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Evidence Guide: CHCAOD411A - Provide interventions for people with alcohol and other drug issues

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCAOD411A - Provide interventions for people with alcohol and other drug issues

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare for intervention

  1. Obtain information about the intervention from the treatment plan
  2. Determine client availability according to organisation protocols
  3. Determine availability of appropriate space and resources, if required
  4. Plan the intervention, in line with the needs of the person with AOD issues and specifications of the treatment plan
Obtain information about the intervention from the treatment plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine client availability according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine availability of appropriate space and resources, if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan the intervention, in line with the needs of the person with AOD issues and specifications of the treatment plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct intervention

  1. Confirm the person's understanding of the intervention
  2. Obtain informed consent from the person before commencing the intervention
  3. Report any misunderstanding or confusion experienced by the person to a supervisor in a timely manner
  4. Guide the person to complete the participate in the intervention as defined in the treatment plan
  5. Identify and note any difficulties the person experiences completing intervention requirements and report to supervisor in a timely manner
  6. Identify and manage compliance issues, including subjective and objective reporting of the person's response to the intervention, and report to supervisor in a timely manner
  7. Provide feedback to the person to reinforce their understanding of intervention and progress
  8. Seek assistance when the person presents with needs or signs outside limits of own authority, skills and/or knowledge
  9. Report difficulties of the person with AOD issues to supervisor for advice before continuing the planned intervention
Confirm the person's understanding of the intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain informed consent from the person before commencing the intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report any misunderstanding or confusion experienced by the person to a supervisor in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guide the person to complete the participate in the intervention as defined in the treatment plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and note any difficulties the person experiences completing intervention requirements and report to supervisor in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and manage compliance issues, including subjective and objective reporting of the person's response to the intervention, and report to supervisor in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback to the person to reinforce their understanding of intervention and progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance when the person presents with needs or signs outside limits of own authority, skills and/or knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report difficulties of the person with AOD issues to supervisor for advice before continuing the planned intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and document information

  1. Provide progress feedback to supervisor
  2. Report difficulties and concerns of the person to supervisor in a timely manner
  3. Implement variations to the intervention according to the instructions of supervisor
  4. Document information about the intervention according to the organisation's protocols
  5. Use appropriate terminology to document consumer response, outcomes and identified problems related to the intervention
Provide progress feedback to supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report difficulties and concerns of the person to supervisor in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement variations to the intervention according to the instructions of supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document information about the intervention according to the organisation's protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document consumer response, outcomes and identified problems related to the intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 over 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

Resources required for assessment of this unit include access to a workplace or simulated workplace where assessment may occur

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

Related units:

This unit of competency is recommended to be assessed in conjunction with a first aid unit

Depending on jurisdiction and job role, this may be:

HLTFA311A Apply first aid
or

HLTFA412A Apply advanced first aid

Required Skills and Knowledge

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:

Range of interventions and their use, including:

specialised communication strategies to support clients

relapse prevention

crisis intervention

brief interventions

Current and relevant terminology

Factors that may influence a person's ability to participate in an intervention

Role of support networks and individuals

Self help groups (relating to a range of interventions)

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use specialist communication skills to seek positive resolution

Undertake problem solving

Provide advocacy

Follow organisation policies and procedures

Work effectively with clients, their supporters, colleagues and supervisors

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:

Apply a level of communication skills to fulfil the role, including

open ended questions

reflective listening

clarifying

summarising

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 may include:

Person with AOD issues, their families and personal network

Information may include:

That provided by other services via referral

Doctor's or other professional's reports

Information provided by family or support network