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. Elements define the essential outcomes
2. Apply the organisation’s crisis support model and procedures
   • Identify and use each stage of the crisis support model during client interactions
   • Implement organisation measures for worker care and supervision
   • Document information according to organisation procedures
3. Apply the organisation’s crisis support model and procedures
   • Identify and use each stage of the crisis support model during client interactions
   • Implement organisation measures for worker care and supervision
   • Document information according to organisation procedures
4. Facilitate relationship building with the help-seeker
   • Display a client-centred approach to crisis support
   • Show empathy to build a strong connection with the help-seeker and create an environment within which the help-seeker feels able to discuss their concerns and pain
   • Display unconditional positive regard to enable the help-seeker to communicate freely without fear of judgement
5. Apply skills which assist the crisis support process
   • Consistently use active listening skills and brief encouragers to establish rapport with help-seekers, and identify their issues
   • Show respectful, empathic understanding to clarify the nature and depth of help-seeker feelings
   • Develop an empowering crisis support relationship that assists help-seekers clarify options, seek support and decide on next steps to address problems and/or meet current needs
   • Explore and offer options for further help and support
   • Sensitively manage a timely end to the communication, facilitating transitions to ongoing self care and support or referrals
6. Address personal factors in the crisis support process
   • Identify, affirm and strengthen personal attributes and attitudes likely to facilitate the crisis support process
   • Identify and contain personal issues or attitudes likely to impact negatively on the contact
   • Identify and discuss personal reactions to strong help-seeker emotions or impactful stories
   • Identify and implement constructive strategies for dealing with strong emotions and impactful stories
   • Develop a range of self care strategies for responding to impactful presentations or stories

Performance Evidence

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:

performed the activities outlined in the performance criteria of this unit during a period of 50 hours of work in a service providing support to people in crisis

managed contacts from at least 50 help-seekers with varied presenting issues, using

the structure of the organisation’s crisis support model

crisis support micro skills

managed the personal factors that affect working with people in crisis.

---

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for short term crisis support work, and how these are applied in organisations:

codes of conduct:

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety, including management of own reactions and stress

vision, policies and procedures of the organisation

crisis and crisis theory in the context of the individual job role

scope of the crisis support role in different organisations

self-care strategies, including debriefing and their importance

stages of a crisis support model

principle of unconditional positive regard and being non-judgemental

how values, attitudes and beliefs impact on crisis support processes

crisis support micro-skills, and how they are used, including:

brief encouragers which assist the help-seeker relate their story and concerns

reflection of feelings and meaning

hearing the help-seeker’s concerns

paraphrasing (reflection of content)

using open and closed questions to expand or clarify understanding

understanding the help-seeker’s context

recognising when higher levels of care may be required

use of silence

balancing the frequency of questions

summarising and closure

indicators of strong emotions and how to respond, including:

grief

anger

confusion

sadness

frustration

suicidal despair

empowering processes and how they are used in crisis support including:

active listening

identifying and affirming help-seeker strengths and opportunities

reframing, summary and closure

helping contain overwhelming feelings to facilitate coping

using questions and concreteness to focus the help-seeker on identifying immediate needs and concerns

setting realistic achievable goals for the contact

brainstorming consequences

exploring options

facilitating informed help-seeker choices

identify achievable tasks to be addressed after the contact

constructive feedback about crisis support practice

strategies to deal with help-seeker issues and emotions

managing tone, pitch and pace of voice

setting boundaries between crisis supporter and help-seeker

awareness of personal vulnerabilities which may be triggered during a contact

containment skills

supervision

debriefing.

---