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Evidence Guide: CHCTC403A - Provide telephone counselling in crisis situations

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

 

CHCTC403A - Provide telephone counselling in crisis situations

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

Identify when to apply crisis intervention

  1. Be alert to the need for a crisis assessment and response by evidence of one or more of the following in the client:
Be alert to the need for a crisis assessment and response by evidence of one or more of the following in the client:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

disabling levels of distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

difficulty performing daily tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

difficulty fulfilling usual roles and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

possible threats to life or safety

  1. Apply checklists to determine client response as appropriate
Apply checklists to determine client response as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply crisis intervention strategies

  1. Establish rapport and an active working relationship
  2. Affirm help-seeking and instil realistic hope for managing the current crisis
  3. Focus on how past or current problems are affecting present feelings, thoughts and behaviours
  4. Balance the exploration and containment of powerful feelings and disabling thoughts
  5. Balance adoption of a collaborative and directive helping stance according to the client's current capacity for decision-making and coping
  6. Provide structure and strategies for dealing with the immediate crisis through enabling thoughts and behaviours
  7. Identify and decide on short-term coping steps
  8. Provide options for links to further help, actively facilitating these where necessary
Establish rapport and an active working relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Affirm help-seeking and instil realistic hope for managing the current crisis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Focus on how past or current problems are affecting present feelings, thoughts and behaviours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Balance the exploration and containment of powerful feelings and disabling thoughts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Balance adoption of a collaborative and directive helping stance according to the client's current capacity for decision-making and coping

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide structure and strategies for dealing with the immediate crisis through enabling thoughts and behaviours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and decide on short-term coping steps

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide options for links to further help, actively facilitating these where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply risk assessment strategies and implement risk management

  1. Demonstrate vigilance about potential threats to life or safety in managing every crisis situation
  2. Practise direct inquiry about thoughts of self-harm or harming others when there are slightest grounds for concern
  3. Practise direct enquiry about possible exposure to harm from others when there are slightest grounds for concern
  4. Employ risk assessment and risk management strategies whenever needed
  5. Actively facilitate emergency interventions where assessed to be necessary to protect life or safety
Demonstrate vigilance about potential threats to life or safety in managing every crisis situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise direct inquiry about thoughts of self-harm or harming others when there are slightest grounds for concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise direct enquiry about possible exposure to harm from others when there are slightest grounds for concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ risk assessment and risk management strategies whenever needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively facilitate emergency interventions where assessed to be necessary to protect life or safety

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

Assessment must occur in the workplace or similar environment conducive to professional work

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 for training in and assessment of crisis intervention competencies needs to be available to:

provide initial and ongoing training

ensure baseline knowledge and skills following basic training

observe implementation of these competencies in actual counselling situations and simulated role plays

facilitate learning through reflection on practice and integration of supervisory feedback

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

observation of practice on telephone shifts

response to and integration of supervisory feedback

Co-requisites

This unit must be assessed in conjunction with related units:

CHCTC301B Deliver a service consistent with the organisation's mission and values

CHCTC302A Provide client-centred telephone counselling

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:

Principles and practice of crisis intervention, including relevant ethical guidelines and policy requirements which affect duty of care

Applications of crisis intervention principles and practices to the telephone counselling medium

Principles and practices of suicide intervention - particularly the tasks of suicide risk assessment and risk management associated with suicide first aid

Procedures for facilitating referrals and emergency interventions

The specific requirements of crisis intervention and how they relate to and complement general telephone counselling

Knowledge of personal attitudes, beliefs and values and how these might facilitate or impede effective crisis interventions

General awareness of how mental health issues may impact on crisis intervention

Principles of self care and support-seeking relevant to involvement in crisis intervention work

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate appropriate use of self and accessing appropriate support in providing counselling service in times of crisis so duty of care and safety of client is assured

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 application of skills in:

competent counselling skills

effective general crisis intervention skills

suicide risk recognition, assessment, and management (suicide first aid)

consulting appropriately

facilitating links with higher levels of care

self-monitoring and self care

seeking and integrating supervisory support

Use relevant workplace technology safely and effectively in line with occupational health and safety (OHS) guidelines

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

A crisis is any situation where:

Internal distress over impactful events, painful transitions or problems in living has escalated to the point where it is disabling a person's ability to cope and function

The person in crisis may be at risk of self-injury or suicide and may sometimes pose a threat to others

The focus of crisis intervention is constructive management of the immediate situation

Its primary goals are to promote safety, reduce distress and restore functioning rather than deal with underlying issues or explore long-term strategies for addressing them

Crisis intervention always involves vigilance about potential threats to life and safety and development of a safety plan to address any imminent danger assessed to be present

Crisis intervention complements other strategies adopted by the caregiver or counsellor and focuses on stabilising the current situation and providing a bridge to further help

Once the immediate crisis has been addressed, other strategies designed to provide counselling, treatment care or support can be commenced or resumed

General context of work:

Counsellors have received training in the principles and practice of crisis intervention, including risk management and suicide first aid

Work is performed in a setting where ongoing supervision is provided within a team environment

Supervision on 24-hour call may be accessed during a call should counsellors require it and must be accessed in certain mandated situations such as a potential suicide in progress

Work will be assessed in accordance with professional standards of care commensurate with the telephone counselling role

Enterprise requirements and OHS legislation shall be observed

Working independently must include:

Counsellors must demonstrate the capacity to work competently and independently according to the principles of their training and within the general context of the supervisory relationship noted above

They shall be accountable for their own professional conduct and practice including:

carrying out assigned tasks

working effectively under the pressure of crisis situations

maintaining the quality of services to the organisations callers

Internal referral systems may include:

Training

Organisations referral database and folders

Supervisory and on call network

Support personnel

Literature - including books and brochures