Assessor Resource

HLTAHW072
Provide guidance in social and emotional wellbeing

Assessment tool

Version 1.0
Issue Date: October 2018


This unit describes the required skills and knowledge to provide social and emotional wellbeing guidance and support to Aboriginal and/or Torres Strait Islander clients in crisis, in need and in the context of an ongoing supportive client/worker relationship.

The unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Work within professional and personal boundaries

1.1 Define and observe professional boundaries when working with a range of clients, including women, men, children, young people, families, and couples

1.2 Explain the professional and personal boundaries of social and emotional wellbeing support and discuss with the client

1.3 Work in accordance with organisation policies on professional and personal boundaries

2. Assess the current status and needs of the client

2.1 Establish a safe, supportive and culturally secure environment for the client

2.2 Explain the process of providing guidance and support to the client

2.3 Discuss the role and limitations of the social and emotional wellbeing worker with the client

2.4 Take client history through discussion with the client and relevant family/community members

2.5 Assess client’s current mental status and needs by discussion with the client and appropriate others

3. Plan treatment for the client

3.1 Discuss treatment options with client, including alternative therapies that may include traditional Aboriginal healing

3.2 Develop a treatment plan in consultation with the client

4. Provide appropriate emotional support and guidance to clients

4.1 Establish an emotionally safe and culturally secure environment to support client self-disclosure

4.2 Use a non-judgmental approach and build rapport, empathy and trust with the client

4.3 Take into account socioeconomic demographic, cultural and language needs in all counselling work

4.4 Use strategies for resolving conflict and building self-esteem where appropriate

4.5 Select therapies and techniques appropriate to client’s physical, cultural, spiritual, intellectual and emotional needs

4.6 Provide information to the client as appropriate and at the client’s request, in accordance with organisation policy and procedures, confidentiality requirements and duty of care

4.7 Refer clients to appropriate services and follow-up as required

5. Review counselling treatment with clients

5.1 Discuss effectiveness of the treatment plan with the client

5.2 Discuss options for variation to the treatment plan and revise with the client

5.3 Consult colleagues as necessary and appropriate in accordance with confidentiality requirements

6. Review progress of counselling relationship with the client

6.1 Review effectiveness of therapeutic relationship with the client

6.2 Discuss ending the relationship with the client and others (i.e. other agencies) as appropriate

6.3 Review impact on the client of ending the counselling relationship

6.4 Put in place referral and support networks to support client when counselling relationship ends

7. Use self-protection strategies

7.1 Use conflict resolution and negotiation in a crisis as appropriate

7.2 Take appropriate action to ensure safety of client, self and others in accordance with organisation policies and protocols and available resources

7.3 Seek emergency assistance as required

7.4 Acknowledge limits of own abilities and refer appropriately in accordance with organisation policies and available resources

7.5 Seek debriefing as required

7.6 Undertake ongoing self-care and stress-management activities

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided social and emotional wellbeing guidance to at least three clients by:

assessing the mental status and needs of each client

developing appropriate treatment and/or referral plans/options, including alternative therapies, as appropriate in consultations with colleagues and relevant professionals

discussing treatment options with client

providing appropriate emotional support and guidance as part of the treatment plan using:

listening skills

building rapport

negotiation

questioning, reframing

externalising

reflection process by worker

motivational interviewing

reviewing the progress of the relationship with the client and colleagues, including the prospect of ending the relationship

exercising professional boundaries with each client

using self-protection strategies as appropriate to working with each client, including:

resolving conflicts and crisis negotiation

ensuring safety of self and others

seeking emergency assistance and debriefing

undertaking stress-management activities.

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

conflict resolution strategies for individuals and families

models and techniques to provide social and emotional support, including:

six-step problem-solving method

five stages of trauma recovery

antecedents, behaviour, consequences model (ABC model of behaviour)

cognitive behaviour therapy (CBT) model

brief solution-focused therapy

narrative therapy

subjective, objective, assessment, plan, implementation and evaluation (SOAPIE) notes

strategies for counselling survivors of sexual abuse, sexual assault, children and young people, couples, families, grieving families, friends and communities

motivational interviewing

definitions of grief and models of support

strategies of open communication for couples

what makes a good counsellor (listening, skills, empathy, trust, etc.)

healing models, such as:

Atkinson’s trans-generational healing model

traditional healing practices

healing through art, drawing, music

social genograms

narrative therapy

local support networks and services

sexual abuse, including:

definitions, myths and facts

ways survivors feel and behave

monitoring sexual abuse

patterns in relating to the world for survivors

sexual assault, including:

definitions, myths and facts

effects

legal and medical procedures

strategies for counselling

Stolen or Removed Generations

suicide and self-harm, including:

risk factors

emergency procedures

assistance and support (agencies, community, family)

counselling strategies

referral options

organisation policies and procedures.

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Work within professional and personal boundaries

1.1 Define and observe professional boundaries when working with a range of clients, including women, men, children, young people, families, and couples

1.2 Explain the professional and personal boundaries of social and emotional wellbeing support and discuss with the client

1.3 Work in accordance with organisation policies on professional and personal boundaries

2. Assess the current status and needs of the client

2.1 Establish a safe, supportive and culturally secure environment for the client

2.2 Explain the process of providing guidance and support to the client

2.3 Discuss the role and limitations of the social and emotional wellbeing worker with the client

2.4 Take client history through discussion with the client and relevant family/community members

2.5 Assess client’s current mental status and needs by discussion with the client and appropriate others

3. Plan treatment for the client

3.1 Discuss treatment options with client, including alternative therapies that may include traditional Aboriginal healing

3.2 Develop a treatment plan in consultation with the client

4. Provide appropriate emotional support and guidance to clients

4.1 Establish an emotionally safe and culturally secure environment to support client self-disclosure

4.2 Use a non-judgmental approach and build rapport, empathy and trust with the client

4.3 Take into account socioeconomic demographic, cultural and language needs in all counselling work

4.4 Use strategies for resolving conflict and building self-esteem where appropriate

4.5 Select therapies and techniques appropriate to client’s physical, cultural, spiritual, intellectual and emotional needs

4.6 Provide information to the client as appropriate and at the client’s request, in accordance with organisation policy and procedures, confidentiality requirements and duty of care

4.7 Refer clients to appropriate services and follow-up as required

5. Review counselling treatment with clients

5.1 Discuss effectiveness of the treatment plan with the client

5.2 Discuss options for variation to the treatment plan and revise with the client

5.3 Consult colleagues as necessary and appropriate in accordance with confidentiality requirements

6. Review progress of counselling relationship with the client

6.1 Review effectiveness of therapeutic relationship with the client

6.2 Discuss ending the relationship with the client and others (i.e. other agencies) as appropriate

6.3 Review impact on the client of ending the counselling relationship

6.4 Put in place referral and support networks to support client when counselling relationship ends

7. Use self-protection strategies

7.1 Use conflict resolution and negotiation in a crisis as appropriate

7.2 Take appropriate action to ensure safety of client, self and others in accordance with organisation policies and protocols and available resources

7.3 Seek emergency assistance as required

7.4 Acknowledge limits of own abilities and refer appropriately in accordance with organisation policies and available resources

7.5 Seek debriefing as required

7.6 Undertake ongoing self-care and stress-management activities

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided social and emotional wellbeing guidance to at least three clients by:

assessing the mental status and needs of each client

developing appropriate treatment and/or referral plans/options, including alternative therapies, as appropriate in consultations with colleagues and relevant professionals

discussing treatment options with client

providing appropriate emotional support and guidance as part of the treatment plan using:

listening skills

building rapport

negotiation

questioning, reframing

externalising

reflection process by worker

motivational interviewing

reviewing the progress of the relationship with the client and colleagues, including the prospect of ending the relationship

exercising professional boundaries with each client

using self-protection strategies as appropriate to working with each client, including:

resolving conflicts and crisis negotiation

ensuring safety of self and others

seeking emergency assistance and debriefing

undertaking stress-management activities.

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

conflict resolution strategies for individuals and families

models and techniques to provide social and emotional support, including:

six-step problem-solving method

five stages of trauma recovery

antecedents, behaviour, consequences model (ABC model of behaviour)

cognitive behaviour therapy (CBT) model

brief solution-focused therapy

narrative therapy

subjective, objective, assessment, plan, implementation and evaluation (SOAPIE) notes

strategies for counselling survivors of sexual abuse, sexual assault, children and young people, couples, families, grieving families, friends and communities

motivational interviewing

definitions of grief and models of support

strategies of open communication for couples

what makes a good counsellor (listening, skills, empathy, trust, etc.)

healing models, such as:

Atkinson’s trans-generational healing model

traditional healing practices

healing through art, drawing, music

social genograms

narrative therapy

local support networks and services

sexual abuse, including:

definitions, myths and facts

ways survivors feel and behave

monitoring sexual abuse

patterns in relating to the world for survivors

sexual assault, including:

definitions, myths and facts

effects

legal and medical procedures

strategies for counselling

Stolen or Removed Generations

suicide and self-harm, including:

risk factors

emergency procedures

assistance and support (agencies, community, family)

counselling strategies

referral options

organisation policies and procedures.

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Define and observe professional boundaries when working with a range of clients, including women, men, children, young people, families, and couples 
Explain the professional and personal boundaries of social and emotional wellbeing support and discuss with the client 
Work in accordance with organisation policies on professional and personal boundaries 
Establish a safe, supportive and culturally secure environment for the client 
Explain the process of providing guidance and support to the client 
Discuss the role and limitations of the social and emotional wellbeing worker with the client 
Take client history through discussion with the client and relevant family/community members 
Assess client’s current mental status and needs by discussion with the client and appropriate others 
Discuss treatment options with client, including alternative therapies that may include traditional Aboriginal healing 
Develop a treatment plan in consultation with the client 
Establish an emotionally safe and culturally secure environment to support client self-disclosure 
Use a non-judgmental approach and build rapport, empathy and trust with the client 
Take into account socioeconomic demographic, cultural and language needs in all counselling work 
Use strategies for resolving conflict and building self-esteem where appropriate 
Select therapies and techniques appropriate to client’s physical, cultural, spiritual, intellectual and emotional needs 
Provide information to the client as appropriate and at the client’s request, in accordance with organisation policy and procedures, confidentiality requirements and duty of care 
Refer clients to appropriate services and follow-up as required 
Discuss effectiveness of the treatment plan with the client 
Discuss options for variation to the treatment plan and revise with the client 
Consult colleagues as necessary and appropriate in accordance with confidentiality requirements 
Review effectiveness of therapeutic relationship with the client 
Discuss ending the relationship with the client and others (i.e. other agencies) as appropriate 
Review impact on the client of ending the counselling relationship 
Put in place referral and support networks to support client when counselling relationship ends 
Use conflict resolution and negotiation in a crisis as appropriate 
Take appropriate action to ensure safety of client, self and others in accordance with organisation policies and protocols and available resources 
Seek emergency assistance as required 
Acknowledge limits of own abilities and refer appropriately in accordance with organisation policies and available resources 
Seek debriefing as required 
Undertake ongoing self-care and stress-management activities 

Forms

Assessment Cover Sheet

HLTAHW072 - Provide guidance in social and emotional wellbeing
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

HLTAHW072 - Provide guidance in social and emotional wellbeing

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: