CS Q2 Outline the pathway that Trudi will take to enter the service setting and

Cs q2 outline the pathway that trudi will take to

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CS Q2: Outline the pathway that Trudi will take to enter the service setting and the implications for Travis, her family and her friends. CS Q3: Outline the impact of the caring role on Trudi’s family, carers and friends.
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25 Star_CHCCCS025_Student_Assessment_Workbook_2019_v2.0 CS Q4: What knowledge and skills does Travis have that can complement the role of Bethany and the service manager? CS Q5: Why is it important that Bethany identify everyone’s rights, roles and responsibilities in this situation? CS Q6: What are Trudi’s rights, role and responsibilities in this situation?
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26 Star_CHCCCS025_Student_Assessment_Workbook_2019_v2.0 CS Q7: What are Travis’s rights, role and responsibilities in this situation? CS Q8: What are Trudi’s friends’ rights, role and responsibilities in this situation? CS Q9: What are Bethany’s rights, role and responsibilities in this situation?
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27 Star_CHCCCS025_Student_Assessment_Workbook_2019_v2.0 Case study (questions 10 14) Giselle is ready to start school and is excited about this new change in her life. Her mother, Gert, is feeling nervous and worried about how Giselle will cope at school. She is concerned that the school will not be able to manage her behaviour effectively and that Giselle will lose access to valuable skills. Patrice meets with Gert and makes sure that Giselle is invited to come in for part of the meeting too. Together they talk about the positive aspects of starting school and Patrice shows Giselle a simple picture book about getting ready for school. She provides Gert with brochures and fact sheets about what to expect during the first few weeks and then, while Giselle is busy reading her new book, they make a list of Gert’s concerns and talk about how the y can be managed. They also write down some information from Giselle’s behaviour plan to share with the school so they will be able to implement the same strategies at school as home. Gert suggests some positive strategies such as distraction, regular breaks, quiet times and being alert for triggers, which can all help avoid behavioural difficulties arising as a result of Giselle becoming confused or tired during the day. They write an action plan document to help the school plan for any behavioural difficulties that might arise during the first few weeks. Patrice invites Giselle to come back and sit with them while they write down and draw pictures to show who Giselle would like to invite to the school to see her in her first assembly on the last day of the first school week. Giselle draws pictures of both her grandmothers, and her mother suggests they also invite her big sister and Giselle’s best friend, Becky, from next door to attend. Patrice also asks Giselle to talk about what helps her most when she is feeling tired or cross, and Giselle suggests that taking her teddy with her in her bag would be a good idea as she can cuddle it if she is worried or upset. She says that she often talks to Becky about problems and that Becky is a good listener. Patrice smiles and says that she thinks it would be great to invite Becky to come
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