude the meeting and thank Oscar for participating. ​​☐​ ​​☐​ ​​☐​ ​​☐​ Based on the criteria demonstrated above, the student performance was: S U S U ​​☐​ ​​☐​ ​​☐​ ​​☐​ Feedback on Performance SMART Goal Planning For: SPECIFIC: What exactly do you want to accomplish? MEASUREABLE: How will you know when you have reached this goal? What will you be able to do? ACTION: What will you need to do in order to reach your goal? REALISTIC: Is this goal reachable? How do you know? TIMELY: When will you reach this goal? What is your deadline? 461663640 / hefni / stock.adobe.com, Modified by TAFE Queensland Role play 3: Senior worker and Ethan’s residential care worker (RCW) – (10 – 15 minutes) You are meeting with Ethan’s residential care worker to complete the Positive behaviour support plan (PBSP) attached with this task. You must use one of your peers for this role play. The person playing the role of RCW may embellish on any information required. Be sure your role play reflects real-life working conditions. Face-to-face and in-class students – you may liaise with peers and identify a person to partner with for this task. If you are absent from class on the day of a role play you must follow the directions for the online student work. Online, virtual and self-directed students – to complete the role play task you are required to liaise with your TAFE peers through the discussions page on Connect. You will be required to set up a Zoom room so you can conduct the role play with a peer. You can record the session using the record function on Zoom. All recorded role plays must be uploaded to Connect with this assessment task. Each of you will have a turn at playing the role of the senior worker. Background information for Ethan Ethan is 11 years of age and has a learning disability due to fetal alcohol syndrome that has impacted his development. He has noticeable deficits across a number of developmental milestones including; cognitive, social and emotional, language and understanding. A general practitioner has diagnosed him with oppositional defiance disorder (ODD) and, he is currently taking 0.25mg of Risperidone once a day. You have been granted authorisation to take his medication with you on the on-country camp and administer it according to his prescription. Ethan’s residential care worker reports that he can ‘blow up’ for no apparent reason, he is generally distrustful of all adults and, when faced with an adult imposing authority, will have no hesitation in striking out both verbally and physically. Structured activities present a challenge to Ethan and when faced with problems he can become aggressive. He is on a long-term guardianship order to the Chief Executive, and has been residing in a residential care facility in your local area for the last twelve (12) months. Ethan’s child safety officer is Grace Kearney who has shared an individual crisis management plan (ICMP) with you. The ICMP states that: Ethan can become physically and verbally aggressive, generally before school in the mornings and just before bed at night. He can hit and kick staff and break household items. He has been known to punch holes in walls and will throw household objects at staff at least once per week. His aggression can last anywhere up to half an hour and is high-level intensity that has the potential to cause harm to himself and others. Ethan’s triggers are when asked to do household chores at night before bed and going to school in the mornings. Ethan finds it calming to be outside engaging in recreational activities. You have been authorised to use seclusion and time out if Ethan’s behaviours become challenging and harmful to himself and others on the program. Demonstration of skills required: Be prepared for the meeting by conducting own research from the NDIS Quality and Safeguards Commission, ‘Regulated Restrictive Practices with Children and Young People with Disability’. Set up real-life working environment – arrange a professional meeting setting- round table, chairs, water, note pads, pens. Ensure you have a copy of the PBSP (either printed or online) with you during your meeting, and complete it with the assistance of the residential care worker. Establish a welcoming, safe and non-threatening environment. Introduce yourself, and clarify your role. Use a range of detailed and probing questions to gather the necessary information for the Positive behaviour support plan (PBSP) and document outcomes from the discussion in the template provided below. Agree on positive response strategies that mitigate risk and document in the PBSP template. Conclude the meeting and thank the RCW for assisting in completing the PBSP. If you are video recording, you must upload the recorded role play with this task. Positive behaviour support plan (PBSP) – Ethan Person details: First name: Middle name: Last name: Gender: Date of birth: Country of birth: ​​Choose an item.​ ​​Click or tap to enter a date.​ How does the person communicate? Is the person of Aboriginal or Torres Strait Islander origin? Does the person receive informal decision-making support from family/friends/advocate? ​​Choose an item.​ Guardian functions: Other guardianship information Type of residence: Length of time residing at this address: Disability details Disability type: (add more rows below if needed) ​​Choose an item.​ ​​Choose an item.​ Key contacts (including those consulted as part of developing this plan) Title: First name: Last name: Person type: Consulted date: ​​Choose an item.​ ​​Click or tap to enter a date.​ Email: Phone number: Title: First name: Last name: Person type: Consulted date: ​​Choose an item.​ ​​Click or tap to enter a date.​ Email: Phone number: Behaviours of concern (copy and paste the table below for each behaviour in this plan) Type ​​Choose an item.​ Description Frequency / Duration Intensity Triggers Low risk scenarios High risk scenarios Preventative / environmental strategies (details of how routine regulated restrictive practices are used should be provided here) Response strategies (details of PRN restrictive practices should be included here as part of an overall planned response following on from positive behaviour support strategies) Restrictive practices schedule Chemical restraint Implementing provider business name: Administration type: ​​Choose an item.​ Is authorisation required? Have authorisation and consent been received? Authorisation and consent received from: ​​Choose an item.​ ​​Choose an item.​ ​​Choose an item.​ Authorisation start date: Authorisation end date: Authorisation status: ​​Click or tap to enter a date.​ ​​Click or tap to enter a date.​ ​Choose an item.​ Drug name: Dosage: Unit of measurement: Conditions / limits of use: ​​Choose an item.​ Frequency: Prescriber: ​​Choose an item.​ Environmental, Mechanical, Physical or Seclusion Implementing provider business name: Administration type: ​​Choose an item.​ Restrictive Practice Type: Sub-type ​​Choose an item.​ Is authorisation required? Have authorisation and consent been received? Authorisation status: ​​Choose an item.​ ​​Choose an item.​ ​​Choose an item.​ Authorisation and consent received from: Authorisation start date: Authorisation end date: ​​Click or tap to enter a date.​ ​​Click or tap to enter a date.​ Senior worker declaration: Signature Full name Date Job title Adapted from: NDIS Quality Safeguards Commission. (2021) Scenario information 4 – Piper’s grandmother Trang (pronounced Chang) Over the last two (2) days you have attempted to arrange to meet with Piper to discuss a care plan for her during the on-country camp however, she has refused to meet with you. Recently she has given you permission to speak with her grandmother, Trang. During the meeting with Trang you find out the following information: Trang was born in Vietnam and migrated to Australia eight (8) years ago to take on the guardianship role of her granddaughter when Piper’s parents died in a motor vehicle accident. English is Trang’s second language however, she does understand simple and basic English sentences. Piper was born in Australia and is thirteen (13) years of age, she speaks English fluently and also speaks Vietnamese. She has been suspended from school for fighting on several occasions. She is currently on a school suspension due to a physical fight she had with another girl. Piper is sexually active and reports indicate that she often leaves her place of residence to meet up with unknown adults. Piper is generally a chatty young person who overshares information that has resulted in that information being reported to child safety services. During the meeting, Trang begins to become emotionally distressed and starts crying telling you: Piper often physically assaults her and these incidents have resulted in Trang seeking medical attention from the local hospital. Piper has tried to kill herself by overdosing with Panadol. Piper says that she wants to be a boy and Trang does not understand what this means. Use the table provided and answer the following questions. Question Response What are four (4) resources you can use to ensure you can communicate effectively with Trang? Use interpreter Speak slowly and clearly Use short simple sentences Repeat information if necessary Use pictures, diagrams and charts in their language Do the physical assaults on Trang constitute domestic and family violence under the Child Protection Act 1999? Yes, it’s In your own words describe and explain the definition of elder abuse (one 1 sentence). Any act that results harm to an older person, this maybe be physical, sexual or financial. What are three (3) ways you can meet your duty of care whilst talking to Trang? To protect Trang from harm To report the assault To let her know about privacy and confidential, and the limit to it when someone is in danger What type of support plan would you complete to respond to risk of suicide for Piper? Suicide risk assessment What are three (3) support options available to Trang to understand more about the LGBTQI+ community? Give information about LGBTQI+ in her language Share the knowledge with her about LGBTQI+ Refers her to any LGBTQI+ community for more information What are your reporting requirements that meet your duty of care regarding the disclosure of Piper’s suicidal ideation? Let Trang know that since Piper have already attempted suicidal it’s my duty of care to report immediately so he gets help. Role play 5: Senior worker and Cameron – (10 – 15 minutes). You are meeting with Cameron to complete an behaviour management plan prior to the on-country camp. You must use one of your peers for this role play. The person playing the role of Cameron may embellish on any information required. Be sure your role play reflects real-life working conditions when working with a 12-year-old child who has experienced adverse childhood experiences. Face-to-face and in-class students – you may liaise with peers and identify a person to partner with for this task. If you are absent from class on the day of a role play you must follow the instructions for an online, virtual and/or self-directed learner. Online, virtual and self-directed students – to complete the role play task you are required to liaise with your TAFE peers through the discussions page on Connect. You will be required to set up a Zoom room so you can conduct the role play with a peer. You can record the session using the record function on Zoom. All recorded role plays must be uploaded to Connect with this assessment task. Each of you will have a turn at playing the role of the worker. Background information for Cameron Cameron is 12 years of age and does not attend school regularly, he has recently begun smoking cigarettes and been seen with bottles of alcohol. He is a very shy, quiet and reserved young person and lacks self-confidence. He has trouble sleeping at night and complains of being tired all the time, he does not eat healthy foods and when he does eat, it is very minimal. He finds it challenging to communicate with people face-to-face and has no friends, often isolating himself from others. Cameron is on a short-term custody order with child safety and currently resides in a local residential care facility. He is very fond of two (2) of his youth workers; Robbie and Jye. Demonstration of skills required: Be prepared for the discussion by reading through the ICMP prior to your meeting with Cameron. Set up a real-life working environment – be sure to be informal in the setting for this conversation (can be done outside in a private and safe space). Print the ICMP sheet and have it with you during your conversation to write notes on. Establish a welcoming, safe and non-threatening environment. Introduce yourself, and clarify your role. Discuss confidentiality, consent and your reporting obligations. Explain why you are completing the ICMP and how it might be used to support Cameron during the camp. Use a range of open, probing, coping and exception questions to gather the information you need to complete the ICMP. (do not read directly from the ICMP, summarise and explain the information and have informal discussions). Conclude the meeting and thank Cameron for working with you. If you are video recording, you must upload the recorded role play with this task. Upload a copy of your handwritten notes with this task. Transfer your information to

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