Assessment

Recognise indicators and describe responses to suspected abuse of people using health or disability services

Unit standard 1836 / Version 6
Level 3 / Credits 4
Learner information
Your name:
Your workplace:
Your date of birth:
Your national student number (if known):
Declaration
·  I was told about and understand the assessment requirements.
·  I have prepared my answers myself.
·  Any evidence I have provided as my own, I produced myself.
·  I understand that this assessment may be used for moderation and quality control purposes.
·  I understand that when I achieve this unit standard my result will be registered with the
New Zealand Qualifications Authority.
I confirm the above declaration: / Yes No / Date:
Assessment result (assessor use only)
Assessment result / Achieved / More evidence required / Date:
Reassessment result / Achieved / More evidence required / Date:
Feedback to the learner:
The requirements have been met to demonstrate competency in this unit standard.
Assessor name:
Assessor number: / Date:

US XXXX version X – Moderation and approved Mmmmm YYYY

Trainee assessment issue X.X – Published Mmm YYYY

© Careerforce YYYY

To demonstrate competency, you must be able to: / Outcomes / Tasks
Describe the nature of abuse of people using health and disability services. / 1 / 1 – 6
Identify the abuse indicators of people using health and disability services. / 2 / 1 – 5
Describe procedures for responding to abuse indicators and disclosures of abuse of people using health and disability services. / 3 / 7

Instructions

·  Your answers may be written (either electronically or by hand) or spoken.

·  If you need help with this assessment, please contact your assessor.

·  Remove all identifying details of people receiving services or support.

·  Once you have completed your assessment, you must read and confirm the declaration on the cover.

Filled in or written answers

·  If there are open white spaces on a page because you have written shorter answers, this is acceptable. You don’t have to fill the space.

·  Use a pen to write your answers. If you need to change an answer, write your initials beside any corrections you make. If you need more space, attach extra pages with your answer. Add your name and task number to all extra pages you use.

Verbal answers

·  If you answer verbally, your assessor will write your answer(s), or may use a voice recorder.

Definitions

·  The learner is you, the person being assessed. You may also be referred to as the trainee, student, candidate or employee in some instances.

·  The assessor is the person who will assess you.

·  The person refers to a person accessing services in a health or disability setting in either a residential care facility or in a private home. Other terms used for the person being supported include client, consumer, individual, resident, service user or tūroro.

·  Abuse includes any neglectful, violent or controlling act or behaviour that may be economic, emotional, physical, social, verbal, spiritual and/or sexual in nature. It may occur within or outside of a family or whānau context. It also includes role abuse, which means the abuse of power by an individual or agency who or that has a professional service or status based role in relation to another person or persons.

·  Your workplace policies and procedures include ethical codes, standards and other organisational requirements.

Resources

This is an open book assessment. The following learning resources may be useful when completing this assessment:

·  the Careerforce learning resource for this unit standard.

·  learning materials, books, the internet and your workplace’s policies and procedures.

Task 1: Physical abuse
Read the scenario then answer the questions.
Scenario:
Mandy is a support worker who supports people with showering. One of the people she supports, Mrs Wilson, seems oddly nervous and anxious. Mrs Wilson has been quiet and withdrawn lately. When Mandy wants to help Mrs Wilson to have a shower she objects and doesn’t want Mandy to help her with her personal care.
When Mandy persuades Mrs Wilson to have her shower, she finds that she has bruises on her arms and legs. Mrs Wilson tells her that another support worker had been very impatient with her and had pinched or hit her.
A  From this scenario, identify two behaviour patterns or signs that could point to physical abuse.
Sample answer: There are bruises on Mrs Wilson’s arms and legs.
Behaviour or sign one:
Behaviour or sign two:
B  In general terms, what could make a person vulnerable to physical abuse?
Sample answer: Having a medical condition resulting in reliance on others for support.
Assessor comments (for assessor use only):
Task 1 result: / Achieved / More evidence required
Task 2: Sexual abuse
Read the scenario then answer the questions.
Scenario:
Marie is 20 years old and has Down syndrome. She lives in residential care with several other young people with disabilities.
Matt is one of the support workers in the home and he notices that Marie has become very quiet and withdrawn over the last couple of weeks. She is easily upset and doesn’t want to join the others when they are having a meal or watching TV.
One of the residents tells Matt that he has seen Peter, another resident, going into Marie’s bedroom at night.
A  From this scenario, identify two behaviour patterns or signs that could point to sexual abuse.
Behaviour or sign one:
Behaviour or sign two:
B  In general terms, what could make a person vulnerable to sexual abuse?
Assessor comments (for assessor use only):
Task 2 result: / Achieved / More evidence required
Task 3: Emotional abuse
Read the scenario then answer the questions.
Scenario:
Beverley lives at the Aroha Rest Home. Her son, Bill, has promised to come and see her once a week but hardly ever comes. He says that he is too busy to come and visit. When he does come he is often heard swearing at his mother telling her that she’s a stupid old woman because she can’t remember things.
Beverley wants to see him because he is her son, but after his visits she is often seen crying and won’t come out of her room. Bill appears to know how important it is to his mother that he visits but does not seem to be affected by her distress.
A  From this scenario, identify two behaviour patterns or signs that could point to emotional abuse.
Behaviour or sign one:
Behaviour or sign two:
B  In general terms, what could make a person vulnerable to emotional abuse?
Assessor comments (for assessor use only):
Task 3 result: / Achieved / More evidence required
Task 4: Neglect
Read the scenario then answer the questions.
Scenario:
Mr Smith is finding things very hard since his wife died recently. He continues to live in their home but is alone now. He doesn’t bother cooking for himself. He just makes a piece of toast whenever he feels hungry. Sometimes he forgets to have a shower or to clean his teeth. He loses quite a lot of weight and catches a cold that won’t go away. By the time he goes to see his doctor, Mr Smith has pneumonia.
Mr Smith’s daughter lives close by and has agreed to come and see him and to look out for him. She hardly ever stops by. When she does come, it is only for a quick visit. She does not notice his weight loss or the changes in his health. She doesn’t check if her father has been eating well.
A  From this scenario, identify two behaviour patterns or signs that could point to neglect.
Behaviour or sign one:
Behaviour or sign two:
B  In general terms, what could make a person vulnerable to neglect?
Assessor comments (for assessor use only):
Task 4 result: / Achieved / More evidence required
Task 5: Financial abuse
Read the scenario then answer the questions.
Scenario:
Ethel lives alone and finds it difficult and scary to do her shopping herself. She asked her daughter to help her by doing her weekly shopping. Ethel gave her daughter her EFTPOS card and PIN to pay for the groceries. By the end of one week, Ethel was running out of supplies. Ethel said that she was sure she asked for more groceries than her daughter brought back.
Ethel’s support worker walked in one day to find Ethel crying over a bank statement. Ethel was saying over and over in a distressed tone of voice: “Where has my money gone?” Ethel said she found out that her daughter used her EFTPOS card for groceries but also to draw cash. Ethel was very upset because of the money and because her daughter said that Ethel had told her she could take cash and that Ethel is just confused and had forgotten.
A  From this scenario, identify two behaviour patterns or signs that could point to financial abuse.
Behaviour or sign one:
Behaviour or sign two:
B  In general terms, what could make a person vulnerable to financial abuse?
Assessor comments (for assessor use only):
Task 5 result: / Achieved / More evidence required
Task 6: Power relationships and effects of abuse
A  Describe the power relationship between the abuser and the victim in any of the previous scenarios.
B  What are four long-term effects of abuse on a person receiving support?
Effect one:
Effect two:
Effect three:
Effect four:
Assessor comments (for assessor use only):
Task 6 result: / Achieved / More evidence required
Task 7: Procedures for responding to abuse
A  What would you do to support a person who tells you that he or she has been abused?
B  What are your workplace’s policies and procedures for recording and reporting suspected abuse of a person you are supporting?
Assessor comments (for assessor use only):
Task 7 result: / Achieved / More evidence required

Appeals

If you wish to appeal against the assessment result or process, talk to your assessor. If you are still not satisfied, you can appeal to Careerforce by completing the assessment result appeal form that can be found online at www.careerforce.org.nz/contact/forms

Feedback

Careerforce regularly reviews our assessment and learning resources. As a user, we would appreciate feedback on how you found it. Feedback can be provided to Careerforce via our online feedback form at www.careerforce.org.nz/contact/resource-assessment-feedback or if you would prefer, send us an email to

US 1836 version 6 – Assessment – Abuse of people using health or disability services

© Careerforce 2013 – Issue 2.1 – Published November 2013 10