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Evidence Guide: CHCCSL513A - Apply somatic distress reduction techniques

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

 

CHCCSL513A - Apply somatic distress reduction techniques

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

Assist client to provide a history of the problem

  1. Provide a safe and welcoming environment for the client to begin to tell their story
  2. Assist client to provide pertinent details of their story causing them distress
  3. Assist client to identify predominant emotions linked to their story
  4. Assist client to identify thought processes linked with their story including negative self statements, spoken or thought
  5. Assist client to identify how they would prefer to feel, think and be (provide a positive target)
  6. Assist client identify earliest memories of present emotions and negative self statements associated with other events which may link with their present story
Provide a safe and welcoming environment for the client to begin to tell their story

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to provide pertinent details of their story causing them distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to identify predominant emotions linked to their story

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to identify thought processes linked with their story including negative self statements, spoken or thought

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to identify how they would prefer to feel, think and be (provide a positive target)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client identify earliest memories of present emotions and negative self statements associated with other events which may link with their present story

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to identify areas in the body that currently cause them distress

  1. Work with client to identify areas in the body where there are signs of tension or anxiety
  2. Assist client to identify times in the day when these unpleasant body sensations are worst
  3. Help client identify times when somatic distress is lessened or when it is not noticed
  4. Assist client to identify predominant thoughts and emotions linked with the somatic distress
Work with client to identify areas in the body where there are signs of tension or anxiety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to identify times in the day when these unpleasant body sensations are worst

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Help client identify times when somatic distress is lessened or when it is not noticed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to identify predominant thoughts and emotions linked with the somatic distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use scaling techniques to measure effectiveness of therapeutic intervention

  1. Select scaling technique appropriate to address diverseclient needs
  2. Assist client to identify the level of distress through utilising the scaling technique
  3. While working with the somatic distress reduction technique use scaling techniques to provide feedback
  4. At the conclusion of working with the client use appropriate scaling technique to clarify for client the benefit or otherwise of the technique
  5. Use this information to either encourage home use of the method for somatic distress reduction or to refer the client for further support
Select scaling technique appropriate to address diverseclient needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to identify the level of distress through utilising the scaling technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

While working with the somatic distress reduction technique use scaling techniques to provide feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

At the conclusion of working with the client use appropriate scaling technique to clarify for client the benefit or otherwise of the technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use this information to either encourage home use of the method for somatic distress reduction or to refer the client for further support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate somatic distress reduction therapeutic application

  1. Select appropriate somatic distress reduction technique to address diverseclient needs
  2. Assist client to understand how the selected technique works and its benefits and limitations
  3. Provide clear instructions to client about appropriate use of the technique selected
  4. Work with client appropriately to address their somatic distress, providing care and assurance
  5. Conclude session, providing appropriate suggestions to calm and ease the client into the present environment again
Select appropriate somatic distress reduction technique to address diverseclient needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to understand how the selected technique works and its benefits and limitations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clear instructions to client about appropriate use of the technique selected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client appropriately to address their somatic distress, providing care and assurance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conclude session, providing appropriate suggestions to calm and ease the client into the present environment again

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to become grounded and centred after the therapy

  1. Assist client to move their body in a usual manner
  2. Check with client for normality of body sensation, thought and emotion
  3. Ask client about their plans for the rest of the day and provide appropriate support and guidance to assist client to maintain grounded and centred state
  4. Plan with client continued sessions if required
Assist client to move their body in a usual manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check with client for normality of body sensation, thought and emotion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ask client about their plans for the rest of the day and provide appropriate support and guidance to assist client to maintain grounded and centred state

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan with client continued sessions if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client to utilise techniques safely in home environment to reduce stress or sadness

  1. Assess benefits gained from using the somatic distress reduction technique for the client
  2. Assess appropriateness of using the technique at home by the client when needed
  3. Provide support and guidance for client using handouts or hand written notes for use in private
  4. Provide contact opportunities for client to gain extra support at home if required
Assess benefits gained from using the somatic distress reduction technique for the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess appropriateness of using the technique at home by the client when needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support and guidance for client using handouts or hand written notes for use in private

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide contact opportunities for client to gain extra support at home if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate referral for clients experiencing extremely high levels of somatic distress

  1. Provide calming and caring presence to support clients experiencing distress after working with somatic distress reduction techniques
  2. Successfully identify symptoms of high somatic distress in clients
  3. Successfully identify symptoms of dissociation or unusual presentations requiring further support
  4. Provide contact details of medical practitioners, psychologists, or hospital emergency centres and after hours counselling phone lines if required
  5. Support client with access to safe places if they are identified as unable to adequately care for themselves
Provide calming and caring presence to support clients experiencing distress after working with somatic distress reduction techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Successfully identify symptoms of high somatic distress in clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Successfully identify symptoms of dissociation or unusual presentations requiring further support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide contact details of medical practitioners, psychologists, or hospital emergency centres and after hours counselling phone lines if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client with access to safe places if they are identified as unable to adequately care for themselves

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 may be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

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 is encouraged with other units of competency relating to counselling practice

Assessment requires access to a range of opportunities, including:

simulation of realistic workplace environment for assessment

assessment must take place on 3 or more occasions

a range of somatic distress reduction techniques must be assessed (3 or more)

materials to support home use by clients

legislation, regulations, policies and guidelines

definitions of diversity

current information on diversity issues

organisation's values and codes of conduct

organisation's procedures and protocols

Method of assessment:

For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:

observation of performance in an actual workplace or in a setting that realistically simulates work conditions:

observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit

where face-to-face observation is not possible, video recordings may be provided

candidate's critique of their 'performance' to demonstrate cognitive understanding of theory

written questioning

relevant case studies and/or scenarios

role play

focused discussion

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 underpinning 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:

Benefits of somatic distress reduction techniques

Appropriate application of the use of techniques

A range of techniques for various ages and circumstances

Suicidal ideation and somatic distress

Services in the area for referral including medical practitioners, psychologists, hospital mental health admission procedures, after hours counselling phone lines or capacity to find this out for the client's particular location

Signs and symptoms of dissociation or unusual presentations

Cognitive/behavioural interventions

Links between thought, emotion, body sensation and behaviour

Knowledge of appropriate legislation, policy and guidelines

Essential skills:

Candidates must have had personal experience using somatic distress reduction techniques prior to using these techniques with others

It is critical that the candidate demonstrate the ability to:

Provide a supportive environment to assist clients to identify their current somatic issues and history of the problem

Select and explain to clients, appropriate somatic distress reduction techniques to address a diverse range of client needs

Identify situations in which use of somatic distress reduction techniques would be inappropriate

Demonstrate appropriate use of somatic distress reduction techniques with a range of clients

Evaluate effectiveness of somatic distress reduction techniques for clients with a diverse range of needs and issues

Provide appropriate and effective follow up for clients after use of somatic distress reduction techniques

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:

Use high level communication and interpersonal relationship skills

Make appropriate referrals

Support clients in distress

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.

Somatic distress reduction techniques may include:

Systematic muscle relaxation

Breathing techniques

Emotional freedom techniques

Thought field therapy

Be Set Free Fast - tapping therapies

Be Set Free Fast - positive self statement scripts

Miscellaneous power therapies

Hakomi - mindfulness technique

HAMR - Hand Actuated Mental Conditioning

Laughter therapy

Rhythm exercises

Rhythm exercises combined with positive self statements

Visualisations

Signs of tension or anxiety may include but is not limited to:

Tingles

Jitters

Racing heart

Heaviness

Sweaty palms

Diverse client needs may relate to aspects such as:

Age

Cultural or ethnic diversity

Disability

Educational level

Ethnicity

Expertise

Family responsibilities

Gender

Interests

Interpersonal approach

Language

Learning styles

Life experience

Marital status

Personality

Physical capability

Political orientation

Religious belief

Sexual orientation

Sexual identity

Socioeconomic background

Thinking styles

Work experience

Working styles

Appropriate referral may include:

Peers

Supervisors

Medical practitioners

Community support groups

After hours counselling phone lines

Hospital emergency

Legislation, policy and guidelines may include:

Racial Discrimination Act 1975

Sex Discrimination Act 1984

Disability Discrimination Act 1992

Workplace Relations Act 1996

Privacy Act 1988

Human Rights and Equal Opportunity Commission Act 1984

State/territory legislation addressing diversity issues

Public sector management acts

Workplace diversity guidelines

Codes of conduct/ethics

The organisation's plans strategies and policies relating to diversity

Community guidelines, policy and practices that may exist within specific cultural or ethnic communities