6N2207 Boundary Management Assessment Brief 2026 | CETB Ireland

6N2207 Assessment Brief

Ethical Use of Generative AI

Permitted

AI permitted for review of grammar, spelling and sentence structure only.

Guidelines

Recommended Word Count 2,000 excluding references.

• This assignment is to be answered question by question, Q.1 -Q.15 rather than in essay form. Each question is to be numbered in your answer.
• Reference all the material you use, using Harvard Reference system.
• Try to be as non judgemental as possible and avoid being critical. Answer as a professional.
• You are required to give your answers based on your theoretical knowledge and on the information presented here only.
• It is important not to overuse quotes from reference material, it is preferable to put material in your own words and reference the source.
• Any quotes must be explained and support any points you make.
• No more than 10% of text of your assignment should be direct quotes from a reference.
• Please see attached brief.

Assessment Criteria/Marking Scheme

Comprehensive assessment of organisational operations/activities . 20 marks

Clear understanding of the theoretical underpinning/justifications  of the strategies/actions suggested. 20 marks

Comprehensive short term and long term solutions provided. 30 marks.

Critical reflection and evaluation of own personal effectiveness. 20 marks

Thorough evaluation of personal learning gained. 10 marks

I confirm that

1. I have been provided with information about Cork ETB’s assessment and appeals procedures and my responsibilities with regard to assessment
2. The assessment work produced by me is all my own original work
3. I understand that all assignments will be screened through Turnitin
4. I understand that I may be called upon to conduct an oral defence of my assignment
5. Only AI tools permitted by my lecturer have been used to complete this assignment
6. I have cited where AI tools have been used in completing this assignment

Note to Learners

Assessments will not be accepted without this coversheet.

Plagiarism is the presentation of someone else’s ideas, arguments, concepts or work as your own by failing to reference or acknowledge it properly. All such work must be acknowledged.

Any learner, who presents another’s work as their own, will be investigated in line with Cork ETB Assessment Malpractice procedures and may be awarded a zero grade.

Learners should keep copies of all assessment submitted, where applicable

When AI is permitted

The ETHICAL use of Generative AI tools is permitted for specific functions within this assessment. These tools may be utilised for the following:

• Generating ideas/Brainstorming and researching
• Reviewing grammar, spelling and sentence structure
• Generating presentation content from own original work
• Revising and using AI as a study buddy to simplify concepts
• Specific purpose(s) which have been outlined and permitted by your assessor in this brief

However, the use of Generative AI is strictly prohibited for:

• Generating entire essays, reports, or substantial sections of work without significant human input
• Running and analysing datasets, generating reports, creating graphs and images and generating code
• Composing reflective content
• Using AI tools to get feedback and grading prior to assessment submissions
• Improving academic writing style
• Generating references to pad bibliography/reference lists
• Elevating the quality of work and misrepresenting learners learning ability

Scenario 1

Setting is a residential centre for adults with learning challenges.

The parents of Paul, who has a learning challenge , are unable to care for him at home any longer because of their age. They wish to ensure Paul gets the care he needs  as a permanent resident in the centre.

However, they are concerned about the upset they will cause Paul if they tell him that his stay in the centre is permanent and that he will not be coming home again except perhaps for the occasional visit. To avoid upsetting Paul, they have already explained to him that his stay in the centre is temporary and that he will be returning home when renovations are complete, eventhough this is not true.

They ask the healthcare worker to go along with the explanation they have given Paul. They add that because of his learning challenges it is unlikely it will register with him over time and that there must be another reason why he is not going home.

They advise you that if he knows he will not be coming home, then it is likely he will become emotionally volatile. He may inflict harm on himself or strike out at staff or other residents. They also fear he may withdraw into himself and never experience well being again

Question 1  Learning Outcome 6

Define the concepts of Ethics and Confidentiality.

2 marks.   

Question 2   Learning Outcome 6

Describe and explain 3 ethical behaviours/issues relevant to the healthcare worker in this workplace situation for example, use and abuse of power, duty of care etc.

3 x 1 marks

Question 3 Learning Outcome 4

Identify 2 boundaries that are crossed in this scenario.

2 x 1 marks

Question 4 Learning Outcome 4
Explain 3 potential effects of blurred boundaries on the worker and the client for example, loss of trust.

3x 1 marks

Question 5 Learning Outcome: 20
Discuss 2 reasons why it is important for healthcare workers to establish clear roles and expectations in this setting with the parents for example, unrealistic expectations, role confusion, damage to the client etc.

2 x 2.5 marks 

Question 6 Learning Outcome: 14 

Discuss the following 3 cultural variations in the use and interpretation of the roles and expectations in Question 5 in this setting:

• Socio- cultural changes over time regarding the rights for individuals with intellectual disabilities:
• Changes in acre of an individual with intellectual disabilities, in the past the focus was on institutional care:
• Different expectations, paternalistic society:

3 x 1 marks 

Question 7  Learning Outcome  :18 

Outline specific limitations in relation to confidentiality (suicide ideation, allegations of abuse etc.)

5 marks

Scenario 2

Michelle is a child care worker and works in a community care child protection team. She works alongside healthcare and other social welfare professional.

She finds team meetings very stressful as the team members often have such different perspectives on cases. Frequently she feels that she is not heard simply because she is not a child’s social worker/healthcare worker or a GP, eventhough she has spent more time with the child than others at the meeting. Sometimes she thinks ‘What’s the point of me saying anything, they will decide anyway’.

Often Michelle feels members of the team fall into regular alliances siding with the same people on different issues, and not giving due regard to the perspectives of others on cases discussed. She also finds it hard to hold different views from those of her colleagues with whom she works closely with. Michelle feels that they think she is letting them down if she disagrees with them in front of others.

It can also be unclear at times where one person’s responsibility with a case starts and finishes. Sometimes entire meetings revolve around whose responsibility certain actions are and who knows best, which can make meetings very tense and heated. Michelle is aware how much influence is exerted upon any professional both by the other professional and by the working relationships with the family members.

Question 8 Learning Outcome: 8

Explain the different levels of confidentiality between team members, between one professional and another and between staff and client in this scenario under the following headings:

Question 10 Learning Outcome:25

Identify practices that impede effective teamwork in scenario 2 e.g power imbalance, lack of cohesion, lack of shared values etc.

5 x 1 marks

Question 11 Learning Outcome: 12

Describe the roles of two persons external to the organisation and the appropriate utilisation of their skills and expertise. In relation to teamwork in the above scenario.

Explain the knowledge and information that these professionals might add to the above scenario.                                                                                           

1 mark

Question 12 Learning Outcome:10 

Explain the value of teamwork and how it supports members in achieving clear goals.

3 marks

Scenario 3

A healthcare worker was employed as a team manager in a fostering team. While working in this role, the team manager engaged in a number of activities which looked after children whose cases were allocated to team members of his team.

His actions included, taking a child to a football match; taking a child out for a meal; taking a number of children swimming; buying a child an Xbox; paying a child to clean a car; taking a child to his home address.

There were no professional reasons for any of these actions- they were not part of any care plan and had not been discussed with the allocated healthcare worker. The team manager did not record these actions in the relevant care files and did not inform his own manager about them.

Question 13 Learning Outcome: 22

Identify 3 problems in the above situations that breach a healthy professional relationship and result in professional misconduct.

3 x 1 marks

Question 14 Learning Outcome: 24 

Using 3 examples, explain the significance and the potential consequences of the team manager’s failure to record his actions appropriately.

3 x 1 marks

Question 15 Learning Outcome: 23

Outline and explore 3 reasons how ineffective time management can have an impact on relationships in a healthcare setting.

3 x 1 marks

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