Responding to Elder Abuse, Neglect and Exploitation

Elder abuse is a single or repeated act, or a failure to act, that causes harm or distress to an older person, usually within a relationship where there is an expectation of trust. In this lesson you will learn the six main types: physical, psychological or emotional, financial, sexual, social abuse and neglect. We look at realistic examples from residential and home care for each one. You will also learn why older people who rely on others for care, or who live with dementia or social isolation, can be more at risk, and why abuse is never the older person's fault.

Abuse can come from family members, friends, other residents, strangers, and sometimes from aged care staff. In this lesson you will learn why abuse by a trusted family member is often hidden, why abuse by a staff member is a serious breach of the Code of Conduct for Aged Care, and the physical, emotional, financial and care related signs that something may be wrong. We explain that you do not need proof, that one sign on its own may have an innocent explanation, and that a pattern or a change in the person is what matters most.

An older person may choose to tell you about abuse directly, or hint at it in conversation. How you respond in that moment matters a great deal. In this lesson you will learn how to listen calmly, believe and reassure the person, avoid leading questions, and be honest that you need to share what they have told you with people who can help. We cover what to do if the person is in immediate danger, how to preserve evidence, and how to write clear, factual notes in the person's own words as soon as possible.

Older people have the right to make their own decisions, including decisions that involve risk. In this lesson you will learn how to balance an older person's right to choose with our duty to report and to keep people safe. We explain that you must still report to us even if the person asks you not to, while involving them as much as possible and respecting their wishes about what happens next. You will also learn about registered supporters, who help a person make their own decisions but cannot decide for them, and how to protect dignity and privacy throughout.

Reporting quickly protects older people and helps stop harm from continuing. In this lesson you will learn our reporting pathway: make the person safe, call 000 if needed, tell your team leader or manager immediately, and complete an incident report. You will learn when police become involved, what to do if your concern is about a manager, and that whistleblower protections under the Aged Care Act 2024 protect workers who report in good faith. We also explain why you must never investigate yourself or tell the alleged perpetrator about the report.

The Serious Incident Response Scheme, known as SIRS, requires aged care providers to report serious incidents to the Aged Care Quality and Safety Commission. In this lesson you will learn the incident types covered, the difference between Priority 1 incidents, reported within 24 hours, and Priority 2 incidents, reported within 30 days, and which incidents are always Priority 1. You will learn that workers report to their provider immediately and the provider lodges with the Commission. We also cover 1800ELDERHelp, the free national elder abuse phone line, and end with a course summary before the final assessment.

This case study follows Amelia, an aged care worker who visits Mr Harjit Singh in his own home. Since his son moved in, Amelia has noticed changes: an empty fridge, unpaid bills, missed medication and Mr Singh seeming anxious. When Mr Singh asks her not to say anything, you decide how Amelia should respond. The lesson then shows how the team supports him with an interpreter and involves him in every decision. Key points: notice patterns, be honest that you must report, never confront the person involved, and keep the older person at the centre.

This case study is set in a residential care home. Kwame, a personal care worker on the morning shift, notices new bruises on the wrists of Mrs Mary O'Connell, who lives with dementia, and she says that a man was rough with her last night. You decide what Kwame should do first, then see how the provider responds, including notifying the Commission and police where required. Key points: safety and a health check come first, report straight away, record the person's words exactly, never question the staff member yourself, and support the person's dignity throughout.