MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

1 12/12/2018

INTRODUCTION EL CIVICS PERSONAL CARE AIDE UNIT #71

Intermediate - Advanced Level

The universal skills in the unit are: 1. Demonstrate the ability to effectively deal with customer complaints 2. Identify the symptoms of major health conditions/events

This guide will take you through the EL Civics Objective:

“Demonstrate the language and literacy skills necessary to effectively participate in workforce training and work as a personal care aide.”

The specific Language/Literacy Objectives for this unit are: - “Identify and/or demonstrate communication skills for use in caring for a

consumer from a different culture, background, or lifestyle...” - “Identify common diseases and describe the signs/symptoms indicating

that someone has the disease.”

There are two tasks for this assessment at the Intermediate – Advanced Levels, Task 1 and Task 2.

In Task 1, the student responds to common complaints in a role play. The student will demonstrate effective strategies such as: 1. Listening without interrupting or making excuses. 2. Showing empathy for the customer’s distress. 3. Suggesting solutions with the customer’s input. 4. Showing proper attentive body language.

There are several teaching activities to achieve this objective. These are suggestions only and can be adapted to meet your students’ specific needs. Page 4: The first page of Task 1 contains a suggested list of activities and materials. Page 5: Vocabulary of Conflict Resolution Page 6: Vocaublary of Conflict Resolution – Answer Key Page 7: Effective Listening Skills Page 8: Good Listening Body Language

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

2 12/12/2018

Pages 9-10: Sample Dialogues for Complaint Response Page 11: Practice Complaint Scenarios Page 12: Assessment Scenario #1. Students respond orally to a patient complaint. They give at least 4 level-appropriate responses. Page 13: Personal Care Rubric: Task 1– The task is worth 12 points.

In Task 2, student will complete an authentic writing task, such as write a report for a family about a serious medical condition. In the writing task, the student will include information such as (1) describe the patient’s symptoms. (2) give possible medical conditions, and (3) give detailed examples of how to respond to it. Optimally, the writing task will be created on a computer and sent to the assessor electronically.

Page 14: The first page of Task 2 contains a list of activities and materials. Page 15: Vocabulary of Health and Body Pages 16-17: Practice Identifying Symptoms and Health Events Pages 18 – 24: Resources: Common Adult Health Events/Conditions Page 25: Assessment #2: Identify and Write About a Health Event Page: 26: Writing Template: Writing About a Health Event Page 27: Personal Care Rubric: Task 2 – The task is worth 20 points. Page 28: Final Score – Personal Care Aide Unit Pages 29-34: Additional Resources p 29 Personal Care Aide Job Description pp30-1 Infection Control – handwashing pp32-4 Student-Generated Conflict Resolution Dialogues also: Personal Care Vocabulary; Elder Care Equipment Vocabulary; Patient Care - Mobility: using a gait belt; Communication Styles Ppt

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

3 12/12/2018

Instructors note total points for your level. At the intermediate level, students need to score:

LI 20 HI 24 At the Advanced level students need to score: Advanced 28 points Adv 28

This number should be explained to students. The score an Intermediate student receives on Task 1 will be added to Task 2 for the final score. A total passing score for Low Intermediate is 20. If the student earned 8 points on Task 1, for example, the student only needs to earn 12 more points on Task 2 to pass the Personal Care Aide objective.

REMINDER - The activities in this packet are meant to be suggestions for your use on completing the objectives. These additional assessments are not meant to be “additional work for you and your students.” They are to be incorporated into your regular classroom activities.

Teaching Notes – Task 1: Tastes in food and standards of hygiene / cleanliness are very common cross-

cultural differences. These differences can often cause misunderstandings in which

no one is at fault. Good listening can de-escalate the tension in these moments.

Common negative reactions to these complaints can include:

o taking the complaint personally as an attack on your culture,

o getting defensive because most people like how you do this,

o feeling like a failure because your actions didn’t please someone, or

o bursting into tears because conflict makes you nervous or afraid.

None of these reactions is productive or professional. Practicing good listening and

conflict resolution can help us to deal more effectively with customer complaints

and other cross-cultural differences and misunderstandings.

** It may be helpful to present and discuss the “Interpersonal Communication

Styles” Powerpoint before beginning Task 1. Students will work towards “win/win”.

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

4 12/12/2018

PERSONAL CARE OBJECTIVE: TASK 1

Student will read and practice effective cross-cultural listening skills, applying these skills to resolving patient care complaints.

Level: Intermediate / Advanced

Task 3 Materials Suggested Activities

Students will engage in a role play in which they respond to a complaint about their work. They will give 4 responses / suggestions that reflect active listening and positive cross-cultural conflict resolution skills.

1. Vocabulary of Conflict Resolution

2. Effective Listening Skills

3. Good Listening Body Language

4. Sample Dialogues

5. Practice Scenarios

6. Assessment Scenario

Other suggested resources:

Career View:

Exploring the World of Work, by Molinsky and Bliss. Pearson Publishing, 2018. Pp 125, 127, 129, and 131; PowerPoint slideshow on Interpersonal Communication.

1. Ask students if they have experience of care situations with elderly relatives. Discuss the issues that can arise when providing care.

2. Repeat and review all vocabulary. Have Ss choose two words and write a sentence.

3. Have Ss read and practice the steps to responding to customer/patient complaints.

4. Have Ss practice effective/ineffective listening body postures in small groups

5. In Pairs: Have Ss practice using the example complaint dialogue.

6. Ss develop a role play for another given complaint.

7. Use the Assessment Scenario for the final assessment.

8. Use the Personal Care: Task 1 Rubric to score the assessments.

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

5 12/12/2018

TASK 1: Vocabulary of Conflict Resolution

Match the words / expressions on the left with the correct definition on the right.

1. ____ alternative A. suitable and proper for this time and place

2. ____ appropriate B. to reply or answer; to react

3. ____ to apologize C. to stop someone while they are talking

4. ____ to avoid D. to accept blame; to say you are sorry

5. ____ to clarify E. understanding the feelings of others

6. ____ to complain F. to ask

7. ____ confidential G. to make something more understandable

8. ____ conflict resolution H. to suggest; to share an idea

9. ____ cross-cultural I. positive, effective way of doing something

10. ____ dispute J. trying not to face someone or something

11. ____ empathy K. to express dissatisfaction or annoyance

12. ____ escalate L. interacting with people from different cultures

13. ____ to inquire M. to become worse or larger; to increase

14. ____ to interrupt N. private; not to be talked about with others

15. ____ productive O. argument; disagreement; conflict

16. ____ to recommend P. the process of successfully handling a problem

17. ____ to respond Q. another possible choice or action

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

6 12/12/2018

Choose two of these words and use them correctly in a sentence.

_________________________________________________________________

TASK 1: Vocabulary of Conflict Resolution

Answer Key

Match the words / expressions on the left with the correct definition on the right.

1. Q _ alternative A. suitable and proper for this time and place

2. A _ appropriate B. to reply or answer; to react

3. D _ to apologize C. to stop someone while they are talking

4. J _ to avoid D. to accept blame; to say you are sorry

5. G _ to clarify E. understanding the feelings of others

6. K _ to complain F. to ask

7. N _ confidential G. to make something more understandable

8. P _ conflict resolution H. to suggest; to share an idea

9. L _ cross-cultural I. positive, effective way of doing something

10. O _ dispute J. trying not to face someone or something

11. E _ empathy K. to express dissatisfaction or annoyance

12. M _ escalate L. interacting with people from different cultures

13. F _ to inquire M. to become worse or larger; to increase

14. C _ to interrupt N. private; not to be talked about with others

15. I _ productive O. argument; disagreement; conflict

16. H _ to recommend P. the process of successfully handling a problem

17. B _ to respond Q. another possible choice or action

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

7 12/12/2018

TASK 1 Effective Listening Skills: Dealing with Patient Complaints

Listen

Stop what you are doing, and give your undivided attention to the

patient. If you are on the phone, make appropriate responses so the

patient knows you are listening. Allow the patient to finish each point

before asking questions. Do not argue with the patient or interrupt with

explanations. If you are at fault, apologize for your mistake. If the problem is one

of cross-cultural misunderstanding or is not your fault, do not apologize; just listen.

Empathize

Place yourself in the patient’s place. Offer a statement of empathy (e.g.,

“I’m sorry that ...,” or “I understand that ...”). Do so without agreeing to

guilt on your part. Extend understanding without agreement.

Inquire

Gain as much information as you can about the problem. This will

help you decide the best way to handle the complaint. Be sure the

patient knows you take his or her concern seriously.

Act

Suggest solutions you can perform. Get the patient’s approval on the

recommended action (e.g., “I will contact ...” “I could …”). If no

immediate action is possible, assure the patient you will work toward

an acceptable solution.

Conclude (optional – this will not always be appropriate)

Thank the patient for being honest and sharing this complaint.

Stress that patient satisfaction is a critical component of quality

patient care in your practice.

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

8 12/12/2018

TASK 1 Good Listening Body Language

1. Pay attention. Don’t be distracted by a cell phone or TV.

2. Make good eye contact with the speaker.

3. Lean forward a bit in an open and interested manner.

4. Nod your head occasionally.

5. Keep an open posture with your shoulders back and your arms uncrossed.

6. Encourage the speaker to continue with small verbal comments like “I see”,

and “uh huh”. (*Be aware that nodding or saying ‘yes’ too much can give

others the impression that you agree with them even if you don’t.)

Watch the first 2:50 of this video in which the speaker demonstrates good listening body language: https://youtu.be/JKVa9CfdtAI

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

9 12/12/2018

TASK 1 Sample Dialogue #1 With a partner, practice the following dialogues. Use good listening body language.

Then, using the given complaints, show what would be poor listening behavior on

the part of the PCA.

Mr. Smith: “I don’t want to eat this. It tastes terrible! You’re feeding me

garbage.”

PCA: “Can you tell me what you don’t like about it?”

Mr. Smith: “This rice smells funny, it’s too spicy, and it doesn’t feel right in my mouth.”

PCA: “I’m sorry that you don’t like this rice. What kind of rice do you like?”

Mr. Smith: “I like the kind that my wife used to make. Not this junk.”

PCA: “I see. It must be difficult to adjust to another kind of cooking after eating your wife’s wonderful cooking for so long. I wonder if anyone in your family knows how to cook rice like your wife did. Do you think it might be a good idea if I asked them?

Mr. Smith: “Yeah. I think my daughter makes good rice. Why don’t you ask her?

PCA: “OK, Mr. Smith. I’ll do that. I’ll ask her what kind of rice she buys and how she cooks it. In the mean time, would you like me to make you a sandwich with that bread you like so much?

Which effective listening skills do you see in this dialogue? ___________________ ___________________________________________________________________ What would be some wrong ways to respond to this complaint? _______________ ___________________________________________________________________

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

10 12/12/2018

TASK 1 Sample Dialogue #2

Mrs. Jones: “You never clean the house the right way. Everything looks

dirty.”

PCA: “Hmm. What is bothering you about the cleaning?”

Mrs. Jones: “You didn’t clean that floor right. I don’t like how you do it.”

PCA: “I can see that you’re not happy with how the floor was cleaned. Can you tell me how you want the floor to look?”

Mrs. Jones: “Well, not like this. There are streaks across it, and it smells nasty. You didn’t use the right product to clean it.”

PCA: “I imagine it must be difficult to have someone else clean your house after you have done it so well for all these years. Which product would you like me to use on the floor?”

Mrs. Jones: “You need to use XYZ, and dry it after you wash it so it doesn’t leave streaks.”

PCA: “OK, Mrs. Jones. Thanks for letting me know. We can buy some XYZ when we go for groceries, and I’ll use it when I wash the floor again on Thursday. How does that sound?”

Which effective listening skills do you see in this dialogue? ____________________ ____________________________________________________________________ What would be some wrong ways to respond to this complaint? _______________ ____________________________________________________________________

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

11 12/12/2018

TASK 1 Practice Complaint Scenarios

Choose one of the following complaints, or create a complaint of your own from your occupation. Write a dialogue that demonstrates effective listening and good conflict resolution. (Several student-generated role plays are presented in “Additional Resources”. These can serve as examples.)

“You’re always looking at that smart phone of yours.”

“The other care aide never shows up on time.”

“I don’t like being in this place. ”

“This medication makes me feel strange. I don’t like it.”

“I don’t like the music that you’re always listening to.”

Other: ___________________________________________________________ Customer: ___________________________________________________________

You: ______________________________________________________________

Customer: ___________________________________________________________

You: ______________________________________________________________

Customer: ___________________________________________________________

You: ______________________________________________________________

Customer: ___________________________________________________________

You: ______________________________________________________________

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

12 12/12/2018

TASK 1

Assessment Scenario: Task 1

1) Use either the patient complaint from Sample Dialogue #1 (p 9) or from Sample Dialogue #2 (p 10). Assessor plays the role of the customer, the student responds as PCA. OR Students role play in teams, taking turns being the customer and the worker. They may choose the sample complaints or perform their own dialogue. Students are assessed only on their role as worker.

Mr. Smith: “I don’t want to eat this. It tastes terrible! You’re feeding me

garbage.”

Mr. Smith: “This rice smells funny, it’s too spicy, and it doesn’t feel right in my mouth.”

Mr. Smith: “I like the kind that my wife used to make. Not this junk.”

Mr. Smith: “Yeah. I think my daughter makes good rice. Why don’t you ask her?

OR

Mrs. Jones: “You never clean the house the right way. Everything looks dirty.”

Mrs. Jones: “You didn’t clean that floor right. I don’t like how you do it.”

Mrs. Jones: “Well, not like this. There are streaks across it, and it smells nasty. You didn’t use the right product to clean it.”

Mrs. Jones: “You need to use XYZ, and dry it after you wash it so it doesn’t leave streaks.”

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

13 12/12/2018

TASK 1

Personal Care Rubric: Task 1

Given an authentic complaint regarding service, student responds orally to at least 4 level-approriate dialogue prompts. Use the rubric below to score the recommendations. The task is worth a total of 12 points.

Scoring Rubric

Content Points (12 possible)

Response is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning. Student shows active listening in face and body posture.

3

Response is appropriate and has correct content. It may be partially complete. They may be errors which interfere with meaning but the statement can be understood with inference. Student shows some active listening skills.

2

Response seems empathetic but it is unclear {or} few active listening skills shown.

1

Answer is inappropriate, incomprehensible or incorrect or there is no statement. No listening skills evident.

0

Body Language Response/Suggestion

1. 0 1 2 3

2.

0 1 2 3

3.

0 1 2 3

4.

0 1 2 3

Student Name: _____________________ Total: ______

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

14 12/12/2018

PERSONAL CARE OBJECTIVE: TASK 2

Students will complete an authentic writing task such as write a report for a family or agency about patient syptoms and care. In the writing task, the student will include information such as (1) describe a common disease or health event, (2) give detailed examples of the symptoms shown, and (3) suggest actions to be taken in the event of this health event. More advanced students can do research and include additional information such as: how to prevent this condition, the damage this condition can inflict, and how to treat the condition.

Optimally, the writing task will be created on a computer and sent to the assessor

electronically.

Level: Intermediate - Advanced

Task 4 Materials Suggested Activities

Students will write a report about a health event or condition, giving examples of symptoms, and suggesting possible actions to prevent or deal with this disease or event.

1. Health & Body Vocabulary

2. Research for Disease/ Health Events

3. Health Event Scenarios.

4. Write a report for a family about a health event or condition.

5. Assessment

6. Rubric

1. Discuss illnesses common among the elderly.

2. Have Ss learn and practice vocabulary using internet resource.

3. Using the research provided, have Ss read about patient symptoms and determine which conditions these symptoms might indicate.

4. Direct Ss to choose a Health Event scenario for research and writing.

5. Have students write their own letter on health condition topic of their choice.

6. After Ss have written a draft, have them work with another peer to ensure that all (3) components have been includedin their article.

7. Score with the Personal Care Rubric: Task 2.

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

15 12/12/2018

TASK 2 Vocabulary: Health & the Body from: EnglishVocabularyExercises.com

There are definitions and good exercises for learning and practicing these vocabulary words at: http://englishvocabularyexercises.com/general-vocabulary/index.html - healthbody

Group 1: ache cure digest fatigue immune massage paralyze patient rash scar slim surgery symptom therapy transplant vomit

Group 2: active appetite blind conscious cough diagnose fatal handicap heal ill naked prescribe sober stomach strong tissue

Group 3: addiction athlete disease disabled drown faint fit health infect nutrition poison sanitary sore swallow throat vaccinate

Group 4: allergy bleed breathe bruise choke diet dose fever muscle pregnant slender strain suffer trauma virus

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

16 12/12/2018

TASK 2 Practice Identifying Symptoms and Health Events Use the information provided on the Resource Pages that follow to answer the following questions. You may need to do some additional research.

1. Susan has lived in the same community for 18 years. Last year, as she was driving

home from church, Susan got lost. She has also gotten lost driving home from her

favorite supermarket. Susan has started to feel anxious about going to her book club

because she often can’t follow the discussions. Last month, Susan couldn’t remember

the name of her only granddaughter, and she missed her birthday. This morning, even

though it was raining, Susan went outside for a walk without her jacket or shoes, and

she had trouble finding her way home.

Describe Susan’s symptoms: ___________________________________________ ___________________________________________________________________ Read through the Resources (pp18-24) about 6 common illnesses / health events. Which condition might Susan be experiencing? _____________________________ What can be done to help Susan? _______________________________________ ___________________________________________________________________ 2. Abdul is 56 years old. He has a terrible headache, and he is dizzy. He can’t see

clearly. He has just fallen on his way to the bathroom, and he can’t get up. His left leg

isn’t working properly, and when he tries to tell you what’s wrong, he can’t talk clearly.

It sounds like there is cotton in his mouth.

Describe Abdul’s symptoms: ____________________________________________

___________________________________________________________________

Read through the Resources (pp18-24) about 6 common illnesses / health events. Which condition might Abdul be experiencing? _____________________________ What can be done to help Abdul? _______________________________________ ___________________________________________________________________

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

17 12/12/2018

TASK 2 Practice Identifying Symptoms and Health Events, cont. 3. Maria has felt nauseous for the past 2 days. Yesterday, she felt pain and pressure

in her upper back. She was too tired and dizzy to do even little things like getting her

mail from the mailbox. She felt better earlier this morning, but now there is some

tingling and numbness down her left side, and her jaw hurts. She is short of breath

and she feels a strange sharp pain in her chest.

Describe Maria’s symptoms: ____________________________________________

____________________________________________________________________

Read through the Resources (pp18-24) about 6 common illnesses / health events. Which condition might Maria be experiencing? _____________________________ What can be done to help Maria? ________________________________________ ____________________________________________________________________ 4. Geraldo is 72 years old. He always seems to be thirsty, so he drinks a lot. This is

frustrating because then he has to go to the bathroom all the time. He frequently

complains about feeling tired and having a stomach ache. Geraldo eats as much as

usual, but he is losing weight. He likes to make things out of wood, but his vision isn’t

as clear as it used to be. Also, after he cuts himself, it takes him a long time to heal.

Describe Geraldo’s symptoms: __________________________________________

____________________________________________________________________

Read through the Resources (pp18-24) about 6 common illnesses / health events. Which condition might Geraldo be experiencing? __________________________ What can be done to help Geraldo? ______________________________________ ____________________________________________________________________

TASK 2 Resources: Common Adult Health Events/Conditions

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

18 12/12/2018

Chronic Obstructive Pulmonary Disease, or COPD, refers to

a group of diseases that cause airflow blockage and breathing-related problems. It includes emphysema, chronic bronchitis, and in some cases asthma.

In the United States, tobacco smoke is a key factor in the development

and progression of COPD, although exposure to air pollutants in the

home and workplace, genetic factors, and respiratory infections also play a role.

Compared to adults without COPD, adults with COPD are more likely to:

• Have activity limitations such as difficulty walking or climbing stairs.

• Need special equipment such as portable oxygen tanks.

• Not engage in social activities such as eating out, going to places of worship, going

to group events, or getting together with friends or neighbors.

• Have increased confusion or memory loss.

• Have more emergency room visits or overnight hospital stays.

• Have other chronic diseases such as arthritis, congestive heart failure, diabetes,

coronary heart disease, stroke, or asthma.

• Have depression or other mental or emotional conditions.

How is COPD treated?

For those who smoke, the most important aspect of treatment is quitting. Avoiding

tobacco smoke and removing other air pollutants from the patient’s home or workplace

are also important. Symptoms such as coughing or wheezing can be treated with

medication. Individual treatment plans may include breathing strategies, energy-

conserving techniques, exercise training, and nutritional counseling. Lung infections can

cause serious problems in people with COPD. Certain vaccines, such as flu and

pneumococcal vaccines, are especially important for people with COPD. Respiratory

infections should be treated with antibiotics, if appropriate. Patients who have low

blood oxygen levels are often given supplemental oxygen.

Adapted from: Centers for Disease Control https://www.cdc.gov/copd/index.html

TASK 2 Resources: Common Adult Health Events/Conditions, continued

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

19 12/12/2018

Dementia

Symptoms vary between Alzheimer's disease and other types of dementia, but there are broad similarities between them all. The most common signs are memory loss and the loss of practical abilities, which can lead to withdrawal from work or social activities. The most common early symptoms of dementia are:

Memory loss Declining memory, especially short-term memory, is the most common early symptom of dementia. People with ordinary forgetfulness can still remember other facts associated with the thing they have forgotten. For example, they may briefly forget their next-door neighbor's name but they still know the person they are talking to is their next-door neighbor. A person with dementia will not only forget their neighbor's name but also the context.

Difficulty performing familiar tasks People with dementia often find it hard to complete everyday tasks that are so familiar we usually do not think about how to do them. A person with dementia may not know in what order to put clothes on or the steps for preparing a meal.

Problems with language A person with dementia often forgets simple words or substitutes unusual words, making speech or writing hard to understand.

Disorientation to time and place People with dementia can become lost in familiar places such as the road they live in, forget where they are or how they got there, and not know how to get back home. A person with dementia may also confuse night and day.

Poor or decreased judgement People with dementia may dress inappropriately, wearing several layers of clothes on a warm day or very few on a cold day.

Misplacing things Anyone can temporarily misplace his or her wallet or keys. A person with dementia may put things in unusual places such as an iron in the fridge or a wristwatch in the sugar bowl.

Changes in mood or behavior A person with dementia may become unusually emotional and experience rapid mood swings for no apparent reason. Alternatively, a person with dementia may show less emotion than was usual previously.

Changes in personality A person with dementia may become suspicious, irritable, depressed, apathetic or anxious and agitated especially in situations where memory problems are causing difficulties.

Loss of initiative A person with dementia may become very passive, sitting in front of the television for hours, sleeping more than usual, or appear to lose interest in hobbies.

Adapted from: https://www.alz.co.uk/info/early-symptoms (Alzheimer’s Disease International)

TASK 2 Resources: Common Adult Health Events/Conditions, continued

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

20 12/12/2018

Depression in Older Adults

Depression is a common problem in older adults. The symptoms of elderly depression can affect every aspect of life, impacting energy, appetite, sleep, and interest in work, hobbies, and relationships. Recognizing depression in the elderly starts with knowing the signs and symptoms. Depression red flags include:

• Sadness or feelings of despair

• Unexplained or aggravated aches and pains

• Loss of interest in socializing or hobbies

• Weight loss or loss of appetite

• Feelings of hopelessness or helplessness

• Lack of motivation and energy

• Sleep disturbances (difficulty falling asleep or staying asleep, oversleeping, or daytime sleepiness)

• Loss of self-worth (worries about being a burden, feelings of worthlessness or self-loathing)

• Increased use of alcohol or other drugs

• Fixation on death; thoughts of suicide

• Neglecting personal care (skipping meals, forgetting meds, neglecting personal hygiene)

Ways to Help:

Invite them out. Depression is less likely when people’s bodies and minds remain active.

Suggest activities to do together to provide mental or physical stimulation. Group outings, visits

from friends and family members, or trips to the local senior or community center can help

combat isolation and loneliness.

Plan and prepare healthy meals. A poor diet can make depression worse, so make sure

your patient is eating right, with plenty of fruit, vegetables, whole grains, and some protein at

every meal.

Make sure all medications are taken as instructed. Remind the person to obey doctor's

orders about the use of alcohol while on medication. Help them remember when to take their

dose.

Watch for suicide warning signs. Seek immediate professional help if you suspect that your

patient is thinking about suicide.

Resource: https://www.helpguide.org/articles/depression/depression-in-older-adults.htm Authors: Lawrence Robinson, Melinda Smith, M.A. and Jeanne Segal, Ph.D. Last updated: April 2018.

TASK 2 Resources: Common Adult Health Events/Conditions, continued

MiraCosta College Noncredit ESL Program

EL Civics Assessment (71) Personal Care Aide

(Intermediate-Advanced)

21 12/12/2018

Diabetes

How can you tell if you have diabetes? Most early symptoms are from higher-than-normal levels of glucose, a kind of sugar, in your blood. The warning signs can be so mild that you don't notice them. That's especially true of type 2 diabetes. Some people don't find out they have it until they get problems from long-term damage caused by the disease. Diabetes is the leading cause of kidney failure, lower-limb amputations, and adult-onset blindness.

Common Symptoms

Hunger and fatigue. Your body converts the food you eat into glucose that your cells use for energy. But your cells need insulin to bring the glucose in. If your body doesn't make enough or any insulin, or if your cells resist the insulin your body makes, the glucose can't get into them and you have no energy. This can make you more hungry and tired than usual.

Peeing more often and being thirstier. The average person usually has to use the bathroom between four and seven times in 24 hours, but people with diabetes may go a lot more. Why? Normally your body reabsorbs glucose as it passes through your kidneys. But when diabetes pushes your blood sugar up, your kidneys may not be able to bring it all back in. This causes the body to make more urine, and that takes fluids. You'll have to go more often. You might pee out more, too. Because you're peeing so much, you can get very thirsty. When you drink more, you'll also pee more.

Dry mouth and itchy skin. Because your body is using fluids to make pee, there's less moisture for other things. You could get dehydrated, and your mouth may feel dry. Dry skin can make you itchy.

Blurred vision. Changing fluid levels in your body could make the lenses in your eyes swell up. They change shape and lose their ability to focus.

Yeast infections. Infections can grow in any warm, moist fold of skin.

Slow-healing sores or cuts. Over time, high blood sugar can affect your blood flow and cause nerve damage that makes it hard for your body to heal wounds.

Pain or numbness in your feet or legs. This is another result of nerve damage.

When to Call Your Doctor If you're older than 45 or have other risks for diabetes, it's

important to get tested. When you spot the condition early, you can avoid nerve damage, heart trouble, and other complications.

WebMD Medical Reference Reviewed by Michael Dansinger, MD on April 17, 2017

TASK 2 Resources: Common Adult Health Events/Conditions, continued

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Diabetes Quick Facts

• More than 30 million people in the United States have diabetes, and 1 in 4 of them

don’t know they have it.

• More than 84 million US adults—over a third—have prediabetes, and 90% of them

don’t know they have it.

• Diabetes is the 7th leading cause of death in the United States.

• Type 2 diabetes accounts for about 90% to 95% of all diagnosed cases of

diabetes; type 1 diabetes accounts for about 5%.

• In the last 20 years, the number of adults diagnosed with diabetes has more than

tripled as the American population has aged and become more overweight or obese.

• You’re at risk for developing prediabetes or type 2 diabetes if you:

o Are overweight

o Are age 45 or older

o Have a parent, brother, or sister with type 2 diabetes

o Are physically active less than 3 times a week

o Have ever had gestational diabetes (diabetes while pregnant) or given birth to a baby

weighing more than 9 pounds

• African Americans, Hispanic/Latino Americans, American Indians/Alaska Natives,

Pacific Islanders, and some Asian Americans are at higher risk for prediabetes and

type 2 diabetes.

• During their lifetime, half of all Hispanic men and women and non-Hispanic black

women are predicted to develop diabetes.

• Type 1 diabetes is thought to be caused by an immune reaction (the body attacks

itself by mistake). Known risk factors for type 1 diabetes include:

o Family history (having a parent, brother, sister with type 1 diabetes)

o Age (it’s more likely to develop in children, teens, and young adults)

• In the United States, whites are more likely to develop type 1 diabetes than African

Americans and Hispanic/Latino Americans.

Centers for Disease Control: https://www.cdc.gov/diabetes/basics/quick-facts.html#socialMediaSh

TASK 2 Resources: Common Adult Health Events/Conditions, continued

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Heart Attack

Don’t wait to get help if you experience any of these heart attack warning signs. Although some heart attacks are sudden and intense, most start slowly, with mild pain or discomfort. Pay attention to your body — and call 911 if you feel:

• Chest discomfort. Most heart attacks involve discomfort in the center of the chest that

lasts more than a few minutes, or that goes away and comes back. It can feel like uncomfortable pressure, squeezing, fullness or pain.

• Discomfort in other areas of the upper body. Symptoms can include pain or

discomfort in one or both arms, the back, neck, jaw or stomach.

• Shortness of breath with or without chest discomfort.

• Other signs may include breaking out in a cold sweat, nausea or lightheadedness.

Symptoms Vary Between Men and Women As with men, women's most common heart

attack symptom is chest pain or discomfort. But women are somewhat more likely than men to

experience some of the other common symptoms, particularly shortness of breath, nausea/vomiting,

and back or jaw pain.

Act Fast Learn the signs, but remember this: Even if you're not sure it's a heart attack, have it checked out. Minutes matter! This is a medical emergency. Fast action can save lives. Don't wait - call 911 or your emergency response number.

Prevention:

• Quit smoking. Did you know that just one year after you quit, you’ll cut your risk

of coronary heart disease by 50 percent?

• Start an exercise program. Just walking 30 minutes a day can lower your risk for heart

attack and stroke.

• Modify your family’s diet if needed. Check out these healthy cooking tips. You’ll learn

smart substitutions, healthy snacking ideas and better prep methods. For example, with

poultry, use the leaner light meat (breasts) instead of the fattier dark meat (legs and

thighs), and be sure to remove the skin.

http://www.heart.org/HEARTORG/Conditions/HeartAttack/WarningSignsofaHeartAttack/Warning-Signs-of-a-Heart-Attack_UCM_002039_Article.jsp#.WvHXlBsvyUm

TASK 2 Resources: Common Adult Health Events/Conditions, continued

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Stroke A stroke occurs when the blood supply to part of your brain is interrupted or reduced, depriving brain tissue of oxygen and nutrients. Within minutes, brain cells begin to die. A stroke is a medical emergency. Prompt treatment is crucial. Early action can minimize brain damage and potential complications. https://www.mayoclinic.org/diseases-conditions/stroke

Symptoms Watch for these signs and symptoms if you think you or someone else may be

having a stroke. Pay attention to when the signs and symptoms begin. The length of time they have been present can affect your treatment options:

• Trouble with speaking and understanding. You may experience confusion. You may

slur your words or have difficulty understanding speech.

• Paralysis or numbness of the face, arm or leg. You may develop sudden numbness,

weakness or paralysis in your face, arm or leg. This often happens just on one side of

your body. Try to raise both your arms over your head at the same time. If one arm

begins to fall, you may be having a stroke. Also, one side of your mouth may droop when

you try to smile.

• Trouble with seeing in one or both eyes. You may suddenly have blurred or

blackened vision in one or both eyes, or you may see double.

• Headache. A sudden, severe headache, which may be accompanied by vomiting,

dizziness or altered consciousness, may indicate you're having a stroke.

• Trouble with walking. You may stumble or experience sudden dizziness, loss of

balance or loss of coordination.

Seek immediate medical attention if you notice any signs or symptoms of a stroke, even if they seem to fluctuate or disappear. Think "FAST" and do the following:

• Face. Ask the person to smile. Does one side of the face droop?

• Arms. Ask the person to raise both arms. Does one arm drift downward? Or is one arm unable to rise up?

• Speech. Ask the person to repeat a simple phrase. Is his or her speech slurred or strange?

• Time. If you observe any of these signs, call 911 immediately. Don't wait to see if symptoms stop.

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Assessment - Task #2: Identify and Write About a Health Event

Directions: Read the scenarios below. In each, the person displays symptoms of a major

disease or condition. Choose one scenario and write a paragraph about the health event

that these symptoms may identify. Include the name of the condition, the symptoms, and

what action(s) could be taken.

❑ Health Event #1 – Susan:

Susan has lived in the same community for 18 years. Last year, as she was driving home from

church, Susan got lost. She has also gotten lost driving home from her favorite supermarket.

Susan has started to feel anxious about going to her book club because she often can’t follow

the discussions. Last month, Susan couldn’t remember the name of her only granddaughter,

and she missed her birthday. This morning, even though it was raining, Susan went outside for

a walk without her jacket or shoes, and she had trouble finding her way home.

❑ Health Event #2 – Abdul:

Abdul is 56 years old. He has a terrible headache, and he is dizzy. He can’t see clearly. He has

just fallen on his way to the bathroom, and he can’t get up. His left leg isn’t working properly,

and when he tries to tell you what’s wrong, he can’t talk clearly. It sounds like there is cotton in

his mouth.

❑ Health Event #3 – Maria:

Maria has felt nauseous for the past 2 days. Yesterday, she felt pain and pressure in her upper

back. She was too tired and dizzy to do even little things like getting her mail from the mailbox.

She felt better earlier this morning, but now there is some tingling and numbness down her left

side, and her jaw hurts. She is short of breath and she feels a strange sharp pain in her chest.

❑ Health Event #4 – Geraldo: Geraldo is 72 years old. He always seems to be thirsty, so he drinks a lot. This is frustrating

because then he has to go to the bathroom all the time. He frequently complains about feeling

tired and having a stomach ache. Geraldo eats as much as usual, but he is losing weight. He

likes to make things out of wood, but his vision isn’t as clear as it used to be. Also, after he cuts

himself, it takes him a long time to heal.

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TASK 2 Writing Template – Write About a Health Event

Directions: Read the scenarios on the previous page. Choose one scenario and write a paragraph about it. Be sure to answer the following questions: The scenario you chose #____

❑ Which symptoms is the patient experiencing? ❑ What health condition may these symptoms indicate? ❑ What should be done to help this patient? ❑ ADVANCED: What are risk factors for this condition? How might it be

prevented or treated? Write your response in one paragraph below:

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Personal Care Rubric: Task 2 Student will complete an authentic writing task. Total points possible: 20 Optimally, the writing task will be created on a computer and sent to the assessor electronically.

Scoring Rubric

Content Points (20

possible)

Information

Addresses all parts of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s).

14

Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s).

12

Addresses the task in a general way, but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in loosely-organized paragraph(s).

10

Addresses the task minimally, but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. May not be written in paragraph(s).

8

Nothing written, or content is incomprehensible or inappropriate. 0

Grammar, Structure and Mechanics

Almost no errors in grammar, structure, spelling, capitalization or punctuation. 4

Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader.

3

Many errors in grammar, structure, spelling, capitalization or punctuation that may require the reader to infer meaning.

2

Errors make the writing difficult to understand even with inference. 0

Legibility, Neatness, and Spelling

Has a title, uses appropriate indentations, etc. Writing is neat and legible. 2

Uses appropriate indentations. May be legible, but not neat. 1

Does not have a title, does not use appropriate indentations, etc., and/or writing is neither legible nor neat.

0

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Student Name: ___________________ Total: _____

Personal Care Aide: Final Score

Add the scores of the tasks together for the final score. Use the rating scale below to determine if a student has passed or not passed.

Rating Scale

Total Points Possible 32

Advanced: 28

Intermediate High: 24

Intermediate Low: 20

Beginning High: -

Beginning Low: -

Final Score Task 1 ____________ Task 2 ____________ Total: ____________ Pass/Not Passed

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Additional Resources

Job Description: Personal Care Aide

Personal care aides (PCA) assist people with chronic diseases, physical disabilities and mental ailments with daily needs and activities. Duties may include:

• Ensure clients receive their medication on time

• Support clients who can’t move on their own

• Help clients dress, bathe, eat etc.

• Assist clients with physical therapy exercises

• Cook meals according to the customer’s restrictions

• Help customers with their shopping

• Do necessary housekeeping to maintain a clean environment

• Provide emotional support

• Do activities to help clients remain interested and alert

• Inform physicians or supervisors about uncommon events

• Act quickly and responsibly in cases of emergency (from: https://resources.workable.com/personal-care-assistant-job-description)

Without the assistance of a personal care aide, many of these often elderly people would be unable to complete the tasks of basic living. Compassion is a requirement for anyone interested in this line of work.

Personal care aides work in a variety of environments, including patient homes, small residential facilities, group homes and large-scale care communities. Unlike home health aides, personal care aides don't perform medical-related tasks. Employment of personal care aides is expected to increase by 37 percent between 2016 and 2026. This growth is attributed to aging baby boomers, who will likely rely on in-home assistance and seek companionship. There should be more than 754,000 new positions by 2026.

Personal care aides are often trained on the job by nurses, other aides and supervisors. Some states require more standardized training, which is available through community colleges, vocational schools, and home health care agencies. Formal training is generally necessary for personal care aides interested in using the career as a springboard to a more advanced position such as a home health aide or registered nurse.

Adapted from: US News and World Report / Money and from Learn.org https://money.usnews.com/careers/best-jobs/personal-care-aide

https://learn.org/articles/How_Can_I_Become_a_Personal_Care_Assistant_PCA.html

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Additional Resources, continued CDC: Centers for Disease Control and Prevention:

Hand Hygiene in Healthcare Settings

Clean Hands Count for Healthcare Providers

Protect yourself and your patients from potentially deadly germs by cleaning your hands.

Be sure you clean your hands the right way at the right times.

Handwashing is like a "do-it-yourself" vaccine—it involves five simple and effective

steps (Wet, Lather, Scrub, Rinse, Dry) you can take to reduce the spread of diarrheal and

respiratory illness so you and your patient can stay healthy. Regular handwashing,

particularly before and after certain activities, is one of the best ways to remove germs,

avoid getting sick, and prevent the spread of germs to others. It's quick, it's simple, and it

can keep us all from getting sick.

Learn more about when and how to wash your hands, the importance of using soap and

water, and what you can do if soap and clean, running water are not available. Whether

you are at home, at work, traveling, or already sick, find out how good hand hygiene can

protect you, your family, and others.

When to wash your hands:

• Before, during, and after preparing food

• Before eating food

• Before and after caring for someone who is sick

• Before and after treating a cut or wound

• After using the toilet

• After changing diapers or cleaning up a child who has used the toilet

• After blowing your nose, coughing, or sneezing

• After touching an animal, animal feed, or animal waste

• After handling pet food or pet treats

• After touching garbage

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How to wash your hands:

Washing with Soap and Water

• Wet your hands with clean, running water (warm or cold),

turn off the tap, and apply soap.

• Lather your hands by rubbing them together with the soap. Be sure to lather the backs

of your hands, between your fingers, and under your nails.

• Scrub your hands for at least 20 seconds. Need a timer? Hum the “Happy Birthday”

song from beginning to end twice.

• Rinse your hands well under clean, running water.

• Dry your hands using a clean towel or air dry them.

What should you do if you don’t have access to soap and clean, running

water?

Washing hands with soap and water is the best way to reduce the

number of germs on them in most situations. If soap and water are not

available, use an alcohol-based hand sanitizer that contains at least

60% alcohol. Alcohol-based hand sanitizers can quickly reduce the number of germs on

hands in some situations, but sanitizers do not eliminate all types of germs and might not

remove harmful chemicals.

How do you use hand sanitizers?

• Apply the product to the palm of one hand (read the label to learn the correct amount).

• Rub your hands together.

• Rub the product over all surfaces of your hands and fingers until your hands are dry.

Remember: Clean Hands Save Lives

Adapted from: Centers for Disease Control and Prevention

https://www.cdc.gov/handwashing/index.html

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Student-Generated Complaint / Resolution Dialogues: (Level 6, Fall, 2018)

Complaint: Delivery Issue

W: Hello. My name is ____. May I help you?

C: I have a complaint. You sent me the wrong book, and I want to have my money back.

W: I understand your frustration. Could you give me your order number, please?

C: It’s 674430 – from June 21.

W: Thank you. Now, I can see the details of your order. I’m so sorry for the mistake.

Would you like us to deliver the book you need tomorrow, or would you like a refund for

this order?

C: I want my money back.

W: OK. We will refund you the money, and you can keep the book.

C: OK, sounds good.

W: Thank you for giving us the opportunity to make this right. We appreciate your

business. Have a great day.

Complaint: Wrong Music in the Store

C: I hate the music in this place. I can’t even think!

W: I’m sorry you’re unhappy with the music. Can you tell me why you don’t like it?

C: The music is horrible, and the lyrics don’t make sense. And it’s way too loud!

W: OK, what kind of music do you like?

C: I would like to hear classical music.

W: I enjoy classical music, too! Unfortunately, most of our customers really enjoy this

music. Would you like me to ask the manager to turn this music down?

C: Yes. Thank you for your understanding.

W: I’m glad to help. We are here to serve you.

Complaint: Bad Medicine

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C: This medication makes me feel strange. I don’t like it!

W: I’m sorry that you don’t like this medication. Can you please try to explain to me a

little bit more about how you feel?

C: I have a terrible headache after I took one today, and I don’t have any energy. I will

not take this anymore!

W: I’m sorry. I can see that you are in pain, but please remember that you took the

first pill yesterday, and maybe it hasn’t started working yet. Would you like me to call

your doctor to ask about this?

C: Yes, please. Maybe she can change my medication.

W: Until then, would you like to lie down and rest?

C: Yeah, maybe I should rest a little bit.

W: I think that is a good idea. And I will call your doctor and ask for her opinion.

Complaint: Spa Customer

C: I don’t want this guy to give me a massage!

W: I’m sorry to hear that. Can you tell me why you don’t like this masseuse?

C: After he gives me a massage, I always feel pain for a few days.

W: Oh. I see he must work too strong and deep on you. Do you want to try a female?

C: No. I don’t want a female. They are too light and have no pressure.

W: How about if another man works on you, but I tell him to use less pressure? Is that

OK?

C: OK. Sounds good.

W: We want to make sure you are happy with your massage. We appreciate your

business.

Complaint: Restaurant Kids

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C: I really don’t like this table!

W: I’m sorry to hear this. Can you tell me what the problem is?

C: I come here for a quiet dinner, but the kids over there are making a lot of noise and

bothering me. Can you do something about it?

W: I understand. It is a bit noisy here. Would you like me to bring you to another table?

C: What table would be quieter for me?

W: Oh. I think I could bring you to a table outside.

C: OK, but only for this time. I really like to eat inside.

W: Oh, I understand. You can choose a free dessert to thank you for your patience.

Complaint: Angry Kids

K: You’re such a mean mom!

M: Hmmm. Why do you think I’m mean?

K: Because you never let me play my video games.

M: I can see that you are frustrated, but first you have to finish your homework.

K: Why do I have to do homework first? I’m tired of homework!

M: I’m sorry that you feel that way, but you have a responsibility as a student. You have to

do homework this afternoon.

K: Can I play first for 1 hour? I’ll do my homework at 4:00.

M: No, you need to do your homework first. When you finish your homework, you will

have free time, and you can play then. Would you like me to sit and help you with your

spelling?