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. |
The caller may include: | AdvocateCare recipientCarerFamily memberFriendSignificant other |
Active listening skills may include: | Appropriate brief encouragers which help the caller relate their story and concernsBalancing the frequency of questionsHearing the caller’s concernsParaphrasing (reflection of content)Reflection of feelings/thoughts, behaviours and experience (content)Summarising and closureUnderstanding the caller’s contextUsing open and closed questions to expand or clarify understanding |
Empoweringrelationshipmay include: | Active listeningAvoid use of labellingExploring options and potential consequences with the callerFacilitating informed caller choicesFocus the caller on identifying immediate needs and concernsIdentify achievable tasks to be addressed after the call Identifying, affirming and focussing on the caller’s strengths and opportunitiesReframing, summary and closure |
The nature of the call may include: | A request for informationA request for adviceA request for servicesAn emergency |
Non-visual feedbackincludes: | Background noiseManner of speech, including rate and type of language usedParalingual cluesSilenceTone/pitch of voice |
Cues which may indicate caller stress or distressinclude: | CryingInability of the caller to articulate problemsInability of the caller to identify or accept possible solutions to needsRaised tone of voiceTalking at the same time/not listening to responsesTerminology of negative words (e.g. burden, prisoner, trapped and can’t cope) |
Strategies to effectively manage any abuse appropriately includes: | Provide a warning that the behaviour is unacceptableReport to manager according to organisation guidelinesTerminate the call appropriately |
Strategies to defuse the caller’s anger/frustration include: | Acknowledge and validate the caller’s feelingsIdentify opportunities to implement active listening skillsIdentify priorities to be addressed and recognise the possible need for additional contact to work through issuesManage tone, pitch and pace of voiceRecognise that the caller is angry/frustratedRemain calm while allowing the caller to express their anger/frustration, within limitationsTake opportunities to empower the caller and assist them to reach a solution to resolve any identified issues |
Callers with special needsinclude but are not limited to: | Aboriginal and/or Torres Strait Islander callersCALD callersCallers who have cognitive impairmentCallers who have hearing impairmentCallers with dementiaCallers with mental health problemsCallers with a speech impediment or decreased verbal communicationCallers living in rural and remote locationsCallers who may have experienced social exclusion and/or trauma |
Situations where telephone communication is inadequate may include: | Environmental factors impacting on the caller’s ability to engage over the telephoneParticular needs facing Aboriginal and/or Torres Strait Islander and CALD callersSevere emotional distressThe need for an in-depth assessment |
Next steps in the process may include: | Establish actions and timeframesClarification of the caller’s expectations of respite/supportFollow-up contactIdentification of responsibility for actionsReferral to another service |
Barriers to listening to the caller may include: | Environmental factorsInability to connect with the caller on a personal levelLack of understanding of the individual’s contextPre-conceived perceptions of the caller and their situationTalking at the same time/not listening to responsesUse of jargons |
Strategies for dealing with strong caller emotions and stressful situations may include: | Awareness of personal vulnerabilities which may be triggered during a callContainment skillsDebriefingExternalise caller emotionsManage tone, pitch and pace of voiceSupervisionIdentification of alternative communication mediums |
Range of effective self-care strategies may include: | Constructive feedback about assessment skillsDebriefing and defusingKnowing when and how to ask for back-up/supportRecognition and processing of call-related experiencesRecognition of stressful situations when it is appropriate to terminate a telephone callReflection on practiceSelf monitoring |