3. You have been through the skills assessment with the client (David) and spent two hours completing a learning plan based on ddiscussions with, and observations of, him. Half-way through the activity David becomes agitated saying loudly that he doesn't want to do this activity anymore. How would you respond to this problem using strengths-based and person-centred solutions? Skills assessment processreview individual plan: interview observation consultation with the client consultation with co-workers or supervisor consultation with allied health professionals Supporting strengths-based practice Encourage clients to identify strengths. Work in a manner that acknowledges the client as their own expert. Provide support for the client to identify resources to complement their strengths. Encourage support by other individuals and organisations to mobilise their strengths. 4. Read the scenario and answer the questions that follow: You are going to Eric's house to complete a planned skills activity. When you arrive, though, he is quite upset and not interested in doing any activities. Eric is blind and is complaining to you that his gas company does not provide his bills in a format that's accessible to him. The bills are all paper based and he must rely on a friend or support worker, like you, to read them out for him. He is looking for information on how to access online billing as a private and convenient method of payment without having to share his private financial details with others. He spoke to the gas company call centre the previous day, and they have refused his request for o different billing format, saying that he must pay more for them to develop a different billing option for him. You are Eric's support worker and this issue is causing him much distress. a) Has there been any breaches to Eric's rights in this scenario? If so, specify what type of breach? b) What is your responsibility in this situation regarding actions that you should take to support Eric immediately