Assessment 1 p1 cultural concepts:

Transcription

1 Assessment 1 p1 cultural concepts: implications for service delivery Participants name: Concept Kinship and family Who you are, not what you are or what you achieve, is important. Kinship systems originally involved carefully demarcated relationship rules that prescribed ways to deal with conflict, obligation and community membership. Social/Community Status Traditionally earned through age and knowledge life experiences. Elders and leaders are not necessarily the same. Interdependence and community Connectedness and relying on one another are valued rather than independence. Things shared not owned. Demonstration of this is significant. Reinforces kinship and obligations, therefore central to social cohesion/community existence. Ceremonies and celebrations Priority over other events. Cultural OBLIGATION to attend. Not a question of individual wishes or personal priorities but community expectation Implications for Service Delivery

2 Assessment 1 p2 cultural concepts: implications for service delivery Concept Language and communication Traditional language Urban language Non-verbal language Many different local languages and dialects. People may use a mixture. May be cultural value placed on different languages used. Non-verbals can mean many different things. Not the same as non-aboriginal communication. Do not assume meaning. Networks and supports Traditionally via song, dance, rituals and art. Family structure central. Concepts of time Prioritise family and ceremony, other appointments go on hold. Not just events but issues that occur at home, in the community etc Gender issues Women s and men s issues may need to be dealt with separately. Always check. Shame Not ashamed, necessarily, in the way meant by non-aboriginal culture in Australia. But often expressing a cultural choice or right not to participate in something. Shame is important to notice and respond to appropriately. Implications for Service Delivery

3 Assessment 1 p3 cultural concepts: implications for service delivery Concept Lore The learning and transmission of cultural heritage including both accepted and prohibited practices. It may also be described as ethics, morals or values for Aboriginal and Torres Strait Islander people. This concept integrates spiritual beliefs and practices. Lore guides socially sanctioned rules and regulations. Lore is handed down from generation to generation by the practice of rituals and ceremonies; story-telling; walking through Country; dances; songs and also through art and word of mouth. Cultural ways of seeking help Gaining confidence and trust relationship is a first step rather than problem solving immediately. Seeking advice from cultural consultants or Elders MAY be a way forward. Ie. working in partnership with the community network in culturally appropriate ways. Implications for Service Delivery o Competent o Not yet competent Comments Assessor Name: Signature:

4 Assessment 2 cultural safety strategies Participants name: 1. In small groups consider how cultural safety can be created in your workplace. Discuss and write down a range of activities that you can feedback to the larger group. 2. The trainer will facilitate a whole group discussion to share everyone s ideas. 3. From the group discussion, choose at least three strategies that you will be able to personally put into practice. Record these individually on your assessment sheet and hand in to the trainer. o Competent o Not yet competent Comments Assessor Name: Signature:

5 Assessment 3 case study: signs & symptoms Participants name: How many signs and symptoms can you identify in this story of two old mates? Bill and Doug have been mates for more than thirty years and are in their early seventies. They regularly get together every fortnight for a yarn and a feed. Bill s wife Geraldine passed away five years ago. Since his wife s passing Bill has lived mainly with his daughter and, at times, his niece s place. One day Bill s niece, Kayla drives him to Doug s house. She hasn t been there before and Bill gives her directions. Just drive down Flinders Street and turn left at the end. His directions seem to take them every which way and at one point Bill gets a bit stroppy, Just go the way I m telling ya! he says. Eventually they get to Doug s street and Kayla recognises his old car. Inside the house, Kayla and Maxine, Doug s wife, start cutting up potatoes, cabbage and carrots for the meal. Maxine starts talking about old times. Meanwhile Doug and Bill play cards like they always do. Doug wins the first few hands easily and notices Bill is throwing out useful cards. You should ve hung onto that one, Bill, states Doug. Bill loses his temper and yells, Don t tell me how to play! I know more about bloody cards than you ever will. Doug is a bit surprised by Bill s show of temper. Steady on mate, it s only a game. Over dinner the conversation is easy and full of stories and laughter as some of the day s earlier agitations are forgotten. How come we took so long to get here today? asks Bill. Kayla answers Because you forgot which street was the right one. Your memory ain t as good as it used to be Uncle Bill. On the way back Bill says How come it took us so long to get here today? Kayla replies, Uncle Bill, remember, I told you why it took us so long, cos you forgot the way! o Competent o Not yet competent Comments Assessor Name: Signature:

6 Assessment 4 what is dementia? Participants name: Describe the nature of dementia. Explain how you might use this knowledge in your dealings with a person with dementia and their family care planning maintaining a safe environment. o Competent o Not yet competent Comments Assessor Name: Signature:

7 Assessment 5 networks and support Participants name: Create your own written list of services and individual workers that can be partners in working with Aboriginal communities and dementia. Include contact details and hand this in to be assessed. It can be completed after the training if further research is required. Support person Name and title Contact details Brief description of role Immediate family Extended family Community members Aboriginal health workers Aboriginal home and community care workers Counsellor Local GP Transport drivers Day centre staff Cultural or Language Interpreter Other o Competent o Not yet competent Comments Assessor Name: Signature:

8 Assessment 6 the need for good communication Participants name: What can you take away from this session? Please take a few minutes to consider the following: How might a person feel if they are unable to communicate their needs? What can you do to make communication easier for a person with dementia? How can you keep family and friends involved? How can you aid communication with family members? What one thing are you going to do to improve communication with the people who have dementia? o Competent o Not yet competent Comments Assessor Name: Signature:

9 Assessment 7 maintaining relationships Participants name: How would you establish and maintain a relationship that takes into account the individual differences (e.g. cognitive abilities, cultural background, language skills) of the person with dementia and their family. Describe how you would gather information about the important people or events in the life of a person with dementia and assist them to maintain their relationships? What cultural issues would you consider in having this conversation with the person? o Competent o Not yet competent Comments Assessor Name: Signature:

10 Assessment 8 activity plan In the first three columns, make a list of the strengths, difficulties and past lifestyle/interests of a person with dementia that you know. In the activities column, describe three to five activities that would be suitable for this person. In the Purpose of the activity column, identify what the activity will achieve for this person, and in the final column, how you would evaluate the activity. Strengths Difficulties Lifestyle and interests including position in the community and cultural role Activities Purpose of the activity Evaluation o Competent o Not yet competent Comments Assessor Name: Signature:

11 Assessment 9 impact of behaviours Describe four behaviours and the potential impact of each of the behaviours on the person with dementia and others. Behaviour Impact on person with dementia Impact on others (family, community, care staff) o Competent o Not yet competent Comments Assessor Name: Signature:

12 Assessment 10 triggers and responses Using the behaviours described in the previous exercise identify two or three potential causes and how you would respond. Behaviour Potential triggers, causes Response o Competent o Not yet competent Comments Assessor Name: Signature:

13 Assessment tool p1 supporting aboriginal and torres strait islander people living with dementia This assessment tool relates to the following nationally recognised competencies from the Community Services (CHC02) and Health (HLT07) training packages, within the Australian Qualifications Framework: CHCAC15A HLTHIR404B provide care and support which is responsive to the specific nature of dementia work effectively with Aboriginal and Torres Strait Islander people The assessment consists of two main sections: Section 1: Record of 10 assessments completed as part of a workshop-based learning program. Section 2: Record of workplace assessment. Both sections must be completed successfully for the student to be awarded competency.

14 Assessment tool p2 record of assessment Student name: Student signature: Assessed by: Location: To be completed by assessor. Competency achieved YES / NO / PARTIALLY Additional comments Assessor s signature Date

15 Assessment tool p3 record of assessment Purpose of Assessment This assessment aims to gather evidence of the learner s skills and knowledge for providing support to Aboriginal or Torres Strait Islander people living with dementia. It relates to the following two competencies from the nationally recognised Certificate III in Aged Care Work: CHCAC15A HLTHIR404B provide care and support which is responsive to the specific nature of dementia (compulsory) work effectively with Aboriginal and Torres Strait Islander people (elective) Assessment Task Task One: The learner should attend the classroom based learning program related to this Learning Resource and complete the assessments handed out during the session. Task Two: The learner must then provide direct support to Aboriginal or Torres Strait communities in relation to dementia. This could for example be case management, personal care, counselling or emotional support to families, practical support or running activities. Or there may be another relevant role deemed suitable by the assessor. This work must be carried out over a number of occasions so that the learner has delivered a minimum of three episodes of direct support. Evidence to demonstrate competency may be collected through direct observation either by the assessor, a relevant third party, or in a video/audio recording of the interactions involved. However if no opportunities exist to observe the learner, then the assessment may be carried out through a formal interview following completion of task two. In all cases, a supervisor s report is required to corroborate evidence of competency and a form is provided for this at the end of this document. NOTE: It is highly recommended that an appropriate Aboriginal or Torres Strait Islander person should be involved in assessing the learner. Assessment procedure 1. Complete the classroom assessments and hand in your written records to the assessor. 2. Provide direct support as described for task two, over a period of time 3. Either: Have an assessor or supervisor observe your work OR Attend an assessment interview to discuss this work 4. Provide a supervisor s report to confirm your workplace competency (a form for this report is attached) Note for the assessor: The following section provides guidance and a possible tool for assessing and recording achievement of competency. It is intended to be used in conjunction with evidence gathered during the workshop in the form of assessments 1 to 10.

16 Assessment tool p4 section one: summary record of classroom assessments Assessment Number Title Competency achieved/not achieved 1 Cultural implications for service delivery 2 Cultural safety strategies 3 Case study: Signs and symptoms 4 What is dementia? 5 Networks and Supports 6 Reflection: The need for good communication 7 Reflection: Maintaining relationships 8 Activity Plan 9 Impact of behaviours 10 Triggers and responses

17 Assessment tool p5 section two: record of workplace assessment The following format is a formal record of the outcomes of assessment. It also provides a guide for a formal assessment interview if this is the preferred option, (as described in the assessment procedure above). The assessor may use the following guide to seek evidence of competency. The learner should come to the assessment interview prepared to talk about their work, respond to questions and give examples of how they support Aboriginal or Torres Strait Islander people living with dementia. Provide a copy of this form to the learner so they can understand the kinds of questions they may be asked. They may also like to bring a colleague or supervisor with them to the interview to give their observations about how the learner carries out this work. If an interview is not required, the form can still be used to formally record competency achieved. Element Performance criteria Competency achieved? Use communication strategies which take account of the progressive and variable nature of dementia. Possible Assessor Questions Talk about how you communicate with a person living with dementia. For example how do you help them feel ok; support them to say what they want; and remember things? What do you do if they appear distressed? Take into consideration the health, environmental, language, cultural and / or personal barriers to communication. Establish and maintain a relationship that takes into account the person s individuality (e.g. cognitive abilities, cultural background, language skills) Use a range of strategies routinely to minimise distraction such as eye contact, body language, reminders (where appropriate), respectful touching, direct statements, allowing the person time to respond. Gain co-operation and provide reassurance to clients by routinely using reality orientation including: orientation information (e.g. his or her name) reminders of the day, the time, relationships, occasions reassuring words, phrases and body language as appropriate to the individual Use a range of validation strategies to relieve distress and agitation in clients such as: acknowledgement allowing expressions of distress providing verbal and/or physical reassurance use reminiscences routinely to connect with clients

18 Assessment tool p6 section two: record of workplace assessment Element Performance criteria Competency achieved? Provide appropriate activities to maintain clients dignity, skills and health at an optimum level Possible Assessor Questions What sort of things would you do with someone to help them keep their mind working well? Who could you get to help you with this? What things have you done or said to families to help them understand dementia? Develop and implement strategies which minimise the impact of challenging behaviours Possible Assessor Questions How should you react when someone with dementia behaves in a challenging way? (eg swears, is aggressive, or perhaps touches someone inappropriately). What could cause someone to behave like this? How does this affect the family or community to see the person behaving in this way? Design and provide activities which aim to maintain independence and use familiar and existing skills and activities. All activities provided are appropriate to age and culture of person with dementia, reflect their preferences, likes and dislikes and maximise the possibility of individual success. Used families as a resource to assist in developing appropriate activities by accessing information about the person, reminiscences and routines. Provide information and training to family and friends where appropriate to assist them to understand the disease, its impact on their person and some approaches to providing care Observe and document behaviours determine triggers which may be related: physical and emotional health environmental tasks communication Take account of the potential impact of the behaviours on the person, family and/or others in determining an appropriate response Consider a range of options i when developing effective responses for inclusion in the person s care plan Implement best practice strategies which minimise the impact of behaviours Regularly review strategies to ensure maximum effectiveness

19 Assessment tool p7 section two: record of workplace assessment Element Performance criteria Competency achieved? Reflect an awareness of Aboriginal and Torres Strait Islander history and cultures in work practices. Acknowledge and respect the impact of events and issues in Aboriginal and/or Torres Strait Islander history during service delivery. Possible Assessor Questions What effects do you see upon Aboriginal and Torres Strait Islander communities of the history of European invasion? Demonstrate knowledge of and respect for the diversity of culture, skin and language groups, family structures, art and religion in Indigenous cultures as part of service delivery. Can you give some examples of ways you have responded to the diversity within Aboriginal and Torres Strait Islander communities? Reflect an awareness of own and other cultural realities in work practices. Possible Assessor Questions Using your completed work sheet from assessment 1 in the workshop, or information from your experience, talk about the differences between Aboriginal and Torres Strait Islander cultures and your workplace culture. Give examples of how you can adjust your work practice to meet the cultural needs of Aboriginal or Torres Strait Islander people. Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients. Address cultural realities in order to facilitate full participation in service delivery by Aboriginal and/or Torres Strait Islander clients and/or co-workers. Negotiate appropriate strategies to effectively accommodate cultural differences in the workplace. Identify and utilise resources to facilitate effective service delivery in a cross cultural context. Ensure work practices used in a cross cultural context are grounded in an awareness of one s own culture and the cultural realities of others.

20 Assessment tool p8 section two: record of workplace assessment Element Performance criteria Competency achieved? Communicate effectively with Aboriginal and Torres Strait Islander people. Possible Assessor Questions What might be some barriers to communication between your organisation and Aboriginal and Torres Strait Islander clients and colleagues? Identify communication issues and ensure they are addressed to develop and maintain effective relationships with Aboriginal and/ or Torres Strait Islander clients and/or co-workers. Employ appropriate communication strategies to support a culturally safe environment for delivery of health services. Give one example each of an effective and ineffective communication strategy with Aboriginal and Torres Strait Islander people/ communities. What resources would you use to facilitate good communication? (Perhaps people, materials, skills?) Describe an occasion when you have worked with an Aboriginal or Torres Strait Islander colleague to support you to follow appropriate protocols or practices. Reflect cultural safety in workplace and professional relationships. Possible Assessor Questions Talk about how you support cultural safety in your workplace. What do you do to maintain effective working relationships with Aboriginal or Torres Strait Islander colleagues and clients? Give an example of a cultural misunderstanding or conflict and talk about how you have or would respond to this, to support its resolution. Identify ineffective an/or inappropriate communication strategies and remodel them to support delivery of health services. Identify and utilise resources to facilitate effective communication within the workplace. Engage the services of Aboriginal and Torres Strait Islander interpreters, health workers and colleagues as cultural brokers as required to meet duty of care. Ensure workplace and professional relationships are based on mutual respect, tolerance of diversity and a shared understanding of cultural safety. Identify critical issues influencing workplace and professional relationships with Aboriginal and/or Torres Strait Islander co-workers and clients. Identify and utilise effective strategies to develop and maintain effective relationships with Aboriginal and/or Torres Strait Islander co-workers and clients as appropriate. Take responsibility for revisiting strategies to assist in the resolution of any difficulties, differences or misunderstandings that may occur.

21 Assessment tool p9 section two: record of workplace assessment Element Performance criteria Competency achieved? Work in partnership with Aboriginal and Torres Strait Islander people and communities. Develop and implement strategies to increase participation of Aboriginal and Torres Strait Islander people in health service delivery. Possible Assessor Questions How do you encourage and support Aboriginal and Torres Strait Islander communities to use your services? In what ways do you consult with Aboriginal and Torres Strait Islander communities and clients? Give examples of Aboriginal and Torres Strait Islander agencies, workers and community members you have worked in partnership with. Talk about strategies that may increase Aboriginal and Torres Strait Islander control of the delivery of services from your agency. Ensure delivery of health care, services and programs reflect culturally safe and appropriate practice. Ensure health care, services and programs encourage self-determination and community control to ensure improved health outcomes. Identify and utilise resources to promote effective partnerships with Aboriginal and/or Torres Strait Islander people, organisations and communities. Support the development of effective partnerships between staff, Aboriginal and Torres Strait Islander people and their communities to facilitate accessibility, affordability, accountability, acceptability of appropriate healthcare and workplace services.

22 Assessment tool p10 supervisor or appropriate third party report Learner s Name: Name and role of person completing this report: Contact details: Phone: Address: 1. Please describe your working relationship to the learner and indicate how long you have been in this position 2. Has the learner provided support/care to Aboriginal or Torres Starit Islander people affected by dementia? 3. Please comment on the overall quality of the applicant s work with Aboriginal or Torres Strait Islander people affected by dementia 4. Are there any other comments you would like to make regarding the applicant s competency? Signed: Print Name: