CHCAGE005 Provide Support To People Living With Dementia

ASSESSMENT COVER SHEET
(PLEASE PRINT IN BLOCK LETTERS)

*Mandatory Document*
Name: SONAM TARKE GURUNG

Student ID: 18614 Government Funding Yes ☐ No International
☐ ☐
Domestic
☐
Course Name: Provide support to people living with dementia
Unit Code/Name: CHCAGE005
Trainer Name: ATMA SINHA
Address: 5 Evelyn Crescent, Sunshine west, Vic, 3020
Phone no: 0430409180 Date of Submission : Click or tap to enter a date.
Email ID: [email protected]
Campus ☐Dandenong ☐Sunshine ☐City ☐Online
Student Declaration
I SONAM TARKE GURUNG (insert your name) declare that these tasks are my own work. None
of this work has been completed by any other person and I have not cheated, plagiarised or
colluded with any other student. I have correctly referenced all resources and reference texts
throughout this assessment task. I have read and understood JTI policy on plagiarism, cheating
and collusion and understand that if I am found to be in breach of this policy,
Student Sign: sonam Printed Name: SONAM Date:

TARKE GURUNG
Page left intentionally blank
RTO Number: 122208 CRICOS Number: 03373B Revision date: 30 Jul 2019
Next Review: 27 Feb 2023 Email: [email protected] Revision: 1.1
© Job Training Institute Website: www.jti.edu.au Page 1 of 81
CHCAGE005 Provide support to people living with dementia
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ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCAGE005 Provide
support to people living with dementia.
ABOUT YOUR ASSESSMENTS
This unit requires that you complete 6 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 12 questions to show that
you understand the knowledge required of this unit.
Assessment Task 2: Case studies You are to read two case studies and complete the
questions for each.
Assessment Task 3: Role plays You are undertake two role plays.
Assessment Task 4: Behaviour You are to develop a behaviour management and review
management plan plan for the client from role play 2 in Assessment Task 3.
Assessment Task 5: Project – dementia You are to complete a research project on a range of
diseases dementia diseases.
Assessment Task 6: Project – working You are to monitor two clients with dementia for three
with clients with dementia days and complete a journal for each client. This task
(Work placement Assessment) must be completed in an ageing support workplace.
Supporting resources
You may like to look at the following websites, books and documents for more information about the
topics related to this unit:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
Resources are available for students in Moodle:

 Understanding Dementia (DVD)
 Understanding Dementia 1 https://drive.google.com/file/d/0BwKE9krz-J1jam5HcE1MTG9ObEE/view?usp=sharing
 Understanding Dementia 2 https://drive.google.com/file/d/0BwKE9krz-J1jTEZ5ak9kZk1sZWM/view?usp=sharing
 Understanding Dementia Mandarin https://drive.google.com/file/d/0BwKE9krz-J1jTWduTG1MZW5OSlE/view?
usp=sharing
 The Creation of Understanding (DVD)
 Effective Communication with People with Dementia (DVDs) https://drive.google.com/file/d/0BwKE9krz-
J1jcUFiX29tODhsbTQ/view?usp=sharing
 Going Home (a short story in dementia) YouTube https://www.youtube.com/watch?v=9iXPHhfk_7E
 Identifying the signs of dementia (You-Tube) https://www.youtube.com/watch?v=IM6a-2qLjc8
 Inside the Brain: Unraveling the Mystery of Alzheimer's Disease [HQ] (You Tube) https://www.youtube.com/watch?
v=NjgBnx1jVIU
 Helpful Tips for Dementia Caregivers (You Tube) https://www.youtube.com/watch?v=HYZm5cx4EKA
 Interview of a dementia care giver in India (Bangalore India) (YouTube) https://www.youtube.com/watch?v=g-JUaI-lLLs
 Doll Therapy: Alzheimama & Shelby (You Tube) https://www.youtube.com/watch?v=1X1zPVI4fZE
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please
fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on
moodle online and on the Assessment Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Instruction for the Students

 Do not use pencil.
 Do not use liquid paper for erasures.
Grading conditions
A student’s assessment is graded as satisfactory (S) when they answer all questions correctly. If a
student’s answer is incorrect or a question is left unanswered, the assessment is marked as not yet
satisfactory (NYS). The trainer will then provide feedback and further support to student, after which
the student will resubmit the incorrect/unanswered question(s). If the answer(s) is/are correct, the
assessment is deemed satisfactory.
Re-Assessment Process
When a student is not yet satisfactory after the first submission of assessments, they will be given
two more opportunities to resubmit the assessment. If a student is still deemed not yet satisfactory
then they will move through the JTI Student at Risk Management Procedure as specified in the
student information handbook.
Reasonable Adjustment
An adjustment is any measure or action that a student requires because of their disability, and which
has the effect of assisting the student to access and participate in education and training on the
same basis as students without a disability. An adjustment is reasonable if it achieves this purpose
while taking into account factors such as the nature of the student’s disability, the views of the
student, the potential effect of the adjustment on the student and others who might be affected, and
the costs and benefits of making the adjustment.
JTI applies the following methods of reasonable adjustment:
• Study support and study skills programs
• Equipment, resources and/or programs to increase access for learners with disabilities
• Flexible scheduling and delivery of training and assessment
• Information technology (IT) support
• Learning materials in alternative formats, for example, in large print
If the trainer determines that the student cannot cope with the demand of the course, the trainer
should explain this to the student and refer the student to English classes or other support as per the
JTI student support policy.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us.
Refer to your Student Handbook for more information about our appeals process.
Assessment Tasks Outcome
Unit: CHCAGE005 Provide support to people living with dementia
Tasks included in submission
Assessment Tasks Title Satisfactory/ Assessor Date Re-submission

Not yet Satisfactory/
satisfactory Signature Not yet
satisfactory
Written Questions Assessment
1
Case Studies Assessment

2
Role plays Assessment

3
Behaviour Assessment
management plan 4
Project – Assessment
dementia diseases 5
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A
copy must be supplied to the office and kept in the student’s file with the evidence.
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents
to help you with your answers if required.
 You must answer all 12 questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if
you can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in the classroom or for homework – your assessor will advise.
 Write in your due date as advised by your assessor: ____________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission.
You will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
QUESTION 1
a) Why are older people with dementia more vulnerable to abuse than those without dementia?
Older people living with dementia are increasingly vulnerable to financial abuse and exploitation as dementia
progresses, due to the gradual loss of their ability and capacity to manage their financial affairs.
“Less common, people with dementia can be targeted by a person who they come into contact with and who
seeks to take advantage of their vulnerability. This can include scams by strangers claiming to be representing
an organisation or cause”.
a) List six signs of abuse that could occur with a person with dementia.
Sign 1: Physical Abuse
Sign 2: Emotional Abuse
Sign 3: Sexual Abuse
Sign 4: . Financial abuse
Sign 5: Neglect and self neglect
Sign 6: Healthcare fraud and abuse
b) What would you do if you suspected that a family member was purposefully withholding
medication from a person with dementia?
If possible, discuss this with the person you think is doing this. If the person will not co-operate or you think
they are not telling the truth then you must report this to supervisor or manager.
QUESTION 2
a) How does the practice of ‘person-centered’ care benefit a client with dementia?
Family, carers and the person with dementia (where possible) should always be involved in developing a care
plan based on person-centred care. Their knowledge and understanding of the person is extremely valuable to
make sure the care plan is right for them.
c) What are the main principles of a person-centred approach?
A person-centred approach:
 Supports the person, at the ‘centre of the service’, to be involved in making decisions about their life
 Takes into account each person’s life experience, age, gender, culture, heritage, language, beliefs and
identity
 Requires flexible services and support to suit the person’s wishes and priorities
 Is strengths based, where people are acknowledged as the experts in their life with a focus on what
they can do first, and any help they need second
 Includes the person’s support networks as partners.
QUESTION 3
a) Caring for people with dementia can be very frustrating and stressful. List two signs that you
notice when you are becoming stressed.
The two signs that you notice when you are becoming stressed are;
1. Irritability
2. Exhaustion
d) What would you do if you found your stress levels were interfering with the way you work?
Accept the things you can't change and concentrate on the things you have control over. Develop a positive
thinking style – try to look at a problem differently or talk about it with family.
QUESTION 4
Wandering is a common behaviour of people with dementia.
a) Why is wandering a problem in an aged care residence?
People living with the dementia may not be able to find way back home and become lost. For caregiver,
wandering can lead to stress as well as safety concern. They could get disoriented and can get out of the
facility on to the road and end up with road accidents.
e) What are two physical supports that could be put in place to assist people who are wandering?
1. Calm and reassure them ask if they need anything give food or drink distract them with something
else.
2. Walk them back to their room
f) What are two social supports that could be put in place to assist people who tend to wander?
1 Involve the activities in their like so they are involved.

2.Do not allowed to be isolated get to have visitor as much as possible visited by family and friend and
volunteer
g) Why is it important to look at the emotional issues that may be causing wandering?
1. Sight and hearing problem

2. Isolation
3. Mobility
4. Temperature
5. Lack of sense of security
QUESTION 5
a) What are six communication techniques you should use when communicating with a person
with dementia?
1. Be patient and calm

2. Keep voice, face, and body relaxed and positive
3. Be consistent
4. Make eye contact and respect personal space
5. Use gentle touch and reassure
6. Observe their nonverbal reactions
h) How could you adjust the following sentences so they are more positive? The first has been
completed for you as an example.
Negative sentence Positive sentence
Don’t sit there – it is too

hot. come over here and sit in the shade
You are not allowed in

other people’s rooms. Let me show your room.
Negative sentence Positive sentence
You can’t go home – you I bet your home was lovely do you want to talk about it
live here now.
You haven’t finished would you like a bit more meal

your dinner again.
I wish you wouldn’t keep let’s find your underclothes now where might they be
hiding your
underclothes. Where
have you put them?
My name is Angela. I’ve If You froget my name that you can ask me again.
told you five times in the
last half hour.
QUESTION 6
In the following table, suggest two appropriate care approaches that may be used to assist with
each type of challenging behaviour.
Behaviour Care approaches
Repetitive
behaviour If the person is repeating questions, try to be patient and sensitive towards them. They
may not know that they have repeated themselves and may notice if you seem
impatient, which might distress them.
Find out why the person is asking repetitive questions – are they in pain or lost, or do
they need the toilet? Is there a common theme to their questions?
Paranoia
Be reassuring and let them know you care.
Don't argue with them – Let them express their thoughts and listen carefully to what is
troubling them.
Aggression
Speak in a calm, reassuring voice
Call by their name
Sundowning
Try to support the person to do things they find relaxing and enjoyable at this time of
day.
Behaviour Care approaches
It might help for the person to avoid daytime naps, although some people find a rest
after lunch helps if they get tired during the day.
Uninhibited sexual
behavior Stay calm and be patient.
Gently but firmly tell the person that the behaviour is inappropriate.
Wanting to go
home Reassure the person verbally, and possibly with arm touches or handholding if this
feels appropriate.
They may be living somewhere different from where they lived before, and need to
know they're cared for.
QUESTION 7
In the following table suggest two appropriate care approaches when providing personal care
assistance to maximise independence for a person with dementia.
Personal care activities Care approaches to maximise independence
Eating
Serve meals in quiet surroundings, away from the television and other
distractions.
Keep the table setting simple. Use only the utensils needed for the meal.
Bathing
Consider a towel warmer and towel blanket to wrap the person in
after bathing.
Install grab bars, non-skid mats, a shower bench, handheld showerhead,
or bath stool to reassure the person you are bathing, to make your job
easier, and to allow for greater safety and independence.
Oral care
Keep the teeth and mouth clean.
Allow plenty of time and find a comfortable position if you must do the
brushing yourself.
Dressing
Hand the person one item at a time while giving simple, direct instructions
such as "Put your arms in the sleeves," rather than "Get dressed.
Make sure that clothing is loose fitting, especially at the waist and hips, and
choose fabrics that are soft and stretchable.
QUESTION 8
a) Explain in your own words what is meant by the ‘social model of devaluation’.
Social devaluation is the systemic belief that a group or person has less social value than others. Such
devaluation can have a negative consequence for the individual or group affected by it. Socially devalued
parties have fewer opportunities and are recognized less for their accomplishments. It is a term that is
generally used in cases where a society decides that certain individuals are worth less than others due to
factors like race, sex, religion, class, money, etc. In that light dementias do not devalue any individual,
dementia comes for us all.
i) As a personal care worker, what are two simple things you can do to help clients with dementia
feel valued?
1. Try to understand how they feel, and don't brush their worries aside.
2. Listen, let them talk, and show that you are there for them. Appropriate activities and stimulation
to help them to remain alert and motivated for as long as possible.
QUESTION 9
Describe each of the following terms – give an example of each.
Term Description Example
Reality
orientation RO involves the presentation A prominent focus of classroom RO is often the
of orientation and memory information, "RO board," which typically displays
relating, to time, place and person. information such as the day, date, weather,
name of next meal, and other details (Holden
and Woods 1995).
Validation
strategies Validation Strategy is a method of Accept what they had say
communicating and being with disoriented
very old people. It is a practical way of working
that helps reduce stress, enhance dignity and
increase happiness.
Reminiscences
Reminiscence is the act of recollecting past An example of reminiscence may be
experiences or events. . grandparents remembering past events with
friends or their grandchildren, sharing their
individual experience of what the past was like.
Empathy
Empathy is sharing the joy at a friends An example of empathy is feeling the same
wedding. Empathy is defined as the ability to amount of excitement as a friend, when they
understand the thoughts feelings or emotions tell you they're getting married.
of someone else.
Term Description Example
Acknowledgem
ent Acknowledgment is giving someone
An example of acknowledgment is giving an
recognition for something that he did or
employee of the month award to the best
something he gave to you.
performing employee.
Younger onset
dementia The term younger onset dementia is used to People with dementia can lose track of dates,
describe any form of dementia diagnosed in seasons and the passage of time. They may
people under the age of 65. have trouble understanding something if it is
. not happening immediately. Sometimes they
may forget where they are or how they got
there.
QUESTION 10
Maud wants to walk down to the town for a coffee like she always used to. Maud has the early
stages of dementia and has a reputation for getting lost.
What action could you take to make sure Maud is safe, balancing with her wish to be independent
and be able to take risks?
Make a wristband with his name, phone number and address.
QUESTION 11
Janice is up to her ears in paperwork. She has to check all the client care plans before the auditor
comes next week. She has client files all over her desk, on top of the cabinet and on the floor.
There is a big pile of loose papers that need to be filed, so she is doing that first.
Today is Friday. When it is time to go home for the weekend, Janice puts up a large sign in her
office: ‘DO NOT TOUCH ANY OF THESE FILES’.
She thinks she has done well to remember to do this as the cleaner comes in over the weekend and
she doesn’t want the cleaner moving things around .otherwise she won’t know where she is up to.
a) Janice’s work practices are bad on many levels! What legislation is she breaking by her
actions?
Janice has broken the legislation so privacy action will apply on her.
j) List two work practices that need to change. What is the consequence if they don’t change?
Practice 1: She should lock every file when she was going home.
Consequence: Otherwise privacy breaching
Practice 2: She should not leave job for the last minute if it happen than work doesn’t finish in time.
Consequence: When auditor come to the organization than want very difficult to find time
QUESTION 12
In a paragraph each, discuss each of the following emotions that may be felt by a person with
dementia or their family members.
Depression
If you suspect that depression may be affecting a person with dementia,

talk with the doctor who will be able to carry out a thorough examination
to rule out other medical problems.
Treating depression can make significant improvements in a person’s

mood and their ability to participate in activities. It is important to
investigate and treat depression whenever it is suspected.
Loss and grieving
It is common for people to have feelings of loss and grief as their life and
the life of the person they care for, is changed by dementia. These
changes can have a significant impact on you and on other family
members. As a family member at times you may feel worried, anxious,
resentful and overwhelmed. It is helpful to remember that the person
with dementia can experience these feelings as their abilities change and
they adjust to their diagnosis.
Anger
Sometimes, the person with dementia might become angry, perhaps
slamming things around and shouting. This can be very upsetting. You
might feel hurt and sad at what seems to be a change in
the person's character. In addition to this, angry outbursts can cause
upset in the household.
Despair
.
Sadness. You may have a feeling of despair or depression over the idea
that your loved one is going to “suffer” from dementia
Social embarrassment
In many cases, the embarrassing behaviour can occur because the part of

the brain that controls inhibitions has been damaged by their dementia.
This means they have lost the ability to recognize social 'cues' or
'stoppers' to certain types of behaviour such as bad language, lewd
comments or nudity.
Isolation
Living with dementia can often be isolating. Over time, the ability of
a person with dementia to communicate may become worse and
interactions that once seemed to come so easily may be more difficult,
which can be frustrating for everyone involved
Financial burden
The total lifetime cost of care for someone with dementia is estimated

with the costs associated with family care to be 70% of
lifetime dementia cares costs.
What do I need to hand in for this task? Have I completed this?
Your answers to each question 
ASSESSMENT RECORD CHECKLIST
ASSESSMENT TASK 1: WRITTEN QUESTIONS
DID THE STUDENT ANSWER ALL WRITTEN QUESTIONS CORRECTLY? (PLEASE NOTE WHICH QUESTIONS
WERE ANSWERED INCORRECTLY AND PROVIDE APPROPRIATE FEEDBACK FOR NOT SATISFACTORY
RESPONSE)
Not Attempt 1 Attempt 2 Attempt 3

Questions Satisfactor
Satisfactor Comments Yes/No Yes/No Yes/No
Numbers y
y Date:________________
Date:________________
Date:________________
10
11
12
Please note any reasonable adjustments for this task below.
Not
Assessment Task Satisfactory
1 Outcome Satisfactory   Date:
Student name: Sonam Gurung
Trainer/assessor
name:
Trainer/assessor
signature:
ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
You are to read the case studies and complete the questions that follow.

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if you prefer to type your responses).

 You will do this task in the classroom or as homework – your assessor will advise.
WHAT DO I NEED TO HAND IN?

 Your answers to the questions in each case study.
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission.
You will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
CASE STUDY 1: CHEN
Chen is 95 years old. He migrated from China many years ago but has lived largely in the Chinese
community.
Chen has dementia and is unable to remember any English words. Chen is now in residential care
as he is unable to look after himself.
Chen has two daughters and a son who come to see him frequently. They feel guilty that they
cannot look after Chen at home but they each have jobs and do not feel able to look after him.
There is one Chinese worker (Mei) who speaks Mandarin – Chen’s first language.
1. How do you think Mei’s involvement in Chen’s care team will benefit Chen?
Mei is able to communicate with Chen, which will help to provide him better care.
1. List three types of information that Chen’s family could provide to help staff understand Chen’s
individual preferences and practices.
1. Daily routine
2. His likes and dislikes
3. Culture and religious habits
You are member of Chen’s care team. You do not speak Chinese. You find out from the family that
Chen liked playing Mahjong, but he no longer remembers how to play.
They bring a mah-jong set in for him and you notice he likes to play with the pieces and look at the
symbols. He rubs the pieces between his fingers and sets them out in front of him on his table.
2. Why do you think Chen gets pleasure from the mah-jong set, even though he can no longer
remember how to play?
Chen gets pleasure from the mah-jong set, even though he can no longer remember how to play because
he likes the symbol and the feelings.
3. Mei isn’t always on shift. List two things you could do to interact with Chen using the mah-jong
game as a resource.
1. Showing the symbol of mah-jong

2. Rubbing the mah-jong piece between his fingers.
4. Describe two ways in which you can communicate with Chen when there is no one available
who speaks Chinese.
1. Translate the common word in his language and stick on the wall.
2. Use facial and body language
5. Respect is a very important thing in the Chinese culture. Lists two ways in which you could
demonstrate respect your respect of Chen.
1. Respecting Chen is deeply ingrained. When asking him do you want to play majhong.
2. A simple, soft handshake, a smile, and a friendly and called by his name.
He is usually quite a happy person. Today he is distressed, restless and agitated. He gets up, then
sits down, then gets up again. He is wringing his hands and saying the same thing over and over. He
does not seem to notice you.
6. What action should you take?
Try and communicate to find out whether he need help and also inform to the team leader.
Mei is brought in to talk to Chen. Apparently he is very distressed as he thinks his children should be
looking after him. He thinks they have deserted him for good – he has forgotten they visited
yesterday and will be coming again tomorrow to see him.
7. What support can Mei give to Chen?
Mei should explain to Chen that his children have visited him yesterday and they will be coming
tomorrow. If possible ring them and let him talk.
Chen’s family are very distressed that he was so upset and thought that they had deserted him. They
would never do that and feel very guilty that they have put him into care.
They have asked that, should he get distressed again, the facility should ring them and one of them
will come straight over.
They ask about how the dementia is likely to progress and what will happen to their father.
8. What action should be taken so everyone knows to call the family if Chen gets distressed?
Put a note on his file whenever he get distressed just call his one of the children and explain them about the
progression of dementia.
9. What support can you give to Chen’s family to help them deal with their guilt?
Explain the family that this is his disease condition and he is being taken care of so they don’t need to feel
guilty
10. List two places where Chen’s family could find information about dementia and how it is likely to
progress.
1. Consult with his Doctor

2. Dementia Australia Address: 155 Oak St, Parkville VIC 3052 and phone no. 0398157800 by searching
in Internet
Your answers to this case study 
CASE STUDY 2: FRANCESCA
Francesca is 43 years old. She has young onset dementia caused by a lifetime of alcohol and drug
abuse. Francesca lives at home with her sister and care workers visit once a week at check how
Francesca is.
Today her sister tells the carer that she is worried about Francesca. She has a new boyfriend who is
known to be a heavy drug user. He comes round often and hangs around with Francesca.
Francesca is happy to have the attention and has started dressing very promiscuously.
There is money disappearing from Francesca’s bank account. When Francesca’s sister asks her
about it, she can’t remember where the money has gone. She suspects that the boyfriend is conning
it out of her so he can support his drug habit.
She is also afraid that he is giving her drugs as she often seems very spaced out after he has been
to visit. She suspects they may be date rape drugs. She understands that Francesca is entitled to her
own personal life, but is very concerned about what is happening.
1. List two types of abuse that may be occurring here.
1.Physical and Sexual Abuse

2. Financial abuse
11. What actions must the worker take to report the suspected abuse?
They worker must gather facts about the suspected abuse. The worker should make and incident report and
inform to supervisor so supervisor can report to his family or police.
Your answers to this case study 
Assessment Task 2: Case studies
Did the student answer all questions correctly? (Please note which questions were answered
incorrectly and provide appropriate feedback for Not Satisfactory response)
Case Study
Satisfactory
Not Satisfactory
Comments
Attempt 1
Yes/No
Date:________________
Attempt 2
Yes/No
Date:________________
Attempt 3
Yes/No
Date:________________
Case Study 1: Chen
Case Study 2: Francesca
Please note any reasonable adjustments for this assessment below.

Case study 1 outcome
Satisfactory 
Not Satisfactory 
Date:
Case study 2 outcome
Satisfactory 
Not Satisfactory 
Date:
Student name:
Sonam Gurung
Trainer/assessor name:
Trainer/assessor signature:
ASSESSMENT TASK 3: ROLE PLAYS
TASK SUMMARY:
You will need to undertake both role plays.

Role play 1:
 Chair to settle client into
 Chair for student
 Photo album
 Radio.
Role play 2:
 There is nothing required.
WHEN DO I DO THIS ASSESSMENT?

 You will do this task in the classroom.
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you
some feedback and you will need to do the specific task again.
INSTRUCTIONS:
ROLE PLAY 1: WORKING WITH A CLIENT WITH DEMENTIA (SUNDOWNING)
Clients with dementia can experience sundowning, the apparent worsening of confusion in the late
afternoon or early evening. Their behaviour may worsen and they may experience heightened feelings of
disorientation, confusion, anxiety and agitation.
For this role play, you are required to participate in a one-on-one role play with your assessor, or another
person nominated to play the part of the client.
The role play participant will be demonstrating symptoms of a client who is sundowning. You will be
required to demonstrate your ability to calm the client and demonstrate appropriate communication and
support to settle the client for the evening.
The client’s care plan states the following:
 Client is subject to sundowning when she becomes agitated, confused and sometimes aggressive
 When sundowning the client will pace, trying to find the way back home
 Client does not like to be touched while agitated. This seems to resolve once calm.
 Music and reminiscing has been found to be calming
 Client usually has a cup of herbal tea in the evening before bed – she is able to drink unassisted.
Your assessor will be looking to see that you:
 Respond appropriately to behaviours of concern and recognise potential triggers
 Show person-centred care when supporting the client
For example, work according to the care plan; treat the client as an individual; stay calm and be reassuring; etc
 Use the information from the client’s care plan to address the client’s needs
 Use effective communication and interpersonal skills to gain cooperation
For example, be calm and reassuring; be always pleasant; use friendly, approachable and non-threatening body
language; etc
 Allow the client to demonstrate their distress

 Ensure the safety and comfort of the client
For example, help them to their chair safely; make sure the chair is comfortable for them; make sure they feel safe
and secure.
 Use appropriate strategies to calm the client.

For example, reminiscing; validation; talking to the client about their photos, etc
Role 1
You: When I saw a client becoming agitated and confused due to sundowning I ask her how are you Merry?
Are you ok?
Client: No no I want to go home.
You: ok I will take you home before we go to home. Would you like to have a cup of tea?
Client: ok
You: I brought an herbal tea and give to her and I ask her after drinking how is your tea?
Client: Good and thank you
You: Do you really fund of herbal always?
Client: yes
You: I remember that you told me that you like music so do you want me to play some music for you?
I am sure you will like this music.
Client: Yeah that’s good
You: Can you sing that song?
Client: Yes this is my favorite songs thanks
ROLE PLAY 2: MARTIN
Martin has dementia and requires assistance with personal care. He often displays inappropriate sexual
behaviour. He makes lewd comments when the staff are getting him ready for his shower and often tries to
touch the female staff members when they are showering him.
He always pretends that he is not able to wash himself so that the carers will do it for him.
Martin is able to wash himself, but requires someone with him in the shower to provide assistance.
This role play involves you taking on the role of one of Martin’s carers.
Your assessor will divide you into groups of three or four to discuss strategies for dealing with his
behaviour. You are all members of Martin’s care team and have all experienced his behaviour. You
now need to work out what to do.
In Assessment Task 4 you will need to complete to beahviour management and review plan for
Martin. You should take notes during your team’s discussion.
Your assessor will be looking to see that you:
 Discuss with your team Martin’s behaviours of concern and his possible triggers
 Contribute to your team’s discussion about Martin’s care planning and review
 Discuss with your team how to plan a person-centred approach with the aim of minimising the
behaviours of concern and reduce the impact on client and care staff.
Role 2
You: How are you Martin? Today I was asked to help you do showering.
Martin: Where is the Ruby today?
You: She is busy so I came to help you to do showering. I heard that you are very good plumber.
Where have you done this plumber course? Which company do you work with or you own you own
business?
Martin: I use to work with company Leaser for 20 years.
You: oh that’s good Martin lets go for shower.
Martin: What happen to Ruby she always comes for showering to me?
You; She is busy today so I came to help you hope you are helping me to help you.
Martin: Thank you
You: Welcome nice to help you.
ASSESSMENT TASK 3:
DID THE STUDENT ANSWER ALL QUESTIONS CORRECTLY? (PLEASE NOTE WHICH QUESTIONS WERE
ANSWERED INCORRECTLY AND PROVIDE APPROPRIATE FEEDBACK FOR NOT SATISFACTORY RESPONSE).

Satisfactor Comment
Role play checklist Satisfactor Yes/No Yes/No Yes/No
y s
y Date:________________
Date:________________
Date:________________
Did the student

respond to
behaviours of
concern and
recognise
potential
triggers?
Did the student

show person-
centred care
when supporting
the client?
Did the student

use the
information from
the client’s care
plan to address
the client’s
needs?
Did the student
use effective
communication
(verbal and body
language) and
interpersonal
skills to gain
cooperation and
provide
reassurance
including
reassuring
words, phrases
and body
language?
Did the student

allow the client
to demonstrate
their distress?
ASSESSMENT TASK 3:

Satisfactor Comment
y s
y Date:________________
Date:________________
Date:________________
Did the student

ensure the safety
and comfort of
the client?
Did the student

use appropriate
strategies – for
example,
reminiscing and
validation?
Assessment Not
Task 3 Satisfactory Satisfactory
outcome   Date:

Trainer/assess
or name:
Trainer/assess
or signature:
ASSESSMENT TASK 3:
ROLE PLAY 2: MARTIN
Satisfactor Comment
y s
y Date:________________
Date:________________
Date:________________
Did the student

identify
behaviours of
concern and
possible
triggers?
Did the student

contribute to the
team discussion
on care planning
and review?
Did the student

contribute to
planning of a
person-centred
approach to
minimise the
likelihood of
behaviour and
reduce the
impact on client
and care staff?
Assessment
Task 3
outcome Satisfactory  Not Satisfactory  Date:

Trainer/assess
or name:
Trainer/assess
or signature:
ASSESSMENT TASK 4: PROJECT – BEHAVIOUR MANAGEMENT AND REVIEW PLAN
TASK SUMMARY:
You are to complete a Behaviour Management and Review Plan based on Martin from
Assessment Task 3, role play 2.

 Behaviour Management and Review Plan (see end of this task)
 Notes taken during Assessment Task 3, role play 2.

If your assessor identifies that you did not complete all parts of the template correctly, you will be
asked to fix the parts that are wrong and resubmit.
INSTRUCTIONS:
This task carries on from Assessment Task 3, role play 2 (Martin).
You are required to complete a Behaviour Management and Review Plan for Martin Granson. A
template has been provided for this purpose at the end of this task.
You must independently complete the template to include the two strategies you think would be the
most effective and provide a review plan to assess the success of the strategies.
Your response should be based on your discussions in Assessment Task 3, role play 2, but you
should use your own opinion of what strategies, implementation and review would be the most
effective.
You can refer to the notes you took during Assessment Task 3, role play 2.
BEHAVIOUR MANAGEMENT AND REVIEW PLAN
Name of carer: Sonam
Name of client: Martin
Date: 07/09/2020
Nature of behaviour of concern:
Tries to touch the female staff when showering him
Possible reasons or triggers for behaviour:

Due to female carer
Behaviour management strategy 1 (please describe strategy in detail):

By providing a male carer in order to stop displaying inappropriate sexual behavior.
Behaviour management strategy 2 (please describe strategy in detail):

Encourage to dry by himself after shower as he is able to do so.
How will strategy 1 be implemented?

By providing male carer.
How will strategy 2 be implemented?

By letting him to do by himself
How will strategy 1 be reviewed?

Assess the behaviour of clients after being attended by male carer.
How will strategy 2 be reviewed?

Assess whether the client is able to do by himself or not.
Completed Behaviour Management and Review 

Plan
ASSESSMENT TASK 4: PROJECT – BEHAVIOUR MANAGEMENT AND REVIEW PLAN
Attempt 1 Attempt 2 Attempt 3

Yes/No Yes/No Yes/No
Comments Date:________________
Date:________________
Date:________________
Did the student

correctly
complete all
parts of the
template?
Assessment
Task 4 Outcome Satisfactory  Not Satisfactory  Date:

Trainer/assesso
r name:
Trainer/assesso
r signature:
ASSESSMENT TASK 5: PROJECT – DEMENTIA DISEASES
TASK SUMMARY:
You are to complete a research project about dementia diseases.

 Access to a computer with the Internet and Microsoft Word (if students prefer to type their
answers).
 Textbooks and other relevant reference materials.

If your assessor identifies that you did not complete all requirements of this task correctly, they will
give you some feedback and you will need to redo the incorrect part/s again.
INSTRUCTIONS:
For this task you are required to conduct research on seven different dementia conditions:
 Alzheimer’s disease
 Multi-infarct dementia
 Huntington’s disease
 Pick’s disease
 Dementia with Lewy Bodies
 Korsakov syndrome
 Parkinson’s disease.
You must complete the following template.
For each disease you will need to research:
 Its description
 Symptoms
 Usual age range of onset
 Changes to the brain
 How it typically progresses
 Current research.
You may either compete the template in handwriting, or you may type your responses using
Microsoft Word or a similar program.
Your answers may be provided in full sentences or in a series of dot points.
ALZHEIMER’S DISEASE
Description:
Alzheimer’s disease is the most common form of dementia, affecting up to 70% of all people with dementia.
Alzheimer’s disease can be either sporadic or familial.
Sporadic Alzheimer's disease can affect adults at any age, but usually occurs after age 65 and is the most
common form of Alzheimer's disease.
Familial Alzheimer’s disease is a very rare genetic condition, caused by a mutation in one of several genes. The
presence of mutated genes means that the person will eventually develop Alzheimer's disease, usually in their
40's or 50's.
Symptoms:
 Persistent and frequent memory difficulties, especially of recent events

 Vagueness in everyday conversation
 Apparent loss of enthusiasm for previously enjoyed activities
 Taking longer to do routine tasks
 Forgetting well-known people or places
 Inability to process questions and instructions
 Deterioration of social skills
 Emotional unpredictability
Usual age range of onset:

age under 65
Changes that occur in the brain:

In Alzheimer's disease, as neurons are injured and die throughout the brain, connections between networks of
neurons may break down, and many brain regions begin to shrink. By the final stages of Alzheimer's, this
process called brain atrophy is widespread, causing significant loss of brain volume
How the disease typically progresses:

Alzheimer's disease typically progresses slowly in three general stages: early, middle and late (sometimes
referred to as mild, moderate and severe in a medical context). Since Alzheimer's affects people in different
ways, each person may experience symptoms — or progress through the stages — differently.
What current research is being done?

Alzheimer's causes chronic, low-level brain cell inflammation. Researchers are studying ways to treat
inflammatory processes at work in Alzheimer's disease. The drug sargramostim (Leukine) is currently in
research. It's thought that the drug may stimulate the immune system to protect the brain from harmful
proteins.
MULTI-INFARCT DISEASE
Description:
Multi-infarct dementia (MID) is a type of vascular dementia. It occurs when a series of small strokes causes a
loss of brain function. A stroke, or brain infarct, occurs when the blood flow to any part of the brain is
interrupted or blocked. Blood carries oxygen to the brain, and without oxygen, brain tissue quickly dies.
The location of the stroke damage determines the type of symptoms that occur. MID can cause a loss of
memory and cognitive function and can initiate psychological problems. Treatment focuses on controlling the
symptoms and reducing the risk for future strokes.
Symptoms:
 Wandering or getting lost in familiar surroundings.
 Laughing or crying inappropriately.
 Moving with rapid, shuffling steps.
 Difficulty following instructions.
 Loss of bladder or bowel control.
 Problems handling money

ages of 60 and 75.
 changes in sleep patterns
 hallucinations
 difficulty with basic tasks, such as dressing and preparing meals
 delusions
 depression
 poor judgment
 social withdrawal
 memory loss
How the disease typically progresses :

Vascular dementia usually progresses gradually in a step-wise fashion in which a person's abilities deteriorate
after a stroke, and then stabilize until the next stroke. If further strokes do not occur, the abilities of people
with Vascular dementia may not continue to decline, or in some cases, may improve.

The National Institute of Neurological Disorders and Stroke (NINDS) conducts research related to MID in its
laboratories at the National Institutes of Health (NIH), and also supports additional research through grants to
major medical institutions across the country. Much of this research focuses on finding better ways to
prevent, treat, and ultimately cure the vascular dementias, such as MID.
HUNTINGTON’S DISEASE
Description:
Huntington's disease is a rare, inherited disease that causes the progressive breakdown of nerve cells in the
brain. Huntington's disease has a broad impact on a person's functional abilities and usually results in
movement, thinking and psychiatric disorders.
Symptoms:
The first symptoms of Huntington's disease often include: difficulty concentrating, memory lapses, depression
– including low mood, a lack of interest in things, and feelings of hopelessness, stumbling and clumsiness and
mood swings, such as irritability or aggressive behavior.

ages 30 and 50

Huntington's disease brain changes lead to alterations in mood, especially depression, anxiety, and
uncharacteristic anger and irritability.

After Huntington's disease starts, a person's functional abilities gradually worsen over time. The rate
of disease progression and duration varies. The time from disease emergence to death is often about 10 to 30
years. Juvenile Huntington's disease usually results in death within 10 years after symptoms develop.

A major focus of research on HD is to understand the toxicity of mutant hunting in protein to brain cells and to
develop potential drugs for counteracting it. The HD gene discovery, which NINDS-funded research helped to
identify, is allowing scientists to recruit individuals who carry the HD gene into clinical studies before they
become ill. Researchers hope to understand how the defective gene affects various structures in the brain and
the body's chemistry and metabolism. Some of the clinical symptoms in neurodegenerative diseases may be
caused by the ultimate malfunctioning of neuronal circuits. Scientists are using cutting-edge methods such as
opt genetics (where neurons are activated or silenced in the brains of living animals using light beams) to
study such circuit defects in HD. Scientists are also using stem cells to study disease mechanisms and test
potential therapeutic drugs.
The NINDS-funded PREDICT-HD study aims to identify biomarkers (biological changes that can be used to
predict, diagnose, or monitor a disease) for HD. A large and related NINDS-supported study aims to identify
additional genetic factors in people that influence the course of the disease. Other research hopes to identify
variations in the genomes of individuals with HD that may point to new targets for disease intervention and
therapy.
PICK’S DISEASE
Description:
Pick’s disease is a rare type of age-related dementia that affects the frontal lobes of the brain and causes
speech problems like aphasia, behavior difficulties and eventually death. Czech neurologist and psychiatrist
Arnold Pick first described it in 1892. In some older medical texts, Pick’s disease is used interchangeably with
“front temporal dementia,” but in modern medicine, Pick’s disease is understood to be one of three very
specific causes of front temporal dementia.
PICK’S DISEASE
Symptoms:
1. Abrupt mood changes.
2. Compulsive or inappropriate behavior.
3. Depression-like symptoms, such as disinterest in daily activities.
4. Withdrawal from social interaction.
5. Difficulty keeping a job.
6. Poor social skills.
7. Poor personal hygiene.
8. Repetitive behavior.

ages of 40 and 75
PICK’S DISEASE

If you have Pick's disease, they often accumulate into spherical clumps, known as Pick bodies or Pick cells.
When they accumulate in the nerve cells of your brain's frontal and temporal lobe, they cause the cells to die.
This causes your brain tissue to shrink, leading to the symptoms of dementia.
PICK’S DISEASE
How the disease typically progresses :

As Pick's disease progresses to its later stages, the range of symptoms becomes increasingly noticeable and
more severe. Gradually, nearly every aspect of cognition and daily functioning can be severely impaired. Pick's
disease is caused by a buildup of tau proteins, called “Pick bodies,” in the brain.
PICK’S DISEASE

The National Institute of Neurological Disorders and Stroke (NINDS) and other institutes of the National
Institutes of Health (NIH) conduct and fund research on FTD. Among several research projects, scientists hope
to identify novel genes involved with FTD, perhaps leading to therapeutic approaches where delivery of normal
genes would improve or restore brain function. Clinical imaging may help researchers better understand
changes in the brains of people with FTD, as well as help diagnose these disorders. Other projects are aimed a
better understanding the toxic effects of protein buildup and how it is related to the development of FTD and
related dementias.
DEMENTIA WITH LEWY BODIES
Description:
Lewy body dementia, also known as dementia with Lewy bodies, is the second most common type of
progressive dementia after Alzheimer's disease dementia. Protein deposits, called Lewy bodies, develop in
nerve cells in the brain regions involved in thinking, memory and movement
Symptoms:
 Changes in thinking and reasoning.
 Confusion and alertness that varies significantly from one time of day to another or from one day to
the next.
 Slowness, gait imbalance and other parkinsonian movement features.
 Well-formed visual hallucinations.
 Delusions.
 Trouble interpreting visual information
 Sleep disturbances.
 Malfunctions of the “automatic” nervous system.
 Memory loss that may be significant but less prominent than in Alzheimer’s

age 50 or older

Lewy bodies, affect chemicals in the brain whose changes, in turn, can lead to problems with thinking,
movement, behavior, and mood

Dementia with Lewy bodies develops slowly and tends to progress gradually, like Alzheimer's disease. Lewy
bodies also cause Parkinson’s disease and some symptoms of this disease are shared with dementia with Lewy
bodies.

Early Visual Hallucinations Greatly Increase Odds of LBD Over Alzheimer's. Apr, 2013 - New research reveals
the onset of visual hallucinations within five years of developing dementia increases the odds of pathology-
confirmed Lewy body disease four to five times over Alzheimer's disease.
PARKINSON’S DISEASE
Description:
Parkinson's Disease is a disorder of the nervous system, which causes progressive deterioration of movement,
control and balance.
Symptoms:
1. Tremor. A tremor, or shaking, usually begins in a limb, often your hand or fingers.
2. Slowed movement (bradykinesia).
3. Rigid muscles.
4. Impaired posture and balance.
5. Loss of automatic movements.
6. Speech changes.
7. Writing changes.

Under 50 years of age

Parkinson's disease (PD) is a progressive disorder that affects nerve cells in the brain responsible for body
movement. When dopamine-producing neurons die, symptoms such as tremor, slowness, stiffness,
and balance problems occur.
How the disease typically progresses

Parkinson's is a chronic and slowly progressive disorder. This means that symptoms normally appear slowly
and develop gradually over time. The stage at which symptoms appear, speed at which they progress and the
severity of those symptoms will vary from person to person.

Researchers continue developing new treatments for Parkinson's disease, treatments that give real hope for
people suffering with the disease. Some treatments currently being studied involve fetal cell transplantation,
the use of stem cells, and gene therapy.
KORSAKOV SYNDROME
Description:
Korsakov syndrome is a chronic memory disorder caused by severe deficiency of thiamine (vitamin
B1). Korsakov syndrome is most commonly caused by alcohol misuse, but certain other conditions also can
cause the syndrome.
KORSAKOV SYNDROME
Symptoms:
Confusion and loss of mental activity that can progress to coma and death.
Loss of muscle coordination (ataxia) that can cause leg tremor.
Vision changes such as abnormal eye movements (back and forth movements called nystagmus),
double vision, eyelid drooping.
Alcohol withdrawal.

Ages 30-70
KORSAKOV SYNDROME

Korsakov syndrome, or Korsakov psychosis, tends to develop as Wernicke symptoms go away. Wernicke
encephalopathy causes brain damage in lower parts of the brain called the thalamus and hypothalamus.
Korsakov psychosis results from permanent damage to areas of the brain involved with memory.
KORSAKOV SYNDROME
How the disease typically progresses

It usually develops gradually. Brain damage occurs in areas of the brain important for short-term memory. If
the person continues to drink heavily and has poor nutrition, Korsakov's syndrome is likely to continue
to progress with symptoms worsening over time.

The National Institute of Neurological Disorders and Stroke supports research on neurological disorders such
as Wernicke's encephalopathy, Korsakov's amnesic syndrome, and Wernicke-Korsakov syndrome, to expand
our understanding of the functional changes of the diseases and ways to treat them.
Completed template 
ASSESSMENT TASK 5: PROJECT – DEMENTIA DISEASES

Attempt 1 Attempt 2 Attempt 3
Yes/No Yes/No Yes/No
Comments Date:________________
Date:________________
Date:________________
Did the student

correctly complete the
templates provided for
each of the dementia
diseases below
including:
 Its description
 Symptoms
 Usual age range
of onset
 Changes to the
brain
 How it typically
progresses
 Current research.
 Alzheimer’s
disease
 Multi-infarct
disease
 Huntington’s
disease
 Pick’s disease
 Dementia with
Lewy Bodies
 Korsakov
syndrome
 Parkinson’s
disease
Assessment
Task 5 Outcome Satisfactory  Not Satisfactory  Date:

Trainer/assessor
name:
Trainer/assessor
signature:

CHCAGE005 Provide Support To People Living With Dementia

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ASSESSMENT COVER SHEET

(PLEASE PRINT IN BLOCK LETTERS)

Name: SONAM TARKE GURUNG

Student Sign: sonam Printed Name: SONAM Date:

Page left intentionally blank

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

Resources are available for students in Moodle:

How to submit your assessments

Assessment Task Cover Sheet

Instruction for the Students

Unit: CHCAGE005 Provide support to people living with dementia

Tasks included in submission

Assessment Tasks Title Satisfactory/ Assessor Date Re-submission

Case Studies Assessment

Role plays Assessment

Satisfactory Not Yet Satisfactory

Assessor Signed: Assessor Name: Date:

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

Sign 1: Physical Abuse

Sign 2: Emotional Abuse

Sign 3: Sexual Abuse

Sign 4: . Financial abuse

Sign 6: Healthcare fraud and abuse

c) What are the main principles of a person-centred approach?

a) Why is wandering a problem in an aged care residence?

1 Involve the activities in their like so they are involved.

1. Sight and hearing problem

1. Be patient and calm

Negative sentence Positive sentence

Don’t sit there – it is too

You are not allowed in

You haven’t finished would you like a bit more meal

Behaviour Care approaches

Call by their name

Gently but firmly tell the person that the behaviour is inappropriate.

Personal care activities Care approaches to maximise independence

Term Description Example

Make a wristband with his name, phone number and address.

Consequence: Otherwise privacy breaching

If you suspect that depression may be affecting a person with dementia,

Treating depression can make significant improvements in a person’s

Loss and grieving

In many cases, the embarrassing behaviour can occur because the part of

The total lifetime cost of care for someone with dementia is estimated

What do I need to hand in for this task? Have I completed this?

Your answers to each question 

Not Attempt 1 Attempt 2 Attempt 3

Please note any reasonable adjustments for this task below.

Student name: Sonam Gurung

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO HAND IN?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

CASE STUDY 1: CHEN

1. Showing the symbol of mah-jong

6. What action should you take?