Google Links

Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Identify risks of harm in the alcohol and other drugs sector
  2. Prepare a response plan
  3. Guide and support workers to implement strategies
  4. Monitor effectiveness of response plan
  5. Complete documentation

Required Skills

This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

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

These include knowledge of

Organisation policies and procedures relating to behaviour management including restrictions on the use of aversive procedures work safety and health critical incidents accident and incident reporting dignity of risk and duty of care and use of least restrictive alternative

Principles of effective communication

Purpose and function of behaviour

Behavioural responses associated with AOD issues

What influences behaviour

Duty of care consideration

Ethical considerations when dealing with other peoples behaviour

Legal considerations especially in regard to restraint imprisonment and abuse

A range of response including

reinforcement strategies including sampling menus individualisation of schedules and differential reinforcement schedules

use of advanced self protective strategies eg passive self defence

strategies that avoid behaviour escalation advanced

advanced proactive strategies based on functional and cognitive assessment

Advanced proactive strategies based on functional and cognitive assessment

Principles of behaviour response plans

Knowledge and skills in crisis management advanced

Reporting procedures for incidents and accidents

Referral procedures for specialist services

Individual rights and equality

Essential skills

It is critical that the candidate demonstrate the ability to

Demonstrate knowledge and application of organisation policies and procedures relating to behaviour management work safety and health critical incidents accident and incident reporting dignity of risk and duty of care

Demonstrate mastery of techniques in data collection generating hypothesis and functional assessment

Apply advanced crisis management strategies

Develop an individual response plan

Develop a crisis response plan

Monitor the effectiveness of a response plan

In addition the candidate must be able 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

These include the ability to

Demonstrate well developed problem solving skills

Demonstrate application of knowledge and skills in

reinforcement strategies including sampling menus individualisation of schedules and differential reinforcement schedules

use of advanced self protective strategies eg passive self defence

strategies that avoid behaviour escalation advanced

advanced proactive strategies based on functional and cognitive assessment

Evidence Required

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency

A diversity of assessment tasks is essential for holistic assessment

Access and equity considerations

All workers in community services should be aware of access equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment

This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged

Resource requirements include access to all relevant resources commonly provided in the disability service setting including

relevant organisation policy and procedure manuals legislation and standards

organisation mission statement strategic and business plan

other documentation relevant to the work context such as individual routines staff routines neuropsychological reports behaviour support plans data collection techniques specific communication tools skills development plans accident and incident forms referral forms lifestyle review package functional assessment tools

other documentation relevant to the work context such as:
. individual routines
. staff routines
. neuropsychological reports
. behaviour support plans
. data collection techniques
. specific communication tools
. skills development plans
. accident and incident forms
. referral forms
. lifestyle review package
. functional assessment tools

Method of assessment may include

Observation of work performance

Written tasks

Interview and questioning

Authenticated portfoliolog book

Supporting statement of supervisors

Authenticated evidence of relevant work experience andor formalinformal learning


Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Client circumstances that have the potential to be harmful to others may include:

Intoxication

Amphetamine psychosis

Disinhibition

The nature and range of each potential risk may include:

Confusion

Delusions

Fear

Self-harm

Impaired social judgement

Impaired decision-making

Targeted aggressive behaviour

Random, untargeted aggressive behaviour

Environmental factors may include:

Unfamiliar surroundings

'Busy' surroundings

Responses to other people (positive and negative)

Appropriate person may include:

Supervisor

Psychologist

Health professional

Police

Appropriate response hierarchies may include:

Proactive intervention

Advanced proactive intervention

Interrupt and redirect

Deescalate

Passive self defence

Protect self and others

Seek additional support

Legal and ethical aspects of possible responses may include:

Power imbalance

Reasonable force

Imprisonment

Deprivation of rights

Work health and safety (WHS)

Duty of care considerations may include

Foreseeable harm/injury

Reasonable action

Reasonable person

Proactive support strategies may include:

Ecological manipulations - making changes in the persons environment that will reduce the likelihood of the problem behaviour occurring

Positive programming - long term instructional programs designed to give the person greater skills and competencies

Focused support strategies - these include differential reinforcement strategies, stimulus control and instructional control

Organisation policies and procedures may include:

Behaviour management guidelines

Work safety and health policies and procedures

Emergency procedures

Inappropriate behaviours may include those that:

Have the potential for physical harm or destruction (e.g. hurting self or others, damaging property)

Lasts for a long time (e.g. either in a single incident or in multiple incidents over time)

Isolates the person, it stops them from engaging in valued roles (with friends, family, community access, work) e.g. disinhibition / perseveration / depression

Interferes with the person's learning and developing new skills

Reduces quality / enjoyment of life

Strategies to assist in reducing and managing behaviour of concern:

Functional assessment

Data collection

Generating a hypothesis

Multi-element support plans

proactive

ecological manipulations
e.g. making changes to the person's environment, changing the teaching method, reviewing and changing the learning goals

positive programming
e.g. teaching general skills, teaching coping skills, teaching functionally equivalent skills

focused support
e.g. differential reinforcement schedules

Reactive strategies
e.g. antecedent management, interrupt and redirect, geographical containment, emergency physical containment and individualised emergency management plans

Seeking expert assistance