NTISthis.com

Evidence Guide: CHCCS426A - Provide support and care relating to loss and grief

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

 

CHCCS426A - Provide support and care relating to loss and grief

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

Identify effects and impact of loss and features of grief

  1. Clarify the impact of specific loss(es) and common features of grief and trauma and their interplay at the individual, family and community level
  2. Recognise common but also distinctive expressions of grief and complex grief
  3. Take into account distinctive social, cultural, ethnic and spiritual differences in loss and grief
  4. Recognise the elevated risk of developing negative impacts on health and well being after a loss
  5. Recognise and understand disenfranchised grief
  6. Identify and demonstrate understanding and respect for specific approaches and responses of individuals, families and communities to grief
  7. Demonstrate understanding of integration of loss
Clarify the impact of specific loss(es) and common features of grief and trauma and their interplay at the individual, family and community level

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise common but also distinctive expressions of grief and complex grief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account distinctive social, cultural, ethnic and spiritual differences in loss and grief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the elevated risk of developing negative impacts on health and well being after a loss

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and understand disenfranchised grief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and demonstrate understanding and respect for specific approaches and responses of individuals, families and communities to grief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate understanding of integration of loss

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage empathically with people who are living with loss

  1. Interact with individuals with empathy, sensitivity, professionalism and courtesy
  2. Identify and respect social, cultural, ethnic and spiritual differences which may affect grief and bereavement responses
  3. Apply, within culturally appropriate boundaries verbal and non-verbal approaches to dealing with and responding to grieving individuals
  4. Apply, within culturally appropriate boundaries empathic listening skills
Interact with individuals with empathy, sensitivity, professionalism and courtesy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and respect social, cultural, ethnic and spiritual differences which may affect grief and bereavement responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply, within culturally appropriate boundaries verbal and non-verbal approaches to dealing with and responding to grieving individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply, within culturally appropriate boundaries empathic listening skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support for individuals who are grieving and identify potential for healing and growth

  1. Recognise common reactions to loss and the range of grief responses
  2. Recognise common reactions to trauma and the range of responses
  3. Identify individuals experiencing difficulty in coping with grief and trauma and link them with options for further help as needed
  4. Demonstrate understanding of the role of complex grief reactions
  5. Identify and assess an individual's suicide risk and where necessary refer to appropriate services
  6. Use, within culturally appropriate boundaries communication techniques to respond to each individual's needs in relation to their grief and bereavement
  7. Identify, suggest or use strategies for formal and informal grief and bereavement support
  8. Maintain confidentiality in line with organisation practices
Recognise common reactions to loss and the range of grief responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise common reactions to trauma and the range of responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify individuals experiencing difficulty in coping with grief and trauma and link them with options for further help as needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate understanding of the role of complex grief reactions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and assess an individual's suicide risk and where necessary refer to appropriate services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use, within culturally appropriate boundaries communication techniques to respond to each individual's needs in relation to their grief and bereavement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, suggest or use strategies for formal and informal grief and bereavement support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality in line with organisation practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, inform and refer to appropriate grief and bereavement care services and resources

  1. Identify grief and bereavement care services available in the community
  2. Identify referral procedures in accordance with organisation policies and procedures
  3. Identify and make accessible general grief and bereavement care information resources
  4. Fully inform individual about grief and bereavement care service options
  5. Obtain feedback from individual to determine whether options are clearly understood
Identify grief and bereavement care services available in the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify referral procedures in accordance with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and make accessible general grief and bereavement care information resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fully inform individual about grief and bereavement care service options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain feedback from individual to determine whether options are clearly understood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and recognise risks associated with grief and bereavement support

  1. Identify and recognise a range of risks associated with grief and bereavement support
  2. Develop and implement appropriate strategies to minimise risks associated with grief and bereavement support
Identify and recognise a range of risks associated with grief and bereavement support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement appropriate strategies to minimise risks associated with grief and bereavement support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access appropriate supervision and debriefing

  1. Identify the need to access appropriate supervision
  2. Identify the need to access appropriate debriefing
  3. Develop and implement appropriate strategies to access supervision and debriefing
Identify the need to access appropriate supervision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the need to access appropriate debriefing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement appropriate strategies to access supervision and debriefing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and evaluate grief and bereavement support provided

  1. Reflect on outcomes during and after support is provided
  2. Identify where further support is required
  3. Review practices for continuous improvement
Reflect on outcomes during and after support is provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify where further support is required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review practices for continuous improvement

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 in the workplace or in a simulated workplace under the normal of range conditions

Assessment should be gathered on one or more occasions but must reflect the normal range of client situations encountered 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

Method of assessment:

Consistent performance and development would be expected to be demonstrated involving a combination of oral and written media while also featuring simulated and actual practice

Examples might include:

group exercises

written (e.g. journal) and verbal responses to questioning

simulated exercises

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:

Potential impact of specific loss(es) and common features of grief and bereavement at the individual, family and community level

Potential impact of specific loss(es) and common features of trauma at the individual, family and community level

Potential impact of specific loss(es) and common features of complex grief at the individual, family and community level

Reactions to loss and associated expressions of grief and bereavement

Awareness of how loss, grief and bereavement can impact on social and emotional health and well being

Integration of loss

Distinctive social, cultural, ethnic and spiritual differences in loss, grief and bereavement

Awareness of the context and circumstances prior to loss and their impact on grief and bereavement

Awareness of the broad spectrum of loss

Strategies for formal and informal grief and bereavement support

Available grief and bereavement care services and information resources

Understanding of a 'stress vulnerability model'

Essential skills:

It is critical that the candidate demonstrate the ability to:

Recognise expressions of loss, grief, trauma and bereavement

Respond appropriately to a range of approaches and responses to loss, grief and trauma

Engage with individuals experiencing loss, grief trauma and bereavement with empathy, sensitivity, professionalism and courtesy

Refer individuals who show some signs of mental illness to appropriate services

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 verbal and non-verbal approaches to dealing with and responding to grieving individuals

Use effective communication skills, including:

empathic listening skills

use appropriate communication techniques to respond to individual needs

provide information clearly and sensitively

obtain feedback to confirm understanding

Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) 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.

Loss may include:

Primary losses

Secondary losses:

losses of the internal world, such as loss of cognitive or sensory capacity

interaction losses

losses of the external world, such as material or personal losses

Cumulative losses

Features of grief may include:

Sadness

Longing

Somatic complaints

Integration

Expressions of grief may include:

Anger

Anxiety

Change in worldview

Chronic sorrow

Confusion

Depression

Despair

Drop in self-esteem

Fear of going mad

Feeling unable to cope

Guilt and remorse

Helplessness

Hopelessness

Loneliness

Questioning of values and beliefs

Relief

Shock and disbelief

Suicidal ideation

Social, cultural, ethnic and spiritual differences in loss, grief and bereavement may include:

Reactions to loss

Individual expressions of grief and bereavement

Cultural expressions of grief and bereavement

Spiritual and religious beliefs relating to loss, grief and bereavement

Coping strategies

The context and circumstances prior to loss may include:

Socioeconomic circumstances

Presence of mental illness in the deceased

Age of deceased

Family relationships

Integration of loss may include:

Dual process

Meaning reconstruction

Continuing bonds

Disenfranchised grief

Grieving styles

Interact with individuals with empathy, sensitivity, professionalism and courtesy may include:

Empathic listening

Identifying and affirming the grieving person's strengths and opportunities

Helping manage overwhelming feelings to facilitate coping

Using questions and concreteness to focus on identifying immediate needs and concerns

Facilitating informed choices by the grieving person

Unconditional positive regard for the grieving person

Non-judgemental approach

Genuineness of response

Appropriate verbal and non-verbal approaches may include:

Verbal approaches that support empathy, sensitivity, professionalism and courtesy

Facial expressions, gestures, eye contact and personal space that support empathy, sensitivity, professionalism and courtesy

Empathic listening skills may include:

Appropriate brief encouragers which help the grieving person relate their story and concerns

Reflection of feelings /thoughts, behaviours and experience (content)

Hearing the grieving person's concerns

Paraphrasing (reflection of content)

Using open and closed questions to expand or clarify understanding

Understanding the grieving person's context

Recognising when higher levels of care may be indicated

Balancing the frequency of questions

Summarising and closure

Application of listening skills within culturally-appropriate boundaries

Difficulty in coping with grief and trauma may include:

Symptoms of separation distress

Symptoms of traumatic distress/stress

Complex grieving

Suicidal ideation

Grief and bereavement support strategies and grief and bereavement care services may include:

Aboriginal health services

Coronial services

Emergency services

Empathic listening

General practitioners

Group grief counselling

Health services

Individual grief counselling

Palliative care services and teams

Practical support

Psychological services

Spiritual and faith care services

Support group

Telephone counselling services

Referral procedures may include:

Referral information

Referral databases

Referral protocols

Grief and bereavement care information resources may include:

Internet resources

Fact sheets

Information packs

Risks associated with grief and bereavement support may include:

Compassion fatigue

Vicarious traumatisation

Burnout

Lack of adequate supervision

Lack of access to external expertise

Strategies to minimise risks associated with grief and bereavement support may include:

Self care

Supervision

Debriefing

Back up support

External networks and expertise

The need to access to appropriate supervision and/or debriefing may include:

Duty of care to clients

Self care