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Evidence Guide: CHCCS403C - Provide brief intervention

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

 

CHCCS403C - Provide brief intervention

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

Explain what brief intervention is and how it can be effectively used

  1. Define features of brief interventions and give examples
  2. Explain reasons for using brief interventions, who can use them and when they may be appropriate
  3. Describe stages of behaviour change model, including elements of pre-contemplation, contemplation, action and maintenance
  4. Describe step by step process for undertaking brief interventions
Define features of brief interventions and give examples

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain reasons for using brief interventions, who can use them and when they may be appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe stages of behaviour change model, including elements of pre-contemplation, contemplation, action and maintenance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe step by step process for undertaking brief interventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess a client's need for intervention and the type of brief intervention required

  1. Assess client's need for intervention
  2. Elicit issue/s of concern and determine client's stage in his/her decision to change
  3. Identify resources required to support the brief intervention
  4. Identify and plan appropriate brief intervention strategies to match client need
Assess client's need for intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Elicit issue/s of concern and determine client's stage in his/her decision to change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resources required to support the brief intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and plan appropriate brief intervention strategies to match client need

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise and use brief intervention strategies which match a client's stage of change

  1. Raise awareness of the health issue with a client who is not contemplating change
  2. Conduct brief motivational interview with a client who is contemplating change
  3. Support client who expresses motivation to change in exploring choices, setting goals and identifying relapse prevention strategies
  4. Take opportunities to support and encourage a client who has made a change
  5. For a client who has lapsed or relapsed into prior behaviour, identify current needs and sources of assistance, and give support as appropriate
Raise awareness of the health issue with a client who is not contemplating change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct brief motivational interview with a client who is contemplating change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client who expresses motivation to change in exploring choices, setting goals and identifying relapse prevention strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take opportunities to support and encourage a client who has made a change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

For a client who has lapsed or relapsed into prior behaviour, identify current needs and sources of assistance, and give support as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor brief intervention activities

  1. Keep notes are kept in the client's file in accordance with organisation policies and procedures
  2. Ensure client's file notes include the client's stage of decision-making on each occasion
  3. Maintain confidentiality and security of information
  4. Regularly review client's progress or outcomes
  5. Discuss outcomes with the client in an appropriate manner
  6. Discuss the use of brief intervention as a public health strategy with others in the organisation within the context of service evaluation procedures
Keep notes are kept in the client's file in accordance with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure client's file notes include the client's stage of decision-making on each occasion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality and security of information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly review client's progress or outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss outcomes with the client in an appropriate manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the use of brief intervention as a public health strategy with others in the organisation within the context of service evaluation procedures

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

It is recommended this unit be assessed after, or in conjunction, with the attainment of competency in other communication unit(s) within qualifications

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 of competency is designed to stand alone

It is designed to be offered to workers of broad ranging professional background, engaged in a variety of settings and may be, but is not required to be assessed in conjunction with other units

Assessment may take place during a training workshop or in the workplace, depending on the mode of delivery

Method of assessment:

Assessment should include a combination of methods such as:

Observation and listening

Individual/group discussion

Discussion of participants' self-assessment and evaluation

Assessment of written exercises, displays and presentations

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:

Brief intervention scope and process

The wider physical, social, community and cultural environment within which the client lives

Knowledge of facts and approaches relating to nutrition, environmental health, use of alcohol, tobacco and other drugs as relevant to the client and worker context

Options to support behaviour change

Referral resources

Importance of confidentiality and privacy

Organisation policies and procedures for record-keeping and security

Workplace code of conduct or code of practice

Work health and safety (WHS) guidelines

Essential skills:

It is critical that the candidate demonstrate the ability to:

Consistently complete course tasks and materials, workshop notes, diagrams and/or lists

Orally present accurate information about brief intervention

Undertake practical demonstration and/or role play
In the case of workplace delivery, elements of brief intervention could be practised sequentially
For example, starting by assessing intention to change in several clients, then doing more harm reduction for pre-contemplators, and so on to build up confidence and competence

Complete log book of cases, including self assessment

Complete client file notes and records

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:

Demonstrate interpersonal communication, including ability to listen, observe, speak and behave in a respectful and sensitive manner

it is necessary for the worker's manner to be non-judgemental and non-confrontational

this ability is crucial as the health information shared may be confronting to the client

language used may be English or a community language depending on the client and worker

Undertake screening and assessment of client needs

Clearly present health information in one-to-one situation

Demonstrate facilitation and negotiation to the level required to assist client decision-making

Apply literacy competence required to satisfy record-keeping and referral requirements

Maintain documentation as required, including effective use of relevant information technology in line with WHS guidelines

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.

Workers may be engaged in a working environment in which they:

Seize opportunities to do brief interventions with clients as they arise

Work with a client on a one-to-one basis and have limited opportunity for supervision of the brief intervention process

Are communicating in a language other than their first language

Are required to make clients' file notes and fulfil administrative requirements in a language other than their first language

Must comply with cultural obligations which influence their use of brief intervention with particular clients

Features of brief interventions include:

One-to-one approach, private

Takes short period of time

May be done by a health team member

Client led process

Opportunistic

To raise awareness

To share knowledge

To help client to think about making changes to improve health

Reasons for using brief interventions may include:

Harm reduction

Facilitating behaviour change

Any behaviour which affects health, such as

Diet and exercise

Personal hygiene

Smoking

Excessive drinking of alcohol

Use of other drugs such as cannabis, kava or illicit drugs

Resources required to support the brief intervention may include:

Displays

Electronic media

Brochures or pamphlets

Books and other publications, see reference list

Other health workers

Community health stories

Brief intervention strategies may include:

Applying a rang eof assessment tools to determine the brief intervention needed

Raising awareness of link between behaviour and personal health/social well being

Raising awareness of link between personal behaviour and the affect on family and community

Sharing relevant information about health

Exploring the client's expressed concerns

Motivational interviewing techniques

To help the client to weigh up the good/not so good things about the health issue or behaviour

To help the client express his or her reasons for concern and the arguments for change

Highlighting the benefits of changing

Setting personal goals and exploring personal change strategies

Identifying a hierarchy of personal change strategies

Identifying strategies for lapse/relapse prevention

Assessing potential harmful outcomes, such as withdrawal

Giving the client resources, such as written information, appropriate to the stage of change

Giving positive feedback and encouragement

Offering time and support

Organisation policies and procedures include those relating to:

Record-keeping and filing

Security

Confidentiality

Workplace code of conduct or code of practice

Broader legislative requirements

Monitoring and feedback may be:

Verbal

Written

Pictorial

Audio visual

Electronic, e.g. computer files