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Evidence Guide: CHCGMB502A - Assess the needs of clients with problem gambling 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

 

CHCGMB502A - Assess the needs of clients with problem gambling issues

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

Assess the needs and status of clients

  1. Gather information with client to identify reasons for seeking help
  2. Gather other relevant information with clients to assist in establishing a basis for further work
  3. Explain client's rights and seek informed consent
  4. Apply organisation criteria to determine entry to or exclusion from services
  5. Inform client of applicable parameters of confidentiality, privacy and relevant policy and procedures
  6. Take client information and gambling history in accordance with organisation policy and procedures
  7. Assess extent and impact of gambling using information obtained from client and/or from structured assessment screens
  8. Consider primary problems other than gambling and identified co-morbidities and refer appropriately or implement treatment
Gather information with client to identify reasons for seeking help

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Gather other relevant information with clients to assist in establishing a basis for further work

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain client's rights and seek informed consent

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply organisation criteria to determine entry to or exclusion from services

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Inform client of applicable parameters of confidentiality, privacy and relevant policy and procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Take client information and gambling history in accordance with organisation policy and procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess extent and impact of gambling using information obtained from client and/or from structured assessment screens

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consider primary problems other than gambling and identified co-morbidities and refer appropriately or implement treatment

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop a case plan with the client

  1. Explore a range of options for addressing client needs and integrate into planning
  2. Identify and prioritise goals with client and negotiate and agree objectives and processes
  3. Negotiate and specify case plans
  4. Define roles, responsibilities and accountabilities of clients, counsellors and other service providers
  5. Integrate cultural considerations into goal setting and negotiation
  6. Negotiate communication protocols, ongoing review and evaluation systems
  7. Document case plans and ongoing case notes according to organisation guidelines
Explore a range of options for addressing client needs and integrate into planning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and prioritise goals with client and negotiate and agree objectives and processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate and specify case plans

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Define roles, responsibilities and accountabilities of clients, counsellors and other service providers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Integrate cultural considerations into goal setting and negotiation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate communication protocols, ongoing review and evaluation systems

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document case plans and ongoing case notes according to organisation guidelines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer clients

  1. Demonstrate awareness of organisation and personal limitations
  2. Provide referrals as appropriate to address client's other needs
  3. Discuss range of referral options and their suitability with the client
  4. Offer client support to make contact with other services
  5. Provide follow up in accordance with organisation policies and available resources
Demonstrate awareness of organisation and personal limitations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide referrals as appropriate to address client's other needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss range of referral options and their suitability with the client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Offer client support to make contact with other services

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide follow up in accordance with organisation policies and available resources

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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

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 include access to an appropriate workplace or simulation of realistic workplace setting where assessment can take place

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:

Critical review of assessment screens

Legal requirements and organisation policies on reporting and confidentiality

Responsible gambling e.g. self exclusion

Rights and responsibilities of clients and counsellors

Graduated risks of some forms of gambling

Range of issues to be covered in an assessment

Context of assessment within the counselling process

Understanding of the stages of problem gambling

Formation of a case plan

Ongoing review

Informed consent

Crisis intervention

Referral agencies

Goal setting

Stressors e.g. legal and financial

Relevant legislation

Cultural issues

Range and use of relevant screens

Motivational interviewing

Essential skills:

It is critical that the candidate demonstrate the ability to:

Undertake appropriate assessment of clients

Build a therapeutic relationship

Explore the problem and identify issues

Use assessment information to develop goals, case plan and referral options

Implement assessment throughout the counselling process

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:

Interpret assessment data

Use assessment information to inform the treatment process

Evaluate and review assessment and assessment processes

Identify support structures

Develop contingency plans

Assess own capacity (as counsellor) to work with clients range of issues or refer on to other relevant service providers

Document work with clients according to organisation policy and procedures

Demonstrate effective application of skills in:

negotiation

building strong relationships

documentation and record-keeping

suicide risk assessment

Undertake self care e.g. participation in clinical supervision

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.

Assessment may take place:

Face-to-face

By telephone

By other media, such as internet

Clients may include:

People who gamble (particularly those who engage in harmful levels of gambling)

Significant others, including partners, families and care givers, friends and peers

Basis for further work may include:

Contracting with the client

Informed consent:

Includes:

Consent to collect, store, use and access information

Consent to begin the process of therapy

Consent to service provision

Understanding of limitations of confidentiality

Is collected in writing if possible - it may include:

Individual or service consent / agreement forms to be completed

Take client information and gambling historyrefers to collection of relevant information, including:

Name, age, gender, other demographics, etc

Gambling history

Social and legal history

Employment history

Family history (e.g. genograms)

Mental health issues

Drug and alcohol issues

Previous history of treatment

Lapse and relapse

Supports and networks

Medical history

Agency ability to cater for client needs

Financial status

Current presentation including psychosocial stressors

Strengths (client and others)

Other relevant related issues affecting client/s

Understandings, beliefs, thoughts and values about gambling

Literacy, language and intellectual capacity

Child protection

Personal and other safety issues

Current status of the client includes:

Current or baseline levels of gambling behaviour

Determining readiness to change

Physical, emotional, financial, legal and psychosocial state and immediate needs in these areas

Gambling and other issues in the family

Level of risk of self-harm behaviours and/or harm to others

Other issues

Structured assessment screens may include:

South Oaks Gambling Screens

Canadian Problem Gambling Index

Structured Clinical Interview for Problem gambling (SCIP)

G-MAP

GA 20 questions

Victorian Gambling Screen (VGS)

Diagnostic and Statistical Manual IV (DSM-IV)

Victorian Family and Relationships Gambling Questionnaire

Time and money assessment - timeline - diary

Componential - global assessment

CIDI

DAS21

Clinical interviews

Other current validated screens

Indicators of other issues may include:

Indicators of other stressors, such as:

Housing

Employment

Financial

Legal

Relationship

Options for addressing the range of client needs may include:

Referral to other services

Community intervention

Case management

Taking holistic approach to counselling which addresses the range of issues client needs to address