Providing Support for Loss and Grief

Student Name:………………………………..……….…….
Student ID: …………………………………………………
CHC43015 Certificate IV in Ageing Support
Student Assessment Tool CHCCCS017 - Provide loss and grief support
Contents
Instructions to candidates .................................................................................................................................................................2
Assessment Submission Sheet ..........................................................................................................................................................5
Assessment Submission Record .......................................................................................................................................................7
Assessment Task 1 – Questioning ....................................................................................................................................................8
Assessment Outcome Sheet ..........................................................................................................................................................17
Assessment Task 2 – Case Study ....................................................................................................................................................18
Assessment Task 3 –Observation in Simulated Environment .........................................................................................................23
Unit Record of Outcome .................................................................................................................................................................33
Student Assessment Tool-CHCCCS017-V2.0 Page 1 of 33

Instructions to candidates
Unit of competency: CHCCCS017 - Provide loss and grief support
Assessment ACFE Aspire IBSA Eduworks John Bailey

Resources
Final Assessment Students must complete all final assessment tasks as listed below to be deemed competent:
Tasks:
Assessment Task 1- Questioning

Assessment Task 2 – Case Study
Assessment Task 3 – Observation in Simulated Environment
Assessment location On campus – Observation in Simulated Environment

Off campus – Workplace Observation
On and Off campus – Questioning and Project
Understanding the Assessments for VET qualifications are competency based, which means students are assessed
assessment grading against the unit of competency (unit) requirements. Assessment results are recorded as
system follows:
 Satisfactory (S) result: the student’s submitted work satisfies the learning
requirements and all competency standards for the unit (in accordance with the
National Register www.training.gov.au).
 Not Yet Satisfactory (NYS) result: the student’s submitted work does not demonstrate
their understanding of all competency standards in the unit. If a student receives a
‘not yet satisfactory’ outcome, he or she will receive written feedback from a
trainer/assessor, clearly outlining where the gaps are. The student will then be
required to rectify these gaps and re-submit their assessment for marking.
Once a student receives a satisfactory result for all required assessment tasks a competent (C)
outcome will be awarded for the entire unit. The student must demonstrate their
understanding of all competency standards in each unit before receiving a competent
outcome.
Assessment Each student will be provided a hard copy of Student Assessment Tool.
Recourses
Learner guide and Student Assessment Tool will also be provided in soft copy (.doc format)
through students’ email on the first day of the training of the unit. (You can input the answers
directly to the Student Assessment Tool)
Assessment Each student has three (3) attempts to achieve a competent outcome. A fee of $250 will apply
Submission for the third submission. If the student is deemed Not Yet Competent (NYC) on the third
Requirements attempt, the student must undertake further learning and possibly re-enrol, therefore paying a
further course fee.

Note: If the candidate does not submit the assessment tool before/on the due date, the
candidate has only two attempts left to achieve a competent outcome. The second attempt
will result in a fee of $250.
Practical Assessment Practical Assessment tasks-observation in simulated environment will be conducted on ACFE
Tasks campus, normally will be the last day of the face-to-face study, unless informed by your
trainer otherwise.
You have three (3) attempts to achieve a competent outcome for the practical assessment
tasks. A fee of $100 will apply for the third attempt. If the student is deemed Not Yet
Satisfactory (NYS) on the third attempt, the student must undertake further learning and
possibly re-enrol, therefore paying a further course fee.
You can make a request to defer the assessment due to some exceptional circumstances.
Please refer to the section of “Extension and Deferred Assessment” for more details.
Note: If the candidate miss the practical assessment tasks scheduled on the last day of face-to-
face training without applying for deferral in advance or cannot provide evidence to prove that
the reason for absence is due to exceptional circumstances, the candidate has to pay a fee of
$100 in order to re-arrange an observation by ACFE.
Assessment Due  1st submission Due date: No later than 14 days after the last day of face-to-face
Date training of the unit. e.g. If last day of face-to-face training for this unit is 15/05/2018,
then the due date is no later than 29/05/2018.
 2nd submission Due date: 7 days after receiving trainer/assessor feedback.
 3rd submission: 7 days after paying a fee of $250
How to submit ACFE students are encouraged to make online submission. Soft copy of the completed
assessments assessment tool must be submitted to ACFE email: assessments@acfe.edu.au. The file name
and email subject must follow this format: your student ID-Surname-Unit Code-SAT
e.g. If you name is Tina XIE, ID - 601, your file name and email subject format is: 601-XIE-
CHCAGE005 -SAT
If you choose to submit hard copy (Printed out copy) of your assessments, you have to submit
the whole student assessment tool with completed answers to ACFE Student Support officer
(SSO). (Please obtain a receipt from the SSO with submission date and SSO signature). You
must also keep an additional copy of your assessments until you are deemed competent for
the unit.
Assessment Marking If you submit your assessments through email, the student assessment tool is assessed with
and Feedback comments (in purple colour) and this document will be returned to you as a PDF document.
For each re-submission, you will need to update your existing student assessment tool by
deleting the incorrect answers and replacing them with your new responses. Remember to
update the Learner Details and Declarations section with the new submission date each time
If you submit a hard copy of your assessment tool, your hard copy of assessment tool is
assessed with comments and this document will be returned to you. You then have to submit
your assessment tool with updated answers. (You have to print out a new copy of your
assessment tool and complete all the assessment tasks with the updated answers if you
choose to work on a hard copy), To avoid double work or minimise the chance of losing of your
assessment tool, you are suggested to work on the soft copy of your assessment tool, and then
print out after you complete all the assessment tasks according to the feedback.

Please be noted that trainers/assessors have up to 2 weeks to mark your assessments and
provide you feedback. If you still have not receive feedback after two weeks, please contact
Student Support Officer at SSO@acfe.edu.au
Oral feedback by assessors will be given to the candidates for practical assessment tasks
conducted on ACFE campus/workplace.
Extensions and If you are unable to meet the submission due date or scheduled simulated observation
Deferred Assessment assessment date, you must make a request to extend the due date using the Request for
Extension of Assessment Form at least two business days (Monday-Friday) prior to the due
date.
Be aware that extensions are only granted in exceptional circumstances and must be
supported by documentary evidence (e.g. a medical certificate).
Assessment Appeals If you are not satisfied with your assessment outcomes, you have the right to appeal
assessment outcomes. The appeals process is outlined fully in the Appeals Policy and in your
student handbook.
Reasonable Reasonable adjustment can be made if students has particular needs (including LLN needs), so
Adjustment that all the candidates have equal opportunity to conduct their assessment. Please contact
your assessor for help and consultation.
RPL Recognition for Prior Learning is available. Please discuss this with your assessor if you think
this applies to you.
Academic Plagiarism, cheating and collusion in assessment are expressly prohibited. Please do not copy
Misconduct; and paste from the internet to answer your questions. We are interested in answers that are
Plagiarism, Cheating
your own words. Ensure your work is referenced to prevent plagiarism.
and Collusion in
Assessment All cases of plagiarism, cheating and collusion are treated as a serious matter and will be
reviewed and treated on a case by case basis. Depending on severity and circumstances,
penalties of plagiarism, cheating and collusion may include one or more of the following (i.e.
sanctions may not be discrete):
 Completion and resubmission of a new assessment task; and/or
 All parties receiving a “Not Yet Satisfactory” result for the assessment task; and/or
Verbal or written warning; and/or
 Suspension or expulsion from the course.
 Student records will be noted with all investigated and proven incidents.
All incidents will be reviewed by the RTO and Compliance Manager of ACFE
Candidate name and Please sign here to acknowledge that you have read and understand what is required of you in
signature the assessment tasks for this qualification with ACFE.
I understand that by typing my full name in the student signature field, this is equivalent to a
hand-written signature. (Typing name only applies to soft copy submission. Hand-written
signature is required for hard copy submission)
Candidate Full Name
Date

Assessment Submission Sheet
Due Date
Unit of Competency CHCCCS017 - Provide loss and grief support (dd/mm/yyyy)
Course CHC43015 Certificate IV in Ageing Support
Student Name Student ID

Submission Date
Group
(dd/mm/yyyy)
Level 9, 341 Queen
Trainer/Assessor Location
Street, Melbourne
Student Email Student Mobile
Submission Information
First Submission Submission Date
Second Submission Submission Date
Third Submission ($250 fee applies) Submission Date
Extension/Deferral approved (If Approved Due Date

Yes No
applicable) for extension/deferral
Student Declaration:
I declare that the every part of this assessment is my original
work, and that no other person's work or ideas have been used Signature
without acknowledgement. I have read the instructions to
candidates and understand the rules related to assessment and
the consequences of plagiarism, and have kept a copy of my
assessment.
Date
I understand that by typing my full name in the student
signature field, this is equivalent to a hand-written signature.
(only applies to soft copy submission)
PRIVACY DISCLAIMER: ACFE is collecting your personal information for assessment purposes. The information will only
be accessed by authorised employees of ACFE. Some of this information may be given to the Australian Skills Quality
Authority (ASQA) or its successor and/or ACFE for audit and/or reporting purposes. Your information will not be given
to any other person or agency unless you have given us written permission or we are required by law.
Receipt should be detached once signed. It is the student’s responsibility to retain a copy of their assignment and receipt
Assessment Submission Receipt

CHC43015 Certificate IV in Ageing CHCCCS017 - Provide loss
Course Unit
Support and grief support
Student Name Student ID
Received by Signature
Submission
Date of Submission 1st 2nd 3rd
Attempt

This page is intentionally left blank

Assessment Submission Record
Assessor to complete
STUDENT NAME:
1st Submission Feedback

Reasonable adjustments
Yes No
made:
Satisfactory
Outcome:
Not Yet Satisfactory
Assessor Signature: Date:
2nd Submission Feedback

Yes No
made:
Satisfactory
Outcome:
3rd Submission Feedback

Yes No
made:
Satisfactory
Outcome:
FINAL RESULT
COMPETENT (C) NOT YET COMPETENT (NYC)

Assessment Task 1 – Questioning
Instructions to the All questions must be answered satisfactorily for assessment task 1 to be
candidates marked satisfactory.
Resources: Learner Guide, Internet for research

Location: You will do this task in the classroom or as homework
Time: There is no time restriction in completing the assessment.
Question 1: When supporting people who are experiencing loss and grief, you need to understand
the sequences of primary and secondary loss. A primary loss: (Select Correct
Answer)
a) Is what people loose after experiencing grief
b) Is often referred to as the ‘initial loss’
c) Is only felt when a person dies
d) All of the above
Answer:
Marking: Satisfactory Unsatisfactory
Question 2: A secondary loss: (Select Correct Answer)

a) Are losses which occur first
b) Are generally losses which follow or are a consequence of a primary
loss
c) Is not as important as a primary loss
d) All of the above
Answer:
Question 3: After experiencing loss, a person will display signs of grief. Give six (6) examples
of various expressions of grief that you may notice when providing support and
care to a person:
Answer:  sad,
 angry,
 anxious,
 shocked,
 regretful,
 isolated
Question 4: People who experience grief often suffer from somatic complaints. Define this
term:

Answer:
It may come as a surprise that grief is not entirely emotional. There are
very real effects that grief can have on the body. Some of the physical
symptoms of grieving,
 Digestive problems
 Fatigue
 Headaches
 Chest pain
 Sore muscles
Question 5: Different cultures and religions see death, loss and grief in different ways. How you
express your grief and the meaning you give to loss will be in your own way, based
on your own beliefs and view of the world. Give an example of how two different
cultures that you know of view loss and grief in different ways.
Answer: BUDDHIST
Buddhists believe that it is just the physical body that lies in the grave because the
person’s spirit has been reborn. Buddhists will often do things to wish for the
happiness of the deceased person.
CATHOLIC
Family members and friends often have Mass celebrated for the peace of the soul of
the deceased person. On special occasions such as the deceased’s birthday,
Christmas or anniversary of the death, family and friends will often visit the grave.
Flowers or other objects to remember the deceased are sometimes placed on the
grave as a sign of respect.
Question 6: If a person was experiencing the loss of a beloved animal, a failed marriage,
unfulfilled dreams, a financial loss or business loss, a loss of health, the loss of a
loved one’s functioning (such as in the case of Alzheimer’s), although his/her
heart may be grieving he/she may not be able to talk about the loss because it
may not be appropriate according to other people. This is an example of: (Select
Correct Answer)
a) Professionalism
b) Disenfranchised grief
c) Respect
d) None of the above
Answer:

Question7: Disenfranchised grief happens because: (Select Correct Answer)
a) A person’s love and care for the object of their grief isn't recognized
b) Others don't understand
c) A person may fear that everyone else will think that the grief being
experienced is somehow the person’s fault
d) All of the above
Answer:
Question 8: When a person is experiencing loss and grief, he/she has an increased risk of
developing negative impacts on his/her health, generally caused by associated
worries and concerns. What types of treatments would you use to help support a
person at this time?
Answer: There are many services available in Australia to assist and help people who are
thinking of suicide:
 Doctor (GP)
 Counsellor, psychologist, social worker
 School counsellor
 Emergency service 000
 Community Health Centers
 Crisis support servicer e.g.
 Life line (lifeline.org.au/suicide prevention)
 Beyond Blue (beyondblue.org.au/suicide prevention)
 Mind blank (mindblank.org.au/suicide prevention)
 Black Dog Institute (blackdoginstitute.org.au)
 Seek support from family and friends, youth group leader,
sports coach, priest, minister or religious leader etc.
In some situations, they may refuse help and you can’t force them to get help. You
need to ensure the appropriate people are aware of the situation.
Question 9: It is important to show understanding and respect for different approaches

people, families and communities have to grief. (Select True/False)
a) TRUE.
b) FALSE.
Answer:
Question 10: Which of the following statements is true? (Select Correct Answer)
a) Everyone grieves in the same way
b) The best way to deal with grief is to bury or ignore it
c) Not everyone grieves in the same way
d) All of the above

Answer:
Question 11: A person’s grieving style i.e. how he/she experiences, expresses and adapts to
grief, can be influenced by: (Select Correct Answer)
a) Culture
b) Gender
c) Personality
d) All of the above
Answer:
Question 12: Give an example of how you would demonstrate empathy, sensitivity,
professionalism and courtesy when supporting a person who is experiencing loss
and grief.
Answer: Empathy consists of awareness of, sensitive to and identification with the
feelings of another person. Nurses and carers can often empathize with
clients even if they have not experienced an event in their own lives exactly
like the one the client is experiencing. Empathy is different from sympathy in
that the sympathetic nurse or carer enters into the feeling with the client,
whereas the empathetic nurse appreciates the clients feeling but is not swept
along with the feelings.
Sensitivity or insensitivity of a human, often considered with regard to a
particular kind of stimulus, is the strength of the feeling it results in, in
comparison with the strength of the stimulus. The concept applies to physical
as well as emotional feeling.
To be sensitive is to react appropriately to the emotions or situations of other
people. In times of loss it is important to be sensitive and tactful. People
who are insensitive do not react to the emotions or situations of other people
or are not caring about others. They do not experience physical sensation,
they are deemed to be physically and emotionally numb.
Question 13: When supporting people who are experiencing grief you will use certain facial
expressions, gestures, eye contact and allow certain personal space to engage
them. These are all examples of: (Select Correct Answer)
a) Verbal approaches
b) Non-verbal approaches
c) Both a) and b)
d) None of the above
Answer:

Question 14: Give an example of what you would do when using empathic listening skills to
engage with a person who is grieving:
Answer: If I had to use empathetic listening skills, I would use:

 Appropriate brief encouragers which help the grieving person relate their story
and concerns
 Reflection of feelings /thoughts, behaviours and experience (content)
 Hearing the grieving person's concerns
 Paraphrasing (reflection of content)
 Using open and closed questions to expand or clarify understanding
 Understanding the grieving person's context
 Recognising when higher levels of care may be indicated
 Balancing the frequency of questions
 Summarising and closure
Application of listening skills within culturally-appropriate boundaries
Question 15: What strategies would you suggest when it is identified the bereaved require
support?
Answer: Bereavement support options should set goals in order to facilitate the tasks
of mourning by;
 Increasing the reality of loss
 Helping the bereaved deal with both expressed and latent affect
 Helping the bereaved overcome obstacles to readjustment
 Encouraging the bereaved to say an appropriate goodbye and to feel
comfortable reinvesting back into life
Question 16: Along with emotional reactions people have when a person experiences loss,
people also experience physical and behavioural reactions. Physical reactions
may be: (Select Correct Answer)
a) Anger
b) Shortness of breath
c) Headaches
d) Both b) and c
Answer:
Question 17: When a person is showing reactions to trauma they have experienced you should:
(Select Correct Answer)
a) Try not to take their emotional responses personally
b) Listen – you don’t have to have all the answers
c) Be sensitive to the impact the trauma may have on the person
d) All of the above

Answer:
Question 18: What would you do if a person who was coping with grief showed signs of suicidal
ideation? (Select Correct Answer)
a) Ignore their intentions
b) Link them with options for further help
c) Refer them to appropriate services
d) Both b) and c)
Answer:
Question 19: Confidentiality does not need to be maintained when supporting people who
are experiencing loss and grief. (Select True/False)
a) True
b) False
Answer:
Question 20: You can find information on grief and bereavement from: (Select Correct Answer)
a) Internet
b) Fact sheets
c) Information packs
d) All of the above
Answer:
Question 21: As a person supporting people who are experiencing loss and grief you need to
ensure that you are aware of risks associated with this. What would you do if you
were suffering from the following:
• Burnout
• Lack of adequate supervision
Answer: BURNOUT
If a person was suffering from burnout I would follow 4 steps:
 Reach out to those closest to him
 Be more sociable
 Limit his contact with negative people
 Connect with a cause or a community group that is personally
meaningful to him
Lack of adequate supervision

 Supervision sessions should be recorded, agreed
upon and filed so that decisions and actions can be
referred to at a later date.
 Supervision processes should be used to identify
excellence in case practice standards and to celebrate
positive outcomes for clients.
 Supervision processes should be used to identify,
document and manage performance issues for
positive results for both the staff member and the
organisation
 Regular ongoing casework supervision should be
available to all field staff.
 All staff should be encouraged and assisted to access
the opportunity for formal supervision.
 Organisations should develop strategies to ensure
that quality supervision occurs regularly within the
workplace.
https://www.helpguide.org/articles/stress/burnout-prevention-and-recovery.htm/
Question 22: Insert the words below to complete the following sentence
care supervision loss
As a person who provides support to people experiencing _loss______________

and grief you need to ensure that you are able to identify when you need access
to appropriate _______care________ and debriefing. You have a duty of
____supervision___________ to the people you work with to do so.
Answer:
Question 23: What steps would you follow to access supervision and debriefing in the
organisation you work for?
Answer: A supervisor may recognise the need for debriefing of a situation that has
caused distress to the support worker and other health professionals.
Members of the care team can use this debriefing session as an information
sharing process. The listener should have the professional skills to guide the
session, and the knowledge to assist the staff members recover from their
distress.
Debriefings are used by grief counselors and disaster workers as part of an
emergency intervention to help people who have recently experienced major
loss or suffering. These cases include bushfires, earthquakes, school
shootings, and other situations that involve fear, injury, extreme discomfort,
property damage, or loss of friends and loved ones. The goal of the
debriefing is to reduce the likelihood of post traumatic stress disorder, or

other psychological problems. Crisis intervention debriefing is also known as
Critical Incident Stress Debriefing
Question 24: During and after the time that you provide support to people who are
experiencing grief, it is important to: (Select Correct Answer)
a) Reflect on outcomes
b) Identify where further support is needed
c) Review practices for continuous improvement
d) All of the above
Answer:
Question 25: Continuous Improvement is a way to recognise areas that require improvement.
(Select True/False)
a) TRUE
b) FALSE
Answer:
Question 26: What are the benefits of a Continuous Improvement Plan?
Answer:
 takes into account the needs of your care recipients

and may involve them in improvement activities,
 is part of an overall quality system to assess how well
your systems are working, and the standard of care
and services achieved, and
 is a results-focused activity demonstrated through
outputs and outcomes.
To be effective, continuous improvement must be a central focus of your
organisation, is understood at all levels and accepted by all management and
staff
Question 27: What are the aspects of ‘duty of care’?

Answer: Legal: What does the law suggest we do?
Professional/ethical: What do other workers expect us to do?
Organisational: What does our organisation, and its funding body, say we
should do?
Community: What do the parents of our clients and other community members
expect us to do?
Personal : What do our own beliefs and values suggest we do

Assessment Outcome Sheet
Feedback: All observation criteria must be satisfactorily demonstrated by the

candidate. The observation assessment has been confirmed:
Satisfactory Unsatisfactory
Please include recommendations for future training in cases where the

candidate has not satisfactorily achieved all criteria:
Feedback:
Declaration: I declare that this observation assessment has been conducted as per the
training organisation’s assessment procedures and the instructions
provided for this assessment task and that I have provided appropriate
feedback to the candidate.
Assessor name:
Assessor signature:
Date marked:

Assessment Task 2 – Case Study
Purpose You will demonstrate the performance criteria, performance evidence and knowledge
evidence of unit CHCCCS017 by completing the questions after reading the case study.
Instructions to the Please read the following case study and answer the questions follows:
candidates
Case Study: Frances and Colin
In 2013 Frances lost her husband, Colin, to Parkinson’s disease. For the two years leading
up to his death, she experienced many losses due to his declining health.
You meet Frances during a home visit one year after Colin’s death. According to her care
plan, Frances is described as angry and difficult to get along with. Frances receives services
to help her with general maintenance, transport and cleaning.
Today you arrive at Frances’s house and find her in an anxious state. When you ask her
what is wrong, she shouts and rants and raves, beating her hands against the wall.
You make her a cup of tea and ask her if she would like to sit down.
Suddenly she bursts into tears and all her grief pours out. She tells you that she feels she
has lost everything – there is no point in her carrying on.
First she lost Colin’s companionship as dementia claimed his cognitive ability. No longer
did they do their afternoon ritual of the cryptic crossword.
Then she lost her access to transport as Colin was no longer able to drive – Frances had
given up driving years ago, and living in the country means there is no suitable public
transport.
Frances also lost the person who had looked after everything. Who would clean the
gutters now? Who would complete their tax returns, and who would mow the lawns?
Perhaps the hardest thing to lose was her husband’s dignity – having to change him when
he was soiled, changing his bed during the night when he wet it, reminding him to put on
clothes before he went outside, and losing him at the shopping centre.
Then Colin died.
Frances had expected to feel sad, but instead she felt angry. She was angry with her God
who had let Colin suffer so much. She was angry with herself for feeling relieved now she
did not have to look after him. She was angry with the happy couples she saw holding
hands while walking in the park. She was angry with the whole world because she had lost
everything. She was even angry with her grandchildren because they could have fun when
she couldn’t – and now she doesn’t see them anymore.
Not even her neighbour comes around for a cuppa like she used to before Colin died.
Frances says she doesn’t want to live anymore.

Location: You will do this task in the classroom or as homework
Time: There is no time restriction in completing the assessment.
Question 1: How would you describe the losses that Frances has experienced?
Answer: Frances feels loneliness and angry, she was married with her husband for many
years and now for the last two years when her husband died her life have been
changed. She feels angry also with the God because Colin suffered to much.

Question 2: 2. Which of Elizabeth Kübler-Ross’s stages of grief does Frances seem to be stuck
in?
Answer: Anger
Denial
Question 3:
What are the risks to Frances’s health?
Answer: Frances hurts herself (beating her hands against the wall)
And also thinks suicide (Frances says she doesn’t want to live anymore)
Question 4: What communication skills would you use with Frances?
Answer:
I would use verbal and non-verbal communication. In more details I would use an
attentive listening, compassionate eye contact and stillness. Through active listening,
i can encourage Frances to identify and express her emotions. I would avoid telling
that you know how she feels and what she is going through. Instead, I would use
open-ended statements such as, “I see that you are in distress right now; can you tell
me what you are feeling?” Focusing the discussion with Frances, will help her feel
less pressured or threatened.
Question 5: What support and information would you offer to Frances?
Answer: Grief can leave you feeling hopeless without a solution in sight, grief exposes your
emotions, if can be very difficult to make decisions or focus on the future. Support
given in a sensitive, patient manner will encourage the grieved to give
empowerment in making the important choices and decisions about matters that
affect them.
There are many services in our community that give bereavement and grief support.
Each state government has a web page dedicated to grief and loss or bereavement.
For Frances I would suggest to go or call:
Grief and Bereavement
Griefline
Hope for Life Suicide Prevention & Bereavement Support
Suicide Call Back Service

Also sometimes people will require a little extra support, this service has accredited
grief counsellors who are available for individual sessions. This service is offered to
the client and to family members or friends who require a “safe” and confidential
environment to discuss their concerns and to receive practical and emotional
support during the process of grieving.
Question 6: To what service could you refer Frances to help her with her suicidal thoughts?
Answer: Suicide Call Back Service
Question 7: Locate a grief and bereavement support counselling service that is in your local
area that would be suitable for Frances’s needs.
What are the contact details for this service and what services do they offer?
Answer:
Australian Centre for Grief and Bereavement
253 Wellington Road
MULGRAVE VIC 3170
Australia
Phone: +61 3 9265 2100
Fax: +61 3 9265 2150
Freecall: 1800 642 066
Email: info@grief.org.au
(Aus wide)
ABN: 22 038 903 478
https://www.grief.org.au/ACGB/Bereavement_Support/Counselling_1/Victoria_-
_Melbourne/Bereavement_Counselling_Services.aspx
Question 8: What sort of informal grief support would be useful for Frances to access?

Answer:
Frances has to start communication with her grandchildren and also with her
neighbours. That will help her to restart her life and step by step accept the loss of
Colin.
When you leave Frances, she says she is feeling much better.
She thanks you for listening and apologises for breaking down. She says she feels tired after her
emotional outpouring.
You say goodbye, shut the door and walk out to the street. You are approached by the next door
neighbour.
‘I don’t know what’s wrong with Frances,’ she says. ‘She’s so angry with everyone. No wonder no one
ever comes to visit. I was going to go round and see if she needed anything and have a cuppa like we
used to, but I don’t think she wants to have anything to do with anyone.’
Question 9: Write a script about what you would say to the neighbour (without breaching any
confidences, of course!).
Answer: I understand what you are saying. Frances is going through a hard time right now for
personal reasons. Please do not take it personally, she just needs her space right
now and will approach you when she is ready.

Feedback: All observation criteria must be satisfactorily demonstrated by the

candidate. The observation assessment has been confirmed:

training organisation’s assessment procedures and the instructions
provided for this assessment task and that I have provided appropriate
feedback to the candidate.
Assessor name:
Assessor signature:
Date marked:

Assessment Task 3 –Observation in
Simulated Environment
Purpose You will demonstrate the performance criteria, performance evidence and knowledge
evidence of unit CHCCCS017 by completing the questions after reading the case study
Instructions to the You are required to complete two role plays in the simulated environment.
candidates
Before you start the role play, please go to the following website to read the information.
Queensland Health: Social Work Services; Grief and loss
https://www.health.qld.gov.au/tpch/html/socwork_grief.asp
Role play 1 There are two sections for this role play:
Part A: You are to role play a conversation with Glenda whose husband has recently
died following a short illness.
Part B: Your assessor will verbally ask you some questions about this scenario.
Scenario
You work in a palliative care environment.
Today you are visiting Ralph’s wife, Glenda, to see how she is getting on after his
death. Ralph died last week of a brain tumour. He had been sick for three months and
had been in palliative care for the last two months.
His funeral was on Friday.
During Ralph’s care, you met Glenda on many occasions. You were pleased that you
could develop a good relationship with her.
Requirement: You are required to demonstrate the all the criteria stated in the
Observation Checklist 1.

Location: simulated environment- Glenda’s dining room
Time: 5 minutes for part 1 and 5 minutest for part 2
Work to submit Record your response to the questions that your assessor asks you in role play part B.
Questions 1-6
Answer the reflective questions 7-8

Location: you can complete the task in classroom or at home
Time: There is no time limit in completing this task

Observation Checklist 1
Not Yet
Satisfa
Your assessor will refer to the following checklists when Satisfact
ctory Comments
observing your performance: ory
(S)
(NYS)
Interact with Glenda appropriately.

For example, you should show empathy, sensitivity, professionalism
and courtesy during your discussion.
Show respect for individual differences.

For example, you should consider Glenda’s social, cultural, ethnic
and spiritual differences.
Use appropriate verbal and non-verbal communication

approaches.
For example, you should use active listening skills, such as nodding,
and saying ‘yes’ or ‘I understand’ etc; consider your body language
(ie use open body language).; ask questions based on what Glenda
says; etc.
Make suggestions and provide information about formal

grief and bereavement support services and resources
Make sure Glenda has understood her options for

support.
Question 1: What were Glenda’s reactions to her loss and grief?
Answer:
Question 2: What cultural and spiritual needs does Glenda have to deal with her loss?
Answer:

Question 3: Is there any risk to Glenda’s health or safety? Is there any action you could take?
Answer:
Question 4: It is stressful working with people who are experiencing loss and grief. What can you do
to manage your own stress levels and personal feelings?
Answer:
Question 5: How do you personally react to stressful situations? How will you know your own health
is at risk?
Answer:
Question 6: What is the benefit of supervision and debriefing?
Answer:
Question 7: How do I feel about my own practice during the role play and verbal questioning?

(what did I do well? what did I do not so well? What would I do next time I encountered
as similar situation?) Please answer all the questions with enough details.
Answer:
Question 8: What are the outcomes of the support that you provided to Glenda? What further
support may Glenda need?
Answer:
Role play 2 There are two sections for this role play:
Part A: You are to role play a conversation with Molly. She is struggling with the death
of her friend and many other losses that she has experienced in her life
Part B: Your assessor will verbally ask you some questions about this scenario.
Scenario
You are working in a community health service that provides district nursing services in
the community. One of your regular clients is Molly.
Molly is a 75-year-old woman who has been receiving district nursing services at home
for some time. Molly has a mild intellectual disability with sub-average intellectual
functioning and lack of social skills. Molly has a long-term reputation for dishonesty,
including telling lies and stealing from others.
Molly has lived with her friend for the last 12 months. Previous to this she left her
daughter’s home because her daughter’s boyfriend was physically assaulting her and
her daughter didn’t believe her – despite all the bruises and burn marks. The boyfriend
has since been sent to jail for the assault.
Molly’s daughter has tried to make contact with her mother, but Molly refuses to speak
with her.
Molly was adopted when she was five – she does not know what happened to her birth
mother and never got on with her adoptive mother.
Molly’s friend who she has been living with died suddenly last week of a stroke. Molly
found her body when she got home from bingo.
Molly is currently living alone at her friend’s house, but her friend’s family has told her
she cannot continue living there as the property now belongs to them. She has nowhere
else to go – all she can do is live on the streets.
The police have contacted you to say that Molly is in trouble.
She is now drinking heavily and the police think she may be conning people to obtain
money from them.

You are very worried about Molly and arrange to go to see her at her friend’s house
shortly before she is due to be kicked out of there.
When you see Molly you are shocked to see how much weight she has lost and what a
mess she is living in.
She has clearly not bathed for some weeks and she appears to be very hung over. She
is lethargic and anxious.
Requirement: You are required to demonstrate the all the criteria stated in the
Observation Checklist 2.

Location: simulated environment- Glenda’s dining room
Time: 5 minutes for part 1 and 5 minutest for part 2
Work to submit Prepare and write the answers to the questions that your assessor will ask you in role
play part B. Questions 9-18
Answer the reflective questions 19-20

Location: you can complete the task in classroom or at home
Time: There is no time limit in completing this task

Observation Checklist 2
Not Yet
Satisfa
Your assessor will refer to the following checklists when Satisfact
ctory Comments
observing your performance: ory
(S)
(NYS)
Interact with Glenda appropriately.

For example, you should show empathy, sensitivity, professionalism
and courtesy during your discussion.
Show respect for individual differences.

In this case particularly social and behavioural differences
Use appropriate verbal and non-verbal communication

approaches.
This should include empathetic listening skills, verbal and non-verbal
techniques, providing information clearly and sensitively, obtaining
feedback to confirm understanding.
Identify whether Molly is a suicide risk and refer to

appropriate services
Make suggestions to Molly about services and resources

she could access.
Including residential aged care assessment, alcohol addiction
services, housing
Obtain feedback to make sure Molly has understood her

options for support.
Maintain confidentiality
Exercise your duty of care.

This should include getting Molly medical support and referring on to
people that can help her with somewhere to live
Question 9: How were Molly’s reactions to loss and grief different to Glenda’s?
Answer:
Question 10: Would you describe Molly’s loss as disenfranchised? Explain why or why not.

Answer:
Question 11: Would you describe Molly’s loss as compound? Explain why or why not
Answer:
Question 12: What are the risks to Molly’s health and safety in this situation? Is there any action you
could take?
Answer:
Question 13: Do you think that the circumstances Molly was living in have contributed to the way she
has reacted to her friend’s death?
Answer:
Question 14: What was your duty of care to Molly?

Answer:
Question 15: What is the impact of the friend’s death at the individual level?
Answer:
Question 16: What is the impact on Molly’s circumstances at the family level?
Answer:
Question 17: What is the impact of Molly’s circumstances at the community level?
Answer:
Question 18: What did you feel were your work role limitations when talking to Molly?

Answer:
Question 19: How do you feel about you own practice during the role play and verbal questioning?
(what did I do well? what did I do not so well? What would I do next time I encountered
as similar situation?) Please answer all the questions with enough details.
Answer:
Question 20: What are the outcomes of the support that you provided to Molly? What further support
may have saved Molly?
Answer:

Feedback: All observation criteria must be satisfactorily demonstrated by the candidate.

The observation assessment has been confirmed:

training organisation’s assessment procedures and the instructions provided
for this assessment task and that I have provided appropriate feedback to
the candidate.
Assessor name:
Assessor signature:
Date marked:

Unit Record of Outcome
Training Organisation Name: Australian Centre of Further Education
Candidate Name:
Course Name CHC43015 Certificate IV in Ageing Support
Unit Code and Title: CHCCCS017 - Provide loss and grief support
Assessor Name:
Assessor Email: assessments@acfe.edu.au
Satisfactorily completed
Assessment Task 1- Questioning 

Assessment Task 2 – Case Study 
Assessment Task 3 –Observation in Simulated Environment 
Declaration: In completing this assessment, I confirm that the candidate has demonstrated all unit
outcomes through consistent and repeated application of skills and knowledge with
competent performance demonstrated in multiple instances over a period of time.
Evidence collected has been confirmed as:
Valid Sufficient
Current Authentic
Final Result: Competent

Not Yet Competent
Result Date:
Assessor Signature:
Student Signature:

Providing Support for Loss and Grief

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Student Name:………………………………..……….…….

Student ID: …………………………………………………

CHC43015 Certificate IV in Ageing Support

Student Assessment Tool CHCCCS017 - Provide loss and grief support

Student Assessment Tool-CHCCCS017-V2.0 Page 1 of 33

Assessment ACFE Aspire IBSA Eduworks John Bailey

Assessment Task 1- Questioning

Assessment Task 3 – Observation in Simulated Environment

Assessment location On campus – Observation in Simulated Environment

Student Assessment Tool-CHCCCS017-V2.0 Page 2 of 33

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Candidate Full Name

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Course CHC43015 Certificate IV in Ageing Support

Student Name Student ID

First Submission Submission Date

Second Submission Submission Date

Third Submission ($250 fee applies) Submission Date

Extension/Deferral approved (If Approved Due Date

Assessment Submission Receipt

Student Assessment Tool-CHCCCS017-V2.0 Page 5 of 33

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1st Submission Feedback

Assessor Signature: Date:

2nd Submission Feedback

Assessor Signature: Date:

3rd Submission Feedback

Assessor Signature: Date:

COMPETENT (C) NOT YET COMPETENT (NYC)

Assessor Signature: Date:

Student Assessment Tool-CHCCCS017-V2.0 Page 7 of 33

Resources: Learner Guide, Internet for research

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Question 2: A secondary loss: (Select Correct Answer)

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Question 9: It is important to show understanding and respect for different approaches

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Student Assessment Tool-CHCCCS017-V2.0 Page 11 of 33

Answer: If I had to use empathetic listening skills, I would use:

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Student Assessment Tool-CHCCCS017-V2.0 Page 12 of 33

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Lack of adequate supervision

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