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Evidence Guide: CHCAOD513A - Provide relapse prevention strategies

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

 

CHCAOD513A - Provide relapse prevention strategies

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

Determine relapse prevention strategies

  1. Prepare client for the possibility of relapse as a common experience
  2. Determine any previous relapse prevention strategies used by the client
  3. Work with client to determine readiness for development of a relapse prevention plan
  4. Work with client to determine stakeholders to be included in the relapse prevention process
  5. Investigate a range of relapse prevention strategies
  6. Work with client to determine possible relapse issues
  7. Work with client to determine strategies most suited to their unique situation
Prepare client for the possibility of relapse as a common experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine any previous relapse prevention strategies used by the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to determine readiness for development of a relapse prevention plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to determine stakeholders to be included in the relapse prevention process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate a range of relapse prevention strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to determine possible relapse issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to determine strategies most suited to their unique situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop relapse management plan

  1. Explain the purpose of the planning process and discuss the different options with client
  2. Work with client to select most appropriate planning option
  3. Conduct relapse management planning session in a manner that promotes client participation, fosters their strengths and respects their insights into their own situation, their knowledge and experiences
  4. Work with client to identify contingency plans if difficulties are encountered
  5. Clearly record relapse management planning activities
Explain the purpose of the planning process and discuss the different options with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to select most appropriate planning option

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct relapse management planning session in a manner that promotes client participation, fosters their strengths and respects their insights into their own situation, their knowledge and experiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to identify contingency plans if difficulties are encountered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly record relapse management planning activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and document information

  1. Document information about relapse prevention strategies according to organisation protocols
  2. Observe privacy and confidentiality requirements when reporting feedback
  3. Use appropriate terminology to document client response, outcomes and identified problems related to prevention strategies
Document information about relapse prevention strategies according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe privacy and confidentiality requirements when reporting feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document client response, outcomes and identified problems related to prevention strategies

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

This unit is best assessed on the job or in a simulated workplace under the normal range of conditions

Consistency in performance should consider the requirements of the particular workplace context

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

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:

Client-centred approach

Effects of alcohol and other drugs with a specific focus on use and dependence

Factors that influence substance use - including environmental, cultural, economic, individual etc that are risk factors for relapse

Assessing problems - prioritising/most pressing for client

Crisis management

Behaviour change, lapse and relapse and factors that support behaviour change or are road blocks/obstacles, such as social, physical and cultural factors

Pharmacotherapies and other therapies

Agencies suitable for referral

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify high risk situations

Use advanced communication skills effectively, including, for example:

Empathy

Reflective listening

Open ended questioning

Summarising

Apply advanced motivational interviewing skills

Apply relevant strategies that match the client's stage of change and enhance the client's self efficacy

Support client to develop skills in:

Problem solving

Goal setting

Coping

Self monitoring and management

Recognising and managing cravings

Cognitive restructuring

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.

Development of a relapse prevention plan includes:

Working on relapse plan with the client as a preventative strategy

Initiating relapse planning as soon as client agrees to participate in AOD intervention

Review of relapse plan if and when relapse occurs

Identifying factors that may trigger relapse

Discussing risk of relapse as an experience rather than a failure

Ensuring client is provided with relevant contacts, such as telephone counselling helpline

Reaching agreement with client about availability of support in responding to potential or actual relapse

Stakeholdersmay include:

Client with insight into their own situation

Family, friends, relatives as identified by the client

Carer/s where appropriate, for example for people with disabilities

Relevant service providers

Support groups

Employers

Planning options may include:

Development of formal relapse plan

Informal ongoing planning

Working with client only

Involving other stakeholders in planning process

Range of relapse prevention strategies may include but are not limited to:

Specific strategies to avoid situations and cues / triggers identified by client, such as:

situations or companions associated with alcohol or drug use

sources of stress, such as aspects of job, family relationships, social pressures, financial issues

Strategies to develop client's ability to deal with identified situations and triggers

Strategies to deal with lack of support from partners or other people of significance, where appropriate

Inclusion of people of significance in planning and implementation of relapse strategies

Strategies to identify issues and reinforce positive choices, such as:

putting into writing thoughts and feelings

keeping behavioural record/diary of situations and triggers that put the client at risk

recording difficult choice situations, option taken and outcomes

Suggestions from various stakeholders, including experienced support workers and counsellors, which have been found to work in other situations and may be appropriate for the client's situation