CHC52015 Diploma of Community Services – Case Study Management Assignment Answers

CHC52015 Diploma of Community Services Case Management Part 1: Working with Clients (Case Study) Assessment Workbook 4B

 

Assessment Details:

  • Document Type: Coursework
  • Words: 8000

 

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INTRODUCTION TO THIS WORKBOOK

What is this workbook about?
The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit of competency:

CHCCSM005 – Develop, facilitate and review all aspects of case management

  • Determine appropriate response to case management in accordance with organisation and legislative requirements.
  • Conduct case management meetings
  • Develop an appropriate case management plan
  • Monitor and review case work activities and processes

CHCCCS004 – Assess co-existing needs

  • Prepare for assessment
  • Analyse the person’s needs using a collaborative approach
  • Determine appropriate services
  • Complete reporting
  • Evaluate assessment and referral process

CHCCSM004 – Coordinate complex case requirements

  • Establish coordination function
  • Support the client to access multiple services
  • Monitor client progress

Context for Assessment

To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Knowledge Assessment and Case Study may be completed wholly at the student’s home or chosen place of study. The tasks within the Assessor Observation Form must be completed in a workplace.

Assessment Requirements

The assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal three (3) key assessment components:

  1. Performance Evidence
    • Describes the subtasks that make up the element of the unit
  2. Knowledge Evidence
    • Describes the knowledge that must be applied to understanding the tasks described in the elements
  3. Assessment Condition
    • Describes the environment and conditions that assessments must be conducted under

 

ABOUT THE ASSESSMENTS

Assessment Methods

This workbook uses the following assessment methods:

  1. Case Study – Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities.

Resources Required for Assessment

Assessor to provide:

  • Templates needed for tasks such as survey forms and report template.
  • Case studies and simulations
  • Information about work activities
  • Policies and procedures

You will need access to:

  • A video recording device (e.g. handheld cameras, mobile phones, etc.)
  • Computer with access to Internet and email
  • Installed software: MS Office Word (or equivalent), Adobe Acrobat Reader
  • Access to legislation and protocols relevant to the community services industry, social work and case management, including codes of conduct, practice standards, etc.
  • Access to at least three (3) support personnel for roleplay

INSTRUCTIONS TO STUDENT

The questions in this workbook are divided into one category:

  • Case Study

The questions under Knowledge Assessment are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Practical Assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment.

Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.

Accessing Intranet Pages and External Links

There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages and external links are formatted in Blue Underlined Text.

To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these links.

CASE STUDIES

Instructions to Candidates

These case studies are hypothetical situation which will not require you to have access to a workplace, although, your past and present workplace experiences may help with the responses you provide. You will be expected to encounter similar situations to these in the future as you work as case managers in the community care settings.

In real life, case managers will be required to assess the diverse and multi-faceted needs of people, and determine both internal and external services required to meet those needs; undertake case management meetings to plan, monitor and review service provision; and, coordinate multiple service requirements for clients with complex needs within a case management framework. This assessment will allow you to demonstrate your ability to use analytical and thinking skills in such situations.

Case Study – Philip

SCENARIO

Philip, 36-year-old married with two children, has been homeless for almost a year now. He may not fit the stereotypical story of a homeless person because not so long ago, he was living a healthy life with his family. But, when he lost his job, he found himself in a downward spiral.

Married with two young children, Philip and his wife rented a two-bedroom apartment in a safe neighbourhood. Philip liked his job as a delivery driver for a large food service distributor, where he had worked for more than five years. His goal was to become a supervisor in the next year. Philip’s wife was a stay-at-home mom.

Philip has never been seriously ill although he smokes half a pack of cigarettes each day and drinks socially a couple times a month.

One afternoon, Philip’s company notified that it was laying him off along with more than a hundred other employees. Though he was devastated, he was not at all worried because he and his wife had some savings they could use for rent and other bills, in addition to the unemployment payments he would receive for a few months.

Philip searched aggressively for jobs in the newspaper and online, but nothing worked out. He began to have feelings of anger and worry that led to panic. His self-esteem fell and he became depressed. When Philip’s wife was hired part-time to work in a school canteen, the couple felt better about finances. But demoralised by the loss of his job, Philip started to drink more often.

With the drinking becoming more regular, Philip and his wife started to argue more often. He would also draw their children into their arguments, causing them to endure verbal abuse on a regular basis. Then, about six months after losing his job, Philip stopped receiving Centrelink payments. That week, he went on a drinking binge that resulted in another argument with his wife. In the heat of the fight, he struck her. The next day, Philip’s wife took the children and moved in with her parents. Philip was also evicted from the apartment on the same day because he was unable to pay rent.

Philip tried to reconcile with his wife, but she said that she’d had enough. She could no longer tolerate his anger and his violent behaviour. Over the next few months, Philip asked friends and family members if he could board with them for a couple of days. They reluctantly agreed, but his heavy drinking and temper only got worse, and his hosts always asked him to leave.

Finally, when Philip ran out of people to call, he found himself without a place to stay for the night and started sleeping at the park. For a couple of nights he stayed at a shelter run by a church. Each morning, he had to leave the shelter by 5 AM. He walked the streets all day and begged for money to buy alcohol.

Philip was referred to your service (Operation Hope) by the community hospital after he was taken to their emergency department due to injuries caused by some teenage boys who jumped him in the park, beat him up and stole his backpack. He was discharged after a day and was screened as “homeless”.

Part 1: Assessment

Your supervisor assigned you to complete the intake interview with Philip. In order to prepare for the first meeting with him, read Philip’s referral form and Operation Hope’s policies and procedures.

The referral form and policies and procedures documents are found in the Assessment Files for Workbook B folder in The Hub.

Task 1 – Answer the following questions

1.  Statutory requirements

a.  What information from the above scenario may raise your concern and may prompt you to undertake further assessment and reporting as necessary?

b.  You decide to assess further and you find out that there is a need to report your concern. What will be your basis for reporting?

a. Concern raised by Peter falling apart because of  1. the loss of his job, 2. domestic abuse towards his wife and chidren, 3. breakdown of his family, 4. becoming homeless, 5. drinking too much, 6. falling out with friends.

b. —-

2.  Identify the assessment tools you need to prepare prior to the first meeting with Philip.

Guidance: Refer to Operation Hope’s Policies and Procedures

Answers….

 

3.  What are the assessment processes that you will utilise as Philip’s case manager?

Guidance: Refer to Operation Hope’s Policies and Procedures

Answer….

 

Task 2 – Roleplay Activity: Intake Interview

This part of the assessment is a Roleplay Activity.

This activity will require you to perform an intake interview.

To complete this part of the assessment, you will need access to:

  • One (1) volunteer who will roleplay as Philip
  • Video camera or a mobile phone with video and audio recording capabilities
  • Forms and checklists
    • Consent Form
    • Intake Action Plan
    • Intake Checklist
    • Intake Form

The forms and checklists are found in the Forms and Templates for Workbook B folder in The Hub.

Read the instructions carefully before proceeding.

Steps to take:

1.   Prepare for the intake interview by:

a.  Reading and understanding Operation Hope’s (the hypothetical service) policies and procedures.

b.  Filling out the Intake Form with the details already provided. Refer to the scenario and Referral Form.

c.  Gathering the forms and checklist needed during the interview. These include the Intake Checklist, completed Intake Form, and Consent Form.

d.  Explaining Philip’s case to your volunteer.

2.  Proceed with the intake interview. During the first part of the interview you must be able to:

a.  Introduce yourself and the service, and seek introduction from the client. Engage the client by establishing rapport and trust.

b.  Identify the purpose of the meeting and orient the client. Clarify the context of the interview and seek the client’s participation in the process. Encourage the client to ask questions and seek clarification as necessary.

3.  Present the completed Intake Form to the client. Review the details already included in the form with the client and ask him to provide the remaining information.

4.  Explain the following information to the client. Ensure that you seek feedback from the client to identify whether the client understood the points being discussed.

a. What is your role as the client’s case manager?

b. What is your role as the client’s case coordinator?

c. What is the assessment process and what are its practical aspects?

Guidance: To be able to explain the assessment process and its practical aspects, the following must be included in the discussion:

  • Reason for the assessment
  • Role of the client in the assessment process
  • Role of the case manager in the assessment process
  • Where and how the assessment will be conducted

d. What are the client’s rights and responsibilities, including his rights to appeal and avenues for complaints?

e. What will be the methods of communication between the case manager and the client (e.g., phone, face-to-face meeting, home visits, email, etc.)?

f. What are the procedures for release of personal information to another party and the requirement for informed consent for release?

5.  After the discussion of the points above, complete the Intake Checklist and the Consent Form.

6.  Use interpersonal communication skills in engaging the client to explore the urgent issues and needs that the client is experiencing. When the most urgent needs are identified, work with the client in prioritising these.

7.  Together with the client, accomplish the Intake Action Plan and identify the:

a.  Three (3) most urgent needs of the client

b.  Desired results (goal/s) for each need

c.  Activity/-ies that will be used to pursue each goal for each issue (plan/strategy)

d.  Responsible person/s and/or service/s who will carry out each plan/strategy

e.  Time frame in which the responsible person/s and/or service/s hopes to achieve each specific plan/strategy (target date)

Guidance in accomplishing the Intake Assessment Action Plan:

  • The issues and goals recorded should reflect the words and sentiments of the client
  • The goals should be measurable so that you, as the case manager, and the client will know when they have been achieved or need to be re-evaluated
  • There may be more than one activity for each issue/goal
  • The responsible person may include you, other service providers, the client’s family/caregiver, and other formal/informal support
  • The client receiving support should be give appropriate responsibility in implementing and pursing their plan
  • The time frame (target date) should be appropriate and specific to the issue, goal, plan/strategy (i.e., exact date should be provided)

8.  Review the points discussed during the interview and close it by scheduling another appointment in a week to make a formal plan.

Guidelines

  1. To demonstrate your completion of this activity, the intake interview must be recorded. Save the recorded video using the filename:
  2. Your video submission must not be longer than forty-five (45) minutes in length. Any submission longer than forty-five (45) minutes will be considered not satisfactory.
  3. There is no specific script to be followed in the roleplay activity. However, you must be able to demonstrate all steps outlined above. Moreover, your submission will be assessed against the checklist provided below.
  4. Submit the following completed forms and checklist together with the video:

 

Filename

Intake Checklist                       [Last Name, First Name]_Subject 4 – Intake Checklist

Intake Form                       [Last Name, First Name]_Subject 4 – Intake Form

Consent Form             [Last Name, First Name]_Subject 4 – Consent Form

Intake Action Plan         [Last Name, First Name]_Subject 4 – Intake Action Plan

 

Task 3 – Roleplay Activity: Assessment Interview

After a week, Philip returned to the service to have the formal assessment interview with you. During the intake interview, you have explained to Philip that this second meeting will involve a more detailed assessment with a view of creating the case management plan with him.

Prior to this meeting, you phoned the service providers with whom you made appointments on behalf of Philip. All of them told you that Philip failed to show up to the scheduled appointments. One of the coordinators in another service informed you that she instinctively phoned Mater Public Hospital. She found out that Philip was admitted for a couple of days due to severe abdominal pain and was diagnosed with gastritis.

Task 4 – Document the Outcome of the Assessment Interview

This part of the assessment will require you to document the outcome of the assessment interview using the Assessment Form. The Assessment Form is found in the Forms and Templates Folder for Workbook B in The Hub.

Task 5 – Analyse Information and Prioritise Needs

1.  Based on the assessment interview, do you need to arrange for an interpreter to be able to ensure that Philip understands the service being provided and is able to communicate his needs?

 

2.  What are the most common situations where an interpreter is needed to be arranged for a client?

 

3.  Find out about using interpreter services that are available through your workplace or in your area by:

  • Locating and printing a copy of your workplace guidelines and/or procedures regarding the use of interpreters. Submit the copy together with this workbook.
  • Locating and printing a copy of the interpreter request form use by your workplace. Submit the copy of the request form together with this workbook.
  • Collecting at least two (2) examples, such as brochures or instructions describing workplace or community interpreting services. Scan the brochures/instructions and submit it together with this workbook.
  • Identify at least two (2) links to online information that could help.

4.  Based on the intake and assessment interview, is Philip eligible for Operation Hope’s services and programs? Provide the basis of your answer.

5.  Stratify and Analyse Risk Factors

a.  Based on your assessment, what are the risk and vulnerability factors which may affect Philip’s safety and wellbeing?

b.  What is the appropriate level of risk based on the risk factors identified? Provide a brief explanation for selecting such level of risk.

c.  List three (3) risk management strategies that are useful when dealing with high risk situations that may affect Philip.

a. Based on your assessment, what are the risk and vulnerability factors which may affect Philip’s safety and wellbeing?

b. What is the appropriate level of risk based on the risk factors identified? Provide a brief explanation for selecting such level of risk.

Guidance — Select the appropriate level of risk based on the following:

☐ At  HIGH RISK of serious harm

☐ At RISK of Harm

c.  List three (3) risk management strategies that are useful when dealing with high risk situations that may affect Philip.

6.  What is Operation Hope’s policy on maintaining and storing client records in accordance with confidentiality requirements?

7.  What are the specialist services and other sources available within your state/territory that could provide you with additional information for you to be able to determine the range of issues that Philip is experiencing?

Part 2: Planning

Task 1 – Develop an Appropriate Case Management Plan

This part of the assessment will require you to develop an appropriate case management plan for Philip using the Case Management Plan template below. This template is found in the Forms and Templates for Workbook B folder in The Hub.

Read the instructions carefully before proceeding.

Steps to take:

  1. Before creating the case management plan, reflect on the outcomes of the intake and assessment interview to be able to identify and analyse the multiple and complex needs that you need to consider in developing the case management plan.
  2. Evaluate the needs of the client based on the information gathered during intake and assessment. Prioritise the client’s needs based on his responses in Task 3.
  3. Once the needs are identified, research and compile information on the availability and capacity of other services that can support the client. Keep in mind that a specialist’s input is of particular importance to support multiple and complex needs.
  4. Develop the case management plan using the template provided:

4.1.  List all known persons currently contributing to the client’s care. This includes the individual, carer/advocate, key worker/ case manager/ coordinator, specialists (e.g., GP, health/community providers, substitute decision maker, family members, volunteers or friends who provide assistance). The following must also be in the case management plan:

    • Full name of the participants involved in care
    • His/her role or kind of support he/she is giving the client
    • Contact details (e.g., phone, emails, etc.)
    • Will the participant involved in care be included in the planning process?
    • Will the participant involved in care be provided with a copy of the care plan?

4.2.  Provide a summary of the outcome of the assessment interview in bullet points. This must include the identified multiple and complex needs of the client that the plan is meaning to address.

4.3.  Complete the Support Plan:

    • Under Opportunities, provide five (5) needs/concerns that were identified during the assessment phase. List these needs/concerns in order of priority.
    • For each Opportunity, set two (2) goals that are SMART—specific, measurable, attainable, realistic, and time bound.
    • For each goal, identify the action/s or step/s required to achieve them, specify the responsible person/s, and the expected outcome/s.
    • Specify the date set for the completion of each action/s or step/s.

5.  Consider the following when developing the case management plan:

  • All available services are explored and the most appropriate ones are included in the plan.
  • Ensure that the responsible person/s’ and/or service/s’ experience and capability matches the support needed by the client.
  • Ensure that the service providers you have identified are accessible to the client and to you, as the client’s case manager.
  • Use an inclusive approach when developing the plan.

6.  Complete the rest of the sections on the template except for the following:

  • Consent checklist
  • Target review date
  • Service User (client) agreement
  • Signature of client, case manager, and service providers

7.  Submit the partially completed Case Management Plan using the following naming convention:

Filename

Case Management Plan–  [Last Name, First Name]_Subject 4 – CMPlan-Partial

 

Task 2 – Collaborate with Client and Key Stakeholders

Before closing the assessment interview, you informed Philip about the next steps—that a case management plan will be developed, and that a case conference and meeting will be held. You explained to him that in order for you to work with him better and provide him with new opportunities, it is best to work with other people who may be able to provide him with additional and specialist support. You noticed that he seemed wary about this new information.

You: Before I can start preparing for the case conference and meeting, I need to make sure that it is okay with you that we will be speaking with other people and service providers. May I know your thoughts on this?

Philip:  I am okay with the meeting. You said that we will be speaking with other people that I might need to have contact with. Will you also be inviting my wife?

You: Ideally, we should invite everyone who may be able to help and assist you. Do you want me to arrange for your wife’s attendance in the meeting?

Philip: Can we not invite her for now? Can we invite her when I’m all sober and fixed?

You:  Yes, we certainly could do that. I’ll take note of that. Is there anything else you want to ask or tell me?

Philip: What are we supposed to talk about in the meeting?

You: In a case conference, we might talk about anything, including those things that might be stopping you from doing what you need to do, like transport or looking for work, or troubles with family.

Philip: Should I attend the meeting?

You: Yes. I recommend for you to be there.

Philip: Okay. If ideas will be shared, what about my privacy and how will you keep things confidential?

You: Before we start the meeting, everyone in attendance will have to agree to maintain confidentiality and not disclose any information shared in the conference with insignificant others.

Philip: Okay, I understand.

You: Thank you, Philip. I will inform you and the others of the exact date, time and venue of the case conference and meeting.

Part 3: Monitoring and Review

A week after the case conference and meeting, you scheduled to meet up with Philip to review his progress. Prior to the meeting, you rang the drug/alcohol rehabilitation centre to check how Philip’s doing. The coordinator informed you that Philip showed up for the scheduled assessment and was able to talk to one of the centre’s counsellors. Philip informed the counsellor that he read about Ozcare, also a recovery centre, in a newspaper and is interested to transfer to their program.

On the day of the meeting, you observed that Philip is now cleanly shaven and is wearing a clean set of clothes.

You: Hi, Philip. Thank you for coming in today.

Philip: No worries. What are we going to talk about today?

You: We are going to review your case plan and progress. Before we start, I’d like to know how you’re doing and how’s it been since last week.

Philip: I think I’m much better now. The emergency accommodation provides showers and hot meals. They also gave me new clothes.

You: That’s wonderful. How do you feel about that?

Philip: The place is great and the people are really helpful but the rehab centre is quite far from the shelter. I still have to take a bus and I am saving some money from my Centrelink payments. I actually have some money in the bank now.

You: I see. I phoned the rehab centre and the coordinator said that you were able to complete the assessment and interview with the counsellor. How was the interview?

Philip: It was okay, the counsellor was nice. I told him about Ozcare. I said I saw it in the newspaper the other day and it’s much closer and I don’t have to take the bus. She said I can suggest it to you and see what you think.

You: All good, Philip. I’ll look into Ozcare and see if you are eligible to transfer to their program. You said earlier that you are saving up some money from your Centrelink payment. Is that correct?

Philip: Ah, yes. I actually want to look for work but I really don’t know where to start.

You: That’s okay, Philip. We can also help you with that. We can help you start by developing an employment plan and mapping out your employment history. We will schedule another time for us to work on your employment plan.

Philip: I’m okay with that. Thank you.

Part 4: Case Closure and Exit

Philip was able to transfer to Ozcare’s live-in detox program and after a week, he dropped by your office to inform you that he will be exiting Operation Hope’s program. He said that he needs more than a week to fully recover from his alcohol dependency and that Ozcare offered a structured program that will help him be free of alcohol. Philip told you that he is very grateful for all the help and that he was satisfied with how you assisted him and coordinated his care.

You started preparing for the case closure and Philip’s exit by reviewing his case and Operation Hope’s exit policy and procedure.

The exit policy and procedure is found in Operation Hope’s Policies and Procedures document. Access this file in the Assessment Files for Workbook B folder in The Hub.

Case Study 2 – Thuy and Paloma

SCENARIO 1 – Thuy

Thuy is a 42-year old man from a Vietnamese background. He is a single father with a teenage son, whom he has raised after his wife passed away five years ago. Thuy also lives with his ageing parents whom he also supports. He has two other siblings who have moved to the city because of work opportunities so he was left to take care of their parents on his own.

Thuy dropped out of high school because he was bullied by his peers. He tried to learn the English language but the other students said that he sounds funny when he speaks in English. Thuy developed a low self-esteem and decided not to return to school and stay at home. Thuy had several part time jobs that did not last for long as he had trouble understanding his co-workers and the company clients.

Thuy’s last job was on a construction site.  He had an accident where he fell from a scaffold and sustained injuries and a broken hip.  He is now unable to leave the house and apply for a new job. A few weeks after his accident, his father became ill and now requires ongoing medication.  Thuy started to feel upset and worthless. There were days when he would not talk with anyone in his family. He felt angry at times and would blame himself for the accident. At one point, he tried to cut his wrist with a sharp object but his son caught him and stopped him.

Thuy was referred to your service (Operation Hope), a month after his accident, by one of his neighbours. His son feared for his father’s life and the family did not know what to do with Thuy.

Thuy has limited responses during the assessment interview whilst you are trying to collect data.  He nodded when you asked him if he could understand English. He was able to answer questions relating to his name, age, and where he lives.

When you asked him about his injury, he gives you a blank stare then looks at his son as if asking for help. You ask him more questions and he does not respond.

Task 1a – Analyse Information and Identify Needs

1.  Based on the scenario, do you need to arrange for an interpreter for Thuy to ensure that he understands the service being provided and is able to communicate his needs? Explain your reason.

 

2.  Supposing that an assessment interview has been conducted for Thuy, identify two (2) needs that he needs to communicate.

 

3.  List two (2) ways on how you can identify Thuy’s spoken language.

 

You informed Thuy that you will be arranging an interpreter for him in order to proceed with his assessment interview. Thuy shook his head and you repeated that instruction about arranging an interpreter. He shook his head and waved his hand. You reckoned that he understood the word ‘interpreter’ but he refused to have one.

4.  Explain the action you should do when a client refuses to use an interpreter.

 

After seeking assistance from one of your multi-lingual staff, Thuy had agreed to have an interpreter. He preferred to have a female interpreter who speaks Vietnamese as he thinks that they understand better.

He also asked if his son could be present with him during the assessment interview so that he could help him understand the discussion.

 

Refer to the schedule of fees from the Translating and Interpreter Service:

https://drive.google.com/open?id=1TeEffSx_Lv42izFGPbrox6-bu8sc_3q1

 

How much would standard interpreting service for two (2) hours cost?

 

SCENARIO 2

Paloma, a 16-year old teenager, is from a refugee family from Iraq. Since she was two, she and her family have been moving from cities in Iraq to escape the violence and armed conflict. She was sexually abused at seven years old by some soldiers, while her parents were tortured. Because of these experiences, Paloma’s parents decided that they needed to move out of the country. She was 14 years old when they came to Australia.

Paloma seems like a happy teenager, shy at first but easy to talk with when she’s comfortable with the people she is with. As her family live in a rural town among other refugees, Paloma has very little knowledge of the English language but she is determined to learn more.

One day, Paloma went to the city with a group of teenage friends. They met with other Australian teenagers who told them that they will teach them English if they hangout with them. From then on, Paloma and some of her friends visited the city often to spend time with their new friends.

Her parents became worried when Paloma started to become defiant and talk back to them which was very uncharacteristic of her. Sometimes, she would come home drunk at late hours of the night. Her father confronted her one time about this behaviour – she yelled at her father and stormed out of the house. She came home three days later. One of her friends told her parents that Paloma has been going out with different teenage boys from the city, and some of them they did not know.

Paloma was brought to the hospital a few days ago because she overdosed herself with pills. The doctor reported that Paloma is two weeks pregnant. She has regained consciousness after some medical treatment and the doctor suggested that she needs to seek help. She was then referred to your service.

At the assessment interview, Paloma speaks the same Arabic phrase as a response to your questions.

Task 1b – Analyse Information and Identify Needs

 

1.  Based on the scenario, do you need to arrange for an interpreter for Paloma? Explain your reason.

 

2.  Supposing that an assessment interview has been conducted for Paloma, identify two (2) needs that she needs to communicate.

Mapping: CHCCSM004 PC2.4(p)

 

 

You informed Paloma that you will be arranging an interpreter for her in order to proceed with her assessment interview. You wanted to collect information on what has been going on with Paloma since she started hanging out with the Australian teenagers.

With the help of a staff who can speak Arabic, you ask the client if it’s alright for her to meet with the interpreter. She seemed hesitant and shook her head, and asked for her mother to speak in her behalf instead.

You asked again if it would be okay to speak with an offsite interpreter and she nodded in agreement.

 

3.  Explain one possible reason when a client refuses to meet an interpreter.

 

Refer to the schedule of fees from the Translating and Interpreter Service:

https://drive.google.com/open?id=1TeEffSx_Lv42izFGPbrox6-bu8sc_3q1

 

How much would the standard phone interpreting service for Paloma cost for 45 minutes?