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Evidence Guide: CHCMHS013 - Implement trauma informed care

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

 

CHCMHS013 - Implement trauma informed care

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

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work in trauma informed ways

  1. Apply the key principles and practices of trauma informed care in all work
  2. Develop strong safe relationships and environments that promote a sense of safety, trust, choice and control
  3. Empathically and sensitively, acknowledge and respond to disclosures of past and current trauma or abuse
  4. Respond to current distress in ways that reflect an understanding of the impacts of trauma
  5. 1.5 Jointly identify the person's strengths, resilience and range of strategies used to cope with and manage the impact of trauma
  6. Communicate information about the impact of trauma to people in a culturally and age sensitive way
  7. Work with the person to identify the impact of trauma in the development of mental health issues
  8. Collaboratively identify and develop strategies to eliminate, minimise and/or manage potential triggers to traumatisation and re-traumatisation in relation to service provision
  9. Collaboratively record and complete required documentation in ways that minimise likelihood of re-traumatisation
  10. Develop strategies to address people’s specific trauma needs
  11. Collaboratively identify a person’s specific trauma needs
  12. Determine capacity of the service to respond to people’s trauma issues
  13. Identify with the person, their need for specialist trauma services and support
  14. Provide information on a range of services and available supports and foster choice and control for the person
  15. Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral
  16. Facilitate and support referral for specialist trauma services for the person, with consent
  17. Follow-up referral to ensure person’s needs are being met
Apply the key principles and practices of trauma informed care in all work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strong safe relationships and environments that promote a sense of safety, trust, choice and control

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Empathically and sensitively, acknowledge and respond to disclosures of past and current trauma or abuse

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to current distress in ways that reflect an understanding of the impacts of trauma

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

1.5 Jointly identify the person's strengths, resilience and range of strategies used to cope with and manage the impact of trauma

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate information about the impact of trauma to people in a culturally and age sensitive way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the person to identify the impact of trauma in the development of mental health issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively identify and develop strategies to eliminate, minimise and/or manage potential triggers to traumatisation and re-traumatisation in relation to service provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively record and complete required documentation in ways that minimise likelihood of re-traumatisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to address people’s specific trauma needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively identify a person’s specific trauma needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine capacity of the service to respond to people’s trauma issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify with the person, their need for specialist trauma services and support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information on a range of services and available supports and foster choice and control for the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate and support referral for specialist trauma services for the person, with consent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow-up referral to ensure person’s needs are being met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote trauma informed practices

  1. Incorporate recognition of the impact of trauma in the development of individual support plans
  2. Reflect on aspects of current service practice and programs to identify areas for improved trauma informed practice
  3. Regularly gather feedback from the person and others to identify potential areas for improved trauma informed service practices
  4. Identify service policies, procedures or practices that could potentially contribute to traumatisation and re-traumatisation
  5. Develop change strategies and plans to strengthen trauma informed practice, in collaboration with a person with lived experience of trauma
  6. Provide information and resources to other workers that promotes trauma informed principles and practices in the workplace
  7. Participate in trauma informed supervision or peer supervision
  8. Contribute to the development of policies to reduce or minimise experiences of vicarious trauma
Incorporate recognition of the impact of trauma in the development of individual support plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on aspects of current service practice and programs to identify areas for improved trauma informed practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly gather feedback from the person and others to identify potential areas for improved trauma informed service practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify service policies, procedures or practices that could potentially contribute to traumatisation and re-traumatisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop change strategies and plans to strengthen trauma informed practice, in collaboration with a person with lived experience of trauma

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and resources to other workers that promotes trauma informed principles and practices in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in trauma informed supervision or peer supervision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the development of policies to reduce or minimise experiences of vicarious trauma

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain safety in practice

  1. Take appropriate action to ensure safety
  2. Acknowledge limits of own abilities and make referrals as appropriate
  3. Proactively review programs, services and plans to minimise potential issues or incidents
  4. Defuse, and de-escalate potential incidents by implementing individual plans or service procedures
  5. Respond and communicate effectively and sensitively to people in distress
  6. Resolve conflicts using conflict resolution and negotiation skills
  7. Identify emergency situations and seek assistance according the needs of all those involved
  8. Implement self care practices including reflection, supervision and debriefing
Take appropriate action to ensure safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge limits of own abilities and make referrals as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proactively review programs, services and plans to minimise potential issues or incidents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Defuse, and de-escalate potential incidents by implementing individual plans or service procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond and communicate effectively and sensitively to people in distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resolve conflicts using conflict resolution and negotiation skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify emergency situations and seek assistance according the needs of all those involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement self care practices including reflection, supervision and debriefing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to address people’s specific trauma needs

  1. Collaboratively identify a person’s specific trauma needs
  2. Determine capacity of the service to respond to people’s trauma issues
  3. Identify with the person, their need for specialist trauma services and support
  4. Provide information on a range of services and available supports and foster choice and control for the person
  5. Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral
  6. Facilitate and support referral for specialist trauma services for the person, with consent
  7. Follow-up referral to ensure person’s needs are being met
Collaboratively identify a person’s specific trauma needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine capacity of the service to respond to people’s trauma issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify with the person, their need for specialist trauma services and support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information on a range of services and available supports and foster choice and control for the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate and support referral for specialist trauma services for the person, with consent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow-up referral to ensure person’s needs are being met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Work in trauma informed ways

1.1 Apply the key principles and practices of trauma informed care in all work

1.2 Develop strong safe relationships and environments that promote a sense of safety, trust, choice and control

1.3 Empathically and sensitively, acknowledge and respond to disclosures of past and current trauma or abuse

1.4 Respond to current distress in ways that reflect an understanding of the impacts of trauma

1.5 Jointly identify the person's strengths, resilience and range of strategies used to cope with and manage the impact of trauma

1.6 Communicate information about the impact of trauma to people in a culturally and age sensitive way

1.7 Work with the person to identify the impact of trauma in the development of mental health issues

1.8 Collaboratively identify and develop strategies to eliminate, minimise and/or manage potential triggers to traumatisation and re-traumatisation in relation to service provision

1.9 Collaboratively record and complete required documentation in ways that minimise likelihood of re-traumatisation

2.1 Develop strategies to address people’s specific trauma needs

2.1 Collaboratively identify a person’s specific trauma needs

2.2 Determine capacity of the service to respond to people’s trauma issues

2.3 Identify with the person, their need for specialist trauma services and support

2.4 Provide information on a range of services and available supports and foster choice and control for the person

2.5 Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral

2.6 Facilitate and support referral for specialist trauma services for the person, with consent

2.7 Follow-up referral to ensure person’s needs are being met

3. Promote trauma informed practices

3.1 Incorporate recognition of the impact of trauma in the development of individual support plans

3.2 Reflect on aspects of current service practice and programs to identify areas for improved trauma informed practice

3.3 Regularly gather feedback from the person and others to identify potential areas for improved trauma informed service practices

3.4 Identify service policies, procedures or practices that could potentially contribute to traumatisation and re-traumatisation

3.5 Develop change strategies and plans to strengthen trauma informed practice, in collaboration with a person with lived experience of trauma

3.6 Provide information and resources to other workers that promotes trauma informed principles and practices in the workplace

3.7 Participate in trauma informed supervision or peer supervision

3.8 Contribute to the development of policies to reduce or minimise experiences of vicarious trauma

4. Maintain safety in practice

4.1 Take appropriate action to ensure safety

4.2 Acknowledge limits of own abilities and make referrals as appropriate

4.3 Proactively review programs, services and plans to minimise potential issues or incidents

4.4 Defuse, and de-escalate potential incidents by implementing individual plans or service procedures

4.5 Respond and communicate effectively and sensitively to people in distress

4.6 Resolve conflicts using conflict resolution and negotiation skills

4.7 Identify emergency situations and seek assistance according the needs of all those involved

4.8 Implement self care practices including reflection, supervision and debriefing

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Work in trauma informed ways

1.1 Apply the key principles and practices of trauma informed care in all work

1.2 Develop strong safe relationships and environments that promote a sense of safety, trust, choice and control

1.3 Empathically and sensitively, acknowledge and respond to disclosures of past and current trauma or abuse

1.4 Respond to current distress in ways that reflect an understanding of the impacts of trauma

1.5 Jointly identify the person's strengths, resilience and range of strategies used to cope with and manage the impact of trauma

1.6 Communicate information about the impact of trauma to people in a culturally and age sensitive way

1.7 Work with the person to identify the impact of trauma in the development of mental health issues

1.8 Collaboratively identify and develop strategies to eliminate, minimise and/or manage potential triggers to traumatisation and re-traumatisation in relation to service provision

1.9 Collaboratively record and complete required documentation in ways that minimise likelihood of re-traumatisation

2.1 Develop strategies to address people’s specific trauma needs

2.1 Collaboratively identify a person’s specific trauma needs

2.2 Determine capacity of the service to respond to people’s trauma issues

2.3 Identify with the person, their need for specialist trauma services and support

2.4 Provide information on a range of services and available supports and foster choice and control for the person

2.5 Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral

2.6 Facilitate and support referral for specialist trauma services for the person, with consent

2.7 Follow-up referral to ensure person’s needs are being met

3. Promote trauma informed practices

3.1 Incorporate recognition of the impact of trauma in the development of individual support plans

3.2 Reflect on aspects of current service practice and programs to identify areas for improved trauma informed practice

3.3 Regularly gather feedback from the person and others to identify potential areas for improved trauma informed service practices

3.4 Identify service policies, procedures or practices that could potentially contribute to traumatisation and re-traumatisation

3.5 Develop change strategies and plans to strengthen trauma informed practice, in collaboration with a person with lived experience of trauma

3.6 Provide information and resources to other workers that promotes trauma informed principles and practices in the workplace

3.7 Participate in trauma informed supervision or peer supervision

3.8 Contribute to the development of policies to reduce or minimise experiences of vicarious trauma

4. Maintain safety in practice

4.1 Take appropriate action to ensure safety

4.2 Acknowledge limits of own abilities and make referrals as appropriate

4.3 Proactively review programs, services and plans to minimise potential issues or incidents

4.4 Defuse, and de-escalate potential incidents by implementing individual plans or service procedures

4.5 Respond and communicate effectively and sensitively to people in distress

4.6 Resolve conflicts using conflict resolution and negotiation skills

4.7 Identify emergency situations and seek assistance according the needs of all those involved

4.8 Implement self care practices including reflection, supervision and debriefing