Assessment Tasks Outcome Unit: CHCDIS002...

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Assessment Tasks Outcome                                                        Unit:      CHCDIS002 Follow established person-centred behaviour supports      Student ID:       Click here to enter text.            Student Name:       Click here to enter text.               Student Declaration    I Click here to enter text. (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, disciplinary action may be taken against me by JTI.    Student Signed: Printed Name:  Date:   Click  here to enter text. Click here to enter text. Click here to enter text.             CHCDIS002 Follow established person-centred behaviour supports               ASSESSMENT OVERVIEW     This Student Assessment Booklet includes all your tasks for assessment of CHCDIS002 Follow established person-centred behaviour supports.             ABOUT YOUR ASSESSMENTS     This unit requires that you complete 3 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 25 questions to show that you   understand the knowledge required of this unit.       Assessment Task 2: Role play      You are undertake a role play using a video on   self-injury as guidance.       Assessment Task 3: Case study      You   are to review a sample behavioural support plan and answer a set of questions.     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.    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 the back of the 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.  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 plan  The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.   Your assessor will provide you with the due dates for each assessment task. Write them in the table below.                                                       Assessment    Requirements        Due date       1.   Written questions            2.   Role play            3.   Case study                                                                                                                                          Agreement by the student       Read through the assessments in this booklet before you fill   out and sign the agreement below. Make sure you sign this before you start   any of your assessments.      Have you read and understood what is required of you in terms of   assessment?       ☐   Yes      ☐   No      Do you   understand the requirements of this assessment?         ☐   Yes      ☐   No      Do you agree to   the way in which you are being assessed?       ☐   Yes      ☐   No      Do you have any   special needs or considerations to be made for this assessment? If yes, what are they?    Click here to enter text.       ☐   Yes      ☐   No      Do you   understand your rights to appeal the decisions made in an assessment?       ☐   Yes      ☐   No                                                                                              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 25 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 as homework – your assessor will advise.Write in the 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  Provide three types of legislation both on a national level and within your state that is related to protecting human rights in disability services.                                                                                                                          Your state’s   legislation:      Act 1:       Click here to enter text.       Act 2:       Click here to enter text.       Act 3:       Click here to enter text.       Commonwealth   legislation:      Act 1:       Click here to enter text.       Act 2:       Click here to enter text.       Act 3:       Click here to enter text.             Question 2   Identify the six National Standards that apply to disability service providers.                                                                                                            1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.       4.       Click here to enter text.       5.       Click here to enter text.       6.       Click here to enter text.      Question 3              Marty is 53 years old   and suffers from quadriplegia. He lives in a state government-funded group   home and spent days with an undiagnosed broken left leg.    Due to his   condition, he was not able to verbally communicate his levels of pain and   symptoms, including a protruding bone that went unnoticed by the staff on   duty.    After two days a   staff member raised concerns to management; however, they decided it was best   to wait until the next day to contact a doctor for treatment.     Did the staff exercise their duty of care? Explain your answer.              Click here to enter text.                                     Question 4             The staff always   have trouble with Jodie when it comes to taking her medications, as she   becomes physically challenging towards staff on duty.    Jodie has an   intellectual disability and tends to become irritable quite frequently.    To teach her a   lesson, a staff member punches her and pushes her into a garage for ‘acting   up’ and refusing to take her medication.    Jodie was locked in   the garage for nearly 24 hours with nothing but a bucket for a toilet, before   they let her back inside.     Is this a case of abuse? Explain your answer                     Click here to enter text.             Question 5  What are the three types of constraints in the Leisure Constraints Model? How does this impact individuals living with a disability?                                                          1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.             Question 6  What is the UNCRPD? What is its purpose?                      Click here to enter text.      Question 7  Describe each of the following articles in the UNCRPD.                                                                                            Article 19       Click here to    enter text.       Article 20       Click here to enter text.       Article 23       Click here to enter text.       Article 25       Click here to enter text.       Article 27       Click here to enter text.             Question 8  How does the Disability Act 2006 provide support for:                    People with a disability?       Click here to enter text.      Disability services?       Click here to enter text.            Question 9  Identify at least five sociodemographic characteristics of prisoners with an intellectual disability.                                                                                           1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.       4.       Click here to enter text.       5.       Click here to enter text.      Question 10  Explain why individuals with a disability are often socially devalued.                     Click here to enter text.             Question 11  What is the social model of disability?                     Click here to enter text.      Question 12  What is the danger of being overprotective as a disability support worker? How does this impact an individual’s dignity of risk?                      Click here to enter text.             Question 13  Explain the why Positive Behaviour Support (PBS) is an effective approach for managing behaviours of concern.                      Click here to enter text.      Question 14  What are some common immediate response strategies to behaviours of concern or challenging behaviours? Provide at least five examples.                                                                                            1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.       4.       Click here to enter text.       5.       Click here to enter text.               Question 15  Provide at least three communication strategies for people who are deaf or hearing impaired.                                                         1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.      Question 16  Provide at least three communication strategies for people who are blind or vision impaired.                                                         1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.             Question 17  Provide at least three communication strategies to reduce sensory overload.                                                         1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.      Question 18  What is the Triple C? Why is this used?                      Click here to enter text.             Question 19  Provide at least five common reasons which drive behaviours of concern and challenging behaviours.                                                                                           1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.       4.       Click here to enter text.       5.       Click here to enter text.             Question 20  Explain the difference between a behaviour of concern and a challenging behaviour. Provide an example of each.                    Behaviour of concern:       Click here to enter text.      Challenging behaviour:       Click here to enter text.     Question 21  What is a Motivational Assessment Scale (MAS) and how is this used?                      Click here to enter text.             Question 22  Provide a definition of ‘aversive treatment’ and 3 examples.                                   Aversive treatment definition:       Click here to enter text.      Example 1:       Click here to enter text.      Example 2:       Click here to enter text.      Example 3:       Click here to enter text.            Question 23  Provide an example of how you would apply the following lifestyle enhancement strategies when managing client behaviour.                                                                                                                              Positive reinforcement       Click here to enter text.       Motivation       Click here to enter text.       Stress management       Click here to enter text.       Engagement in meaningful activities       Click here to enter text.       Support relationships       Click here to enter text.       Nutrition        Click here to enter text.       Environmental and systems improvement       Click here to enter text.                                  Question 24  Provide at least three examples of areas where people with disabilities have unmet needs.                                                         1.       Click here to enter text.       2.       Click here to enter text.       3.       Click here to enter text.      Question 25  Describe how each of the following factors are contributors to behaviour of concern or challenging behaviour.                                                                           Unrecognised pain or discomfort       Click here to enter text.       Stress       Click here to enter text.       Medications       Click here to enter text.       Communication issues       Click here to enter text.                                       What do I need to   hand in for this task?      Have I completed this?      Your answers to each question       ☐                                                              ASSESSMENT TASK 2: ROLE PLAY            Task summary:   There are two parts to this task:   § Part   A: You are to respond to a critical incident involving a behavioural issue of a person with a disability.      § Part   B: You are required to answer a set of questions about effective response   strategies.                  Part A – Role play     What do I need in order to complete Part A of this assessment?  Role play participant to play the role of the client (your assessor will play this role)Access to a computer and the InternetSimulated props and resources – headphones, toys, mittens to simulate padded gloves Access to the YouTube video (link provided below).        When do I do Part A?  You will do this task in the classroom.Write in the due date as advised by your assessor:     what do I need to do if I get something wrong?  If your assessor identifies that you have not demonstrated the required skills/knowledge, they will give you some feedback and you will need to do the role play again.   Instructions:  The purpose of this task is for your assessor to observe how well you can respond to a critical incident involving adverse behaviour in a simulated environment, using appropriate support strategies and communication.   First you will need to watch the YouTube video titled Autism, Self-Injurious Behavioral Interventions.   You can find this video at https://www.youtube.com/watch?v=DXbe2VHa37w.  The video shows the self-injurious behaviour of James, who has severe autism and epilepsy. James is seen repeatedly hitting his head in a violent manner with both hands.        After you have watched the video, you will need to participate in a role play with your assessor playing the role of James. James has just been disturbed by a car going past and squealing its brakes.   You will be required to do the following during the role play:  Use appropriate interventions and positive behavioral support strategies.Use a person-centred approach. Address safety requirements and procedures. Use effective communication strategies to meet James’s needs.        James’s behavioural management plan states the following:             § James is often startled by loud   noises, which cause a buzzing in his head.      § He becomes self-injurious, hitting   himself around the head involuntarily. He may also experience a seizure.   § James only ever hits himself –   never anyone or anything else.   § James responds to wearing   headphones to reduce noise stimulus. These should be put on as soon as   possible during an incident.   § James may wear padded mitts to   prevent injury.    § James will respond to calm,   repetitive instructions.   § Holding James’s hands in his lap   reduces the risk of injury and can be calming. James does not find this   restrictive.   § James reacts badly to sudden loud   noises, shouting, complicated instructions, laughing or panic by anyone near   him.   § James behaviour can be diverted by   drawing his attention to objects he enjoys – for example, watching the   ceiling fan, his pet dog, his toys and other family members.                                       Your assessor will be looking to see that you:      §   Identify the triggers that cause James’s   adverse behaviour.   § Respond   to James in an appropriate manner, correctly carrying out behavioural   strategies in response to his behaviour.   For example remaining calm, being   consistent, showing empathy, following the details in his behavioural   management plan, etc      §   Consider and acknowledge James’s needs,   strengths, capabilities and his preferences.   For example, acknowledge attempts made   by James to control his behaviour; his likes and dislikes; keeping   instructions simple; need for particular intervention strategies, etc.      §   Make sure James’s environment is safe.   For example, by protecting James’s head   and hands; by keeping your own self safe; reducing possibility of his   triggers occurring again, etc   §   Acknowledge James’s emotional state.   For example, by demonstrating empathy,   acknowledging his distress, acknowledging him as he calms down, etc                       Part B – WRITTEN QUESTIONS     What do I need in order to complete Part B of this assessment?  You do not need anything for this task.  When do I do Part B?  You will do this task in the classroom after your role play has finished.Write in the due date as advised by your assessor:     what do I need to do if I get something wrong?  If your assessor identifies that your answers are not correct or not detailed enough, they will give you some feedback and ask you to answer the question again.  Instructions:  Your assessor will ask you seven questions about the role play you completed in Part A.  You will answer these questions verbally.    Q1. Identify the triggers that cause James’ negative behaviour.    Click here to enter text.       Q2. How will you respond to James in a supportive manner using behavioural strategies?    Click here to enter text.         Q3. What are James’ needs, strengths, capabilities & preferences?    Click here to enter text.         Q4. How do we make sure James’ environment is safe?    Click here to enter text.         Q5. How do we acknowledge James’ emotional state?    Click here to enter text.                                                             ASSESSMENT TASK 3: CASE STUDY            Task summary:   You are to review a sample   behavioural support plan and answer a set of questions.     What do I need in order to complete this assessment?  Access to a computer (if you prefer type your answers)Access to the Internet (for conducting online research)Access to Behaviour Support Plan Toolkit, Section 4, Useful assessment tools and forms (http://www.dhs.vic.gov.au/__data/assets/pdf_file/0005/845348/Toolkit-section-4-Useful-assessment-tools-and-forms-0913.pdf)      When do I do this assessment?  You will do this task in the classroom or as homework – your assessor will advise.Write in the 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.     Instructions:  For this task you need to review the sample behavioural support plan developed by the Department of Human Services.   This can be found in the Behaviour Support Plan Toolkit, ‘Section 4: Useful assessment tools and forms’ (pages 24–31).   You will then need to answer the set of questions below.    Is the behaviour support plan for TJ person centred? Explain your answer.                     Click here to enter text.        Why is it important to note TJ’s likes and dislikes?                      Click here to enter text.      Are TJ’s needs, strengths and capabilities considered and supported in the strategies? What are they?                      Click here to enter text.      Describe the context in which the behaviour of concern is displayed.                     Click here to enter text.      What are the triggers that cause TJ to harm others?                      Click here to enter text.      In your own words, describe the frequency and duration of TJ’s behaviour.                     Click here to enter text.      What are the positive behaviour support strategies?                     Click here to enter text.      Were the strategies effective? Why/Why not?                      Click here to enter text.      Are his behaviours of concerned clearly documented in the plan? Explain your answer.                      Click here to enter text.      From the plan, are you able to ascertain what medications are required for TJ? Where do you find this information and what medication is prescribed?                     Click here to enter text.      What is the de-escalation strategy for assessing safety?                      Click here to enter text.      Are referral services noted in this plan?                      Click here to enter text.      Who are the key people involved in this plan?                      Click here to enter text.                                       What do I need to   hand in for this task?      Have I completed this?      Your answers to each question       ☐

Amit · Accepted Answer

Assessment Tasks Outcome
	Unit:
	CHCDIS007 Facilitate the empowerment of people with disability
	Student ID:
	Click here to enter text.
	Student Name:
	Click here to enter text.
Student Declaration
I Click here to enter text. (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, disciplinary action may be taken against me by JTI.
Student Signed:			Printed Name:				Date: 
Click here to enter text.			Click here to enter text.			Click here to enter text.						    
CHCDIS007 Facilitate the empowerment of people with disability
	ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIS007 Facilitate the empowerment of people with disability.
	ABOUT YOUR ASSESSMENTS
This unit requires that you complete 3 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 19 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: Research project 
	You are to research two types of disability.
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.
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 the back of the 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.
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 plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit. 
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
	Assessment Requirements
	Due date
	1.Written questions
	     
	2.Case studies
	     
	3.Research project
	     
	Agreement by the student 
	Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
	Have you read and understood what is required of you in terms of assessment?
	  ☒ Yes
	 ☐ No
	Do you understand the requirements of this assessment?   	
	  ☒ Yes
	 ☐ No
	Do you agree to the way in which you are being assessed?
	  ☒ Yes
	 ☐ No
	Do you have any special needs or considerations to be made for this assessment?  If yes, what are they?  
Click here to enter text.
	  ☐ Yes
	 ☒ No
	Do you understand your rights to appeal the decisions made in an assessment?
	  ☒ Yes
	 ☐ No
	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 19 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 as homework – your assessor will advise.
Write in the 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
How did society view and treat people with a disability in our history? 
	The treatment of disabled considering the historical perspective was not fair. The disabled were looked upon as a curse to the society and the acceptance in the community was difficult. The treatment was cruel and shocking. The manner in which the disabled was looked upon was not fair. There was greater loss of respect for them and they were viewed as defective
Question 2 
Explain the difference between the social and medical model of service.
	Social model:
	The social model of service considers that the disability is caused in the manner in which the society has been organized. It reflects the perception of society with the biases considered for the disabled.
	Medical model:
	The medical model of service is associated with the consideration of impairments for the disabled. The impairments need to be adltered by treatment and the medication as par tof the model  
Question 3  
Describe the role of the United Nations in the movement of disability rights.
	There is a significant role that UN has while considering the movement of disability rights. The convention of the rights are being provisioned to nsure that the protection of the rights along with the dignity for the disabled is mainted. The sustainable development and accepatance of the disabled in the community is primarily important.
Question 4
What is Article 19 under the UNCRPD?
	The Article 19 of UNCRPD does state living independently and included too within the community. The article states that the parties well recognize the equal rights amongst individuals who are suffering from disabilities. Such individuals should have the choices that are equal to others and effective measures should be accordingly taken so that the participation of such individuals within community takes place. The community services along with the facilities for the population is available on equal basis for the persons having disabilities.
Question 5
Provide an explanation for the following terms.
	Self-directed
	Self directed signifies the personality trait which is associated with self determination and willingness to perform the task in a regulated manner with the needed behaviour
	Person-centred
	It is an approach that is linked to the humanistic counsellin. The approach is linked to the way of considering the perceptions of others in the society.
	Strengths-based
	It is a practice that emphasizes self detrmination and consideration of the rights for the society and the people around. It is considered to be philosophical in nature.
	Human rights approach
	The approach deals with the consideration of the strengths and weaknesses of people in the society. Also that the right and dignity for no one in society is being impacted due to the act of another
Question 6
Describe what an individual with a disability might have experienced historically, having lived in an institutionalised environment.  
	The individual being disabled considering the historical perspective would have experienced great pain of not being accepted in the society. Not having a dignified living and the rights of equality too would not have been experienced by him/her
Question 7
List two Acts of legislation – both on a national level (ie Commonwealth legislation) and within your state or territory that are related to protecting human rights in disability services.
	Your state or territory’s legislation
	Legislation 1:
	Disability Discrimination Act 2005
	Legislation 2:
	Disability Discrimination Act 1995
	Commonwealth legislation
	Legislation 1:
	Australian Capital Territory: Discrimination Act 1991
	Legislation 2:
	South Australia: Equal Opportunity Act 1984
Question 8
Identify the 6 National Standards that apply to disability service providers.
	1.
	Rights
	2.
	Participation and Inclusion
	3.
	Individual Outcomes
	4.
	Feedback and Complaints
	5.
	Service Access
	6.
	Service Management
Question 9
	16 year old Billy who suffers from quadriplegia, lives in residential care spent several days with bed sores on his buttocks. Due to his condition he was not able to verbally communicate his levels of pain and symptoms including redness, rash and broken skin.

Assessment Task s Outcome Unit: CHCDIS002 Follow established person-centred behaviour supports Student ID: Click here to enter text. Student Name: Click here to enter text. Student Declaration I...

CHCDIS002 Follow established person-centred behaviour supports

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Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all 25 questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Role play	You are undertake a role play using a video on self-injury as guidance.
Assessment Task 3: Case study	You are to review a sample behavioural support plan and answer a set of questions.

Assessment Requirements	Due date
1. Written questions
2. Role play
3. Case study


Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	☐ Yes	☐ No
Do you understand the requirements of this assessment?	☐ Yes	☐ No
Do you agree to the way in which you are being assessed?	☐ Yes	☐ No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they? Click here to enter text.	☐ Yes	☐ No
Do you understand your rights to appeal the decisions made in an assessment?	☐ Yes	☐ No

Your state’s legislation:
Act 1:	Click here to enter text.
Act 2:	Click here to enter text.
Act 3:	Click here to enter text.
Commonwealth legislation:
Act 1:	Click here to enter text.
Act 2:	Click here to enter text.
Act 3:	Click here to enter text.

Article 19	Click here to enter text.
Article 20	Click here to enter text.
Article 23	Click here to enter text.
Article 25	Click here to enter text.
Article 27	Click here to enter text.

Positive reinforcement	Click here to enter text.
Motivation	Click here to enter text.
Stress management	Click here to enter text.
Engagement in meaningful activities	Click here to enter text.
Support relationships	Click here to enter text.
Nutrition	Click here to enter text.
Environmental and systems improvement	Click here to enter text.

Unrecognised pain or discomfort	Click here to enter text.
Stress	Click here to enter text.
Medications	Click here to enter text.
Communication issues	Click here to enter text.

What do I need to hand in for this task?	Have I completed this?
Your answers to each question	☐