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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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