Person 2 - Randwick

This information will be provided to the student in their version of the Simulation Pack.

Randwick is a 28-year-old man who immigrated to Australia from Sudan with his family at the age of eight. Growing up in suburban Melbourne, Randwick maintained strong ties with his Sudanese community in Dandenong. An unfortunate incident at a party resulted in a brain injury that changed the trajectory of his life. This case study explores Randwick's journey, from his aspirations and passions before the accident to the challenges he faces in adapting to a new life after the brain injury.

Randwick's family's move from Sudan to Australia presented a significant cultural transition at a young age. Despite this, he embraced his new home and developed close relationships with the Sudanese community in Dandenong in the outer suburbs of Melbourne. He shared a love for music with a group of close mates and enjoyed his work as an electrician. Additionally, he enjoyed mentoring young people from the local community.

Four years ago, a balcony collapsed while he was playing music with his friends at a party. This incident left him with a brain injury, impacting his mobility, memory and cognitive abilities. He spent eight months in hospital and underwent extensive rehabilitation.

Randwick's brain injury not only affected his physical abilities but also led to significant changes in his personal identity. The inability to play music while he recovered, which was once his passion and source of joy, left a void in his life. Moreover, his cognitive decline affected his ability to work as an electrician and fulfill his mentoring role in the Sudanese community, causing further distress and feelings of loss.

Randwick found joy and connection in playing music and mentoring young people. The connection with his culture that both of these things provided were particularly important - they provided him with a sense of familiarity and security. He appreciated the opportunity to share stories, memories, and customs with people who understood his background and experiences. He also relished the opportunity to converse in his first language.

He now feels that, while his physical needs are being extremely well met, he has lost his identity. The supported living home where he resides does not allow him to play music because they say it is disruptive to the other people living in the house and he is only allowed to have two friends over at one time. He misses the large groups of family and friends that he was always surrounded with. He is lonely and is struggling to find a sense of purpose.

Role play guidance - Assessor

This information is not included in the student version of theSimulation Pack.

Characters: Three ( you as support worker, your two classmates asRandwick andRandwick's partner, Geoff.)

In this role playyou willplay the role of acommunity support worker

One of your classmates will play the role of Randwick. You will require one other person (preferably a trainer or assessor from your RTO) to play the role of Randwick's partner, Geoff.

Setting

This meeting can be held in the work setting. Randwick and Geoff should be in attendance.

Role play As the student develops a rapport with Randwick. and Geoff, begin to explain that he is lonely, bored and frustrated. Explain that he miss all of the things that he used to do. Describe his anger at no longer being able to work as an electrician. See the table below for additional prompts. The skills and knowledge that the student must demonstrate during the role play are outlined below. We have also provided guidance and prompts to support you in delivering the role play in a way that will support the student to demonstrate these skills.
Supporting the person to identify and engage in social networks
Identifying strengths, interests, abilities and support requirements. Assisting the person to establish their requirements in order to participate in neighbourhood and local community life. Consulting with the person to identify their needs and preferred level of participation.	Randwick: 'I am so bored, lonely and angry all of the time. I just want to do what I want to do.' 'I want to go to work. I want to see my friends. I want to help the kids in my community. I want to play my music, speak my language, eat my food.' Geoff: 'He's angry all the time. He can't understand why he can't do the things he used to do. He misses our friends, our music and he really misses his work.' 'I think that being with people he knows and participating in our community more regularly will really help Rand to feel happier and more settled in the group home too.'
Recognising and respecting the person's social, cultural and spiritual differences. Supporting the person to express their own identify and preferences. Identifying the person's strengths, interests and abilities.	Randwick: 'They don't really understand me here. They're nice and they look after me really well but sometimes I just want to be around people who get where I am coming from.' 'I know that I can't work full time because I get so tired but maybe I could do something part time. Maybe something electrical? Or music related? Maybe I could do something with kids in the community?' 'I am still good at some things - I can still play music. I am still a good friend. I can still help the kids in the community.'

Identifying needs
Working successfully with the person to gather information about their needs. Supporting the person to identify their aspirations and goals. Facilitating active engagement in a social network and identifying supports. Identifying barriers to participation and inclusion and developing strategies to overcome these. Working with the person's care network to identify their needs.	Randwick: 'Mum and Geoff sometimes drive me to things but I hate relying on them all the time and I feel stupid when I get confused on public transport.' 'If someone could help me to work out what sort of job I could do, that would be great.' Geoff: 'Because he can't drive, and sometimes he gets confused on public transport when he's tired or things go wrong, getting to a job is hard. But I really think a part-time job that is related to what he used to do would be so good for him.' Randwick: 'I just wish that I could remember things better. I feel like I forget everything. How can I have a job if I can't remember anything? How can people rely on me?'
Meeting needs and providing support
Identifying and discussing opportunities that meet the needs of the person. Working collaboratively with the person to match services and networks to their needs. Supporting the person to select activities that will enhance inclusion. Tailoring and adapting service delivery to meet the specific needs and requirements of the person, respecting cultural and other individual needs.	Geoff: 'There are so many people in the community that would help Randwick. We would drive him places, help him remember to be where he needs to be and help him get around. But he doesn't want us to help him all the time. He wants to be independent.' Randwick: 'A job where they understand that I might I mess up sometimes would be great. Or maybe if they could change things a bit so that I know what to do.'

Additional guidance

Respond to all questions and queries according to industry standards and the policies and procedures of the work setting where assessment is taking place. (Reminder, you will find relevant policies and procedures in theJunction Glen Support Services Employee Handbook.)

Task 3:Developing an Individualised Plan for Community Participation for Three Clients

Overview:

In this simulation, you will work with three clients (Philip, Randwick, and Grace) to develop individualised plans for their participation in community and work activities. For each client, you will follow the steps to consult, identify needs, establish support, and ensure the effective implementation of the plan. You will also collaborate with the person's family, carers, and other workers to support their inclusion in the community.

Student Instructions: Role Play Activity - Developing Individualised Community Support Action Plan

Objective: In this role-play activity, you will work with three clients (Philip, Randwick, and Grace) to develop individualized plans for their participation in community and work activities. You will act as theSenior Community Support Worker, consulting with the client and their family (played by another student), while theTrainer will play the role of theSupervisor to observe your performance. The focus will be on your ability to consult, identify needs, establish support, and collaborate effectively to implement the plan.

Instructions for Students:

1. Role Play Preparation:
   • You will take on the role of theSenior Community Support Worker responsible for developing individualized support plans for three clients.
   • Another student will act as theClient and theirFamily/Carer (e.g., playing the roles of Philip, Randwick, and Grace).
   • YourTrainer will take on the role of theSupervisor overseeing your consultation and plan development.
2. Consult with the Client and Family:
   • Engage in role-play with the student acting as the client and their family/carer. Ask appropriate questions to gather details about their strengths, interests, abilities, and support needs.
   • Use effective communication strategies to ensure you collect all necessary information about their preferences and goals.
   • Confirm understanding of their barriers and required supports.
3. Identify Needs and Barriers:
   • Work collaboratively with the client to identify their physical, emotional, and social needs.
   • Discuss potential barriers to their participation in community and work activities.
   • Propose practical solutions to any identified barriers (e.g., transportation needs, communication aids, emotional support).
4. Establish a Step-by-Step Action Plan:
   • Based on your consultation, create a clear and actionable plan for the client's engagement in their chosen activities.
   • Ensure the plan includes relevant services and programs to support the client's goals.
   • Identify and communicate any required supports (e.g., transportation, emotional support, communication devices).
5. Collaborate with Family and Carers:
   • During the role-play, discuss the plan with the family or carers to gather their input and ensure that the proposed steps align with the client's and family's needs.
   • Foster a collaborative environment where feedback is welcomed, and all concerns are addressed.
6. Present Your Plan to the Supervisor:
   • Present the finalized Action plan to theSupervisor (Trainer) for review.
   • Be prepared to discuss how you engaged with the client, identified their needs, proposed solutions to barriers, and collaborated with the family.
7. Work with the client, carer, and qualified observer to assess risks associated with the learning activity or the venue where the learning activity will be delivered.

• This will be documented in the Risk Assessment Section of the Formal Skills Development Plan.
• To complete the Risk Assessment Section:
• Identify at least two (2) hazards associated with the learning activity or the venue where the learning activity will be delivered.
• Identify one risk for each hazard you identified.
• Explain the likelihood of occurrence of each risk.
• Explain the impact of each risk on the client's safety and well-being.
• Identify one (1) strategy to reduce or remove each risk.

Assessment Criteria:

• Ability to consult with the client and gather comprehensive information.
• Clear identification of the client's needs and barriers, including communication or physical supports.
• Development of a detailed, person-centered Action plan that is feasible and practical.
• Develop strategies to minimise isolation for person with disability
• Professional communication and collaboration with the client's family or carers.
• Ability to engage in reflective practice and adjust the plan based on feedback.

Instructions: For each client (Philip, Randwick, and Grace), you will go through the following tasks:

Meeting Minutes
Topics to Cover	Randwick
Consult with the clients to Develop an Individualised Plan for Community Participation	Randwick expresses a desire to reconnect with his love for music and mentoring, but his living situation and cognitive challenges make it difficult. What steps will you take to develop an individualized plan, and what supports will you include?
Response from consultation for three clients
Assist all three clients in establishing his requirements for participation in neighbourhood and local community life.	Randwick faces challenges due to his mobility/ transportation, memory issues, and living arrangements. How will you assist him in identifying and addressing the support he needs to participate in his community?
Response from consultation for three clients
Identify support requirements and modifications that this person may need to participate actively in social networks.	Support / modification required and strategies if any to deal with hese requirements
	Devices and aids - Environment - Communication -