Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCS401C Mapping and Delivery Guide
Facilitate responsible behaviour

Version 1.0
Issue Date: November 2018


Qualification -
Unit of Competency CHCCS401C - Facilitate responsible behaviour
Description This unit describes the knowledge and skills required to respond to behaviours of concern and support responsibility for behaviour management and change
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply in a range of community service contexts
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Monitor behaviour of the client
  • Use formal and informal methods to observe and monitor client behaviour
  • Assess behaviours of concern for potential conflict and use a range of preventative and defusing strategies
  • Evaluate client behaviour and interactions in a fair, objective and consistent manner
  • Ensure decisions on action are consistent with all available evidence and organisation practice/ procedures
  • Seek specialist advice and make referrals where required
       
Element: Use communication strategies to de-escalate conflict
  • Conduct interactions with clients in a fair, just, humane, equitable and positive manner
  • Use communication strategies with individuals for effective interaction and problem solving
  • Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices
  • Identify potential causes of conflict and use a range of appropriate and effective defusing responses
  • Use negotiation techniques to divert and minimise aggressive behaviour
  • Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
       
Element: Respond to behaviours of concern
  • Challenge behaviours of concern and outline options and opportunities to change clearly and with positive encouragement
  • Confirm the implications of continuing behaviours of concern clearly, calmly and objectively
  • Use techniques according to organisation's procedures to ensure personal safety and safety of clients/colleagues.
  • If physical force must be used to ensure safety, apply the minimum level of force required and report in accordance with policies and procedures
  • Select strategies to address aggressive and unacceptable behaviour, that are accurate, clear and comply with procedures
  • Select strategies and responses for their potential to provide role models and examples of confident assertive behaviour
  • Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures.
  • Report incidents in a manner that complies with policy, procedures and legislation
       


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.

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

Competency must be demonstrated in a real work environment

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment

Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

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 and/or 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

Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

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:

The organisation's policies, guidelines and procedures relating to responses to behaviours of concern, safety and security, delegations, duty of care, including dealing with conflict and critical incidents

Principles of effective communication for conflict management

Defusing and negotiation strategies

Specific statutory requirements related to treatment of clients with special needs and requiring special support

Reporting procedures and practice, internal and external

Support and referral services and specialists

Principles of responding to human behaviour relating to violence, aggression and suicide

Principal cultural practices and customs of the client population and their impact on behaviour in the particular environment

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply organisation policies and procedures related to conflict and critical incidents

Check the accuracy of information from different sources

Identify the causes of aggression/violence

Use a range of conflict management strategies

Apply communication and negotiation skills under pressure

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 application of this unit will depend on the work roles and responsibilities and the nature and requirements of the work environment

Client may be:

Individuals or

Groups

Communication strategies will include examples from the following:

Use of positive assertive language

Non-verbal gestures / body language

Constructive questioning/listening

Tone of voice

Awareness of cultural values and sensitivity

Defusing verbal aggression

Negotiating agreements

Behaviours of concern include a significant selection of examples of individual and group behaviour from the following:

Changing behaviour patterns

Personal friction

Expressions of anxiety and high level concern

Serious and chronic complaints

Provocative/threatening behaviour

Intent to harm self

Intent to harm others

Forceful refusal to cooperate

Abusive language

Apathy, loss of interest, withdrawal

Rejection of family, friends, support networks

Threatened suicide

Irrational behaviour

Hyperactivity/depression

Racism

Bullying behaviour

Behaviour consistent with mental health conditions

Behaviour consistent with developmental issues

Referrals will include at least four examples from different support:

Social/welfare worker

Psychologists

Culturally identified support workers

Medical

Drug and alcohol services

Behaviour management programs

Mental Health Teams

Registered Nurses

Counsellors

Supervisor

Religious/spiritual advisers

Program coordinator

Case manager

Aboriginal and/or Torres Strait Islander Liaison

Welfare organisations

Legal advisers

Family

Personal and community support networks

Emergency/incident response

Report will include work relevant selection from:

Incident reports

Case notes

Special reports

Inquiries

Reports required by or used by courts and judicial processes

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
Use formal and informal methods to observe and monitor client behaviour 
Assess behaviours of concern for potential conflict and use a range of preventative and defusing strategies 
Evaluate client behaviour and interactions in a fair, objective and consistent manner 
Ensure decisions on action are consistent with all available evidence and organisation practice/ procedures 
Seek specialist advice and make referrals where required 
Conduct interactions with clients in a fair, just, humane, equitable and positive manner 
Use communication strategies with individuals for effective interaction and problem solving 
Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 
Identify potential causes of conflict and use a range of appropriate and effective defusing responses 
Use negotiation techniques to divert and minimise aggressive behaviour 
Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes 
Challenge behaviours of concern and outline options and opportunities to change clearly and with positive encouragement 
Confirm the implications of continuing behaviours of concern clearly, calmly and objectively 
Use techniques according to organisation's procedures to ensure personal safety and safety of clients/colleagues. 
If physical force must be used to ensure safety, apply the minimum level of force required and report in accordance with policies and procedures 
Select strategies to address aggressive and unacceptable behaviour, that are accurate, clear and comply with procedures 
Select strategies and responses for their potential to provide role models and examples of confident assertive behaviour 
Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures. 
Report incidents in a manner that complies with policy, procedures and legislation 

Forms

Assessment Cover Sheet

CHCCS401C - Facilitate responsible behaviour
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

CHCCS401C - Facilitate responsible behaviour

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: