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Evidence Guide: CHCYTH016 - Respond to critical 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

 

CHCYTH016 - Respond to critical situations

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

Implement risk minimisation strategies.

  1. Identify and establish workplace framework for avoiding and dealing with potential crisis situations.
  2. Undertake timely risk assessment of potential crisis, with consideration for the safety of young people and others.
  3. Identify, assess and implement strategies to minimise risk in accordance with organisational policies and procedures.
  4. Recognise possible causes of incidents, including self and colleagues, and assess causes with respect to the safety and welfare of young people.
  5. Provide opportunities for young people to explore new experiences that provide positive outcomes.
  6. Seek and provide information on potential responses to team members for action and support.
  7. Request assistance clearly and promptly.
Identify and establish workplace framework for avoiding and dealing with potential crisis situations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake timely risk assessment of potential crisis, with consideration for the safety of young people and others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, assess and implement strategies to minimise risk in accordance with organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise possible causes of incidents, including self and colleagues, and assess causes with respect to the safety and welfare of young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for young people to explore new experiences that provide positive outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and provide information on potential responses to team members for action and support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Request assistance clearly and promptly.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain a safe environment for young people.

  1. Identify and routinely implement organisational policies, procedures and practices designed to maximise physical, social and emotional safety of young persons.
  2. Maintain a healthy and safe environment to enhance opportunities for healthy behaviour while minimising and diverting potential for harm.
  3. Evaluate relevance of self, colleagues and work context for young person as they change and progress.
  4. Support young person’s agency and right to self-determination.
  5. Seek opportunities to engage the young person with Playfulness, Acceptance, Curiosity and Empathy (PACE).
  6. Ensure legislative and ethical requirements are met when carrying out work with young people.
Identify and routinely implement organisational policies, procedures and practices designed to maximise physical, social and emotional safety of young persons.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain a healthy and safe environment to enhance opportunities for healthy behaviour while minimising and diverting potential for harm.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate relevance of self, colleagues and work context for young person as they change and progress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young person’s agency and right to self-determination.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek opportunities to engage the young person with Playfulness, Acceptance, Curiosity and Empathy (PACE).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure legislative and ethical requirements are met when carrying out work with young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prevent escalation of violent behaviour.

  1. Routinely monitor young person’s behaviour pattern to ensure aggressive and abusive behaviour is minimised.
  2. Seek opportunities for the young person to engage in positive activities and relationships that enhance the present environment and offer transition to a positive alternative environment.
  3. Develop an action plan of care that outlines enhancement of positive and healthy behaviours and prevents or responds to young person’s expressions of violence against self or others.
  4. Communicate and implement care plan with relevant personnel.
  5. Anticipate potential causes of conflict and harmful behaviour and create opportunities for calm and reassurance, or activities that avoid escalation.
  6. Prepare the environment before escalation, by diverting the young person to a safer environment or removing potential harmful objects and people from their current environment.
  7. Use procedures to protect young people from endangering themselves and others consistent with legal, ethical and organisational policies and procedures, and safety considerations.
  8. Make judgements relating to physical restraint based on balance of risk and safety of all.
  9. Provide assistance and diversion as necessary for the situation.
  10. Complete relevant documentation according to organisational policies and procedures.
Routinely monitor young person’s behaviour pattern to ensure aggressive and abusive behaviour is minimised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek opportunities for the young person to engage in positive activities and relationships that enhance the present environment and offer transition to a positive alternative environment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an action plan of care that outlines enhancement of positive and healthy behaviours and prevents or responds to young person’s expressions of violence against self or others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate and implement care plan with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Anticipate potential causes of conflict and harmful behaviour and create opportunities for calm and reassurance, or activities that avoid escalation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare the environment before escalation, by diverting the young person to a safer environment or removing potential harmful objects and people from their current environment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use procedures to protect young people from endangering themselves and others consistent with legal, ethical and organisational policies and procedures, and safety considerations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make judgements relating to physical restraint based on balance of risk and safety of all.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance and diversion as necessary for the situation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete relevant documentation according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate the prevention of harm.

  1. Use calm, confident and assertive communication to establish positive personal interaction and exchange of information.
  2. Provide information to promote positive decision making based on the relationship between actions and consequences.
  3. Present clear, accurate and comprehensive information to all relevant individuals.
  4. Select response and action designed to minimise risk, prevent escalation and preserve the safety and security of all involved.
  5. Prioritise the protection of individuals from severe harm in responses and emergency action.
  6. Ensure use of force for maintenance of safety complies with organisational policies and procedures.
  7. Debrief and support workers according to organisational policies and procedures.
  8. Complete documentation in an accurate and timely manner.
Use calm, confident and assertive communication to establish positive personal interaction and exchange of information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to promote positive decision making based on the relationship between actions and consequences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present clear, accurate and comprehensive information to all relevant individuals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select response and action designed to minimise risk, prevent escalation and preserve the safety and security of all involved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise the protection of individuals from severe harm in responses and emergency action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure use of force for maintenance of safety complies with organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Debrief and support workers according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation in an accurate and timely manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge