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Evidence Guide: CHCYTH404D - Support young people in crisis

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

 

CHCYTH404D - Support young people in crisis

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

Implement risk minimisation strategies

  1. Establish a framework for dealing with potential crisis situations
  2. Undertake timely risk assessment of potential crisis situation, with due consideration for the safety of young people and others
  3. Identify, assess and implement a variety of possible strategies to minimise risk in accordance with organisation procedures
  4. Identify appropriate sources and strategies for accessing support and act on as required
  5. Call for further assistance without delay, where it is required
Establish a framework for dealing with potential crisis situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, assess and implement a variety of possible strategies to minimise risk in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate sources and strategies for accessing support and act on as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Call for further assistance without delay, where it is required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain a safe environment for young people

  1. Identify and routinely implement organisation's policies, procedures and practices designed to maximise physical and emotional safety of young person
  2. Maintain healthy and safe environment to minimise potential for harm
  3. Respond to incidents to safeguard young people
  4. Initiate appropriate post critical activities to assist young people and provide routinely
  5. Ensure all legislative and ethical requirements are met by self and those who supervise
Identify and routinely implement organisation's policies, procedures and practices designed to maximise physical and emotional safety of young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain healthy and safe environment to minimise potential for harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to incidents to safeguard young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate appropriate post critical activities to assist young people and provide routinely

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all legislative and ethical requirements are met by self and those who supervise

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 is best assessed in the workplace or in a simulated workplace under the normal range of conditions

Competency is demonstrated in assisting young people in crisis situations for at least one type of crisis situation taking account of the organisation policies and procedures designed to maximise safety

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

Resource requirements for assessment of this unit include access to:

a workplace or an accurately simulated environment where assessment may 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:

Role and responsibilities of self and other staff for responding to critical incidents

Understanding of how critical incidents and risks arise both generally and in particular situations

Issues affecting young people

Basic counselling strategies

Protocols of crisis intervention

Mental health issues

Policies/procedures

Essential skills:

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:

conducting interviews

advanced communication

counselling

predicting possible outcomes or consequences of particular actions

establishing and facilitating meetings

adequate literacy skills for record-keeping and report writing to the standards defined by the organisation

Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (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.

Young people will include:

Individual young people who are users of the services of the organisation

Individual young people referred to the organisation

Young people who are involuntary or voluntary users of the service of the organisation

Young people who fall in the specific target group of the organisation

Crisis situations may include:

Threatened suicide

Drug overdose

Domestic violence

Abusive situations

Self-harm

Serious indictable offences homelessness

Death

Verbal abuse

Mental health issues

Depression

Separate homelessness

Possible strategies to minimise risk may include:

Counselling

Restraining

Diversion

Segregation

Employing communication skills

Seeking assistance

Seeking emergency assistance

Strategies for crisis/emergency action may include:

Actions undertaken and managed by the young person

Actions taken by the worker on behalf of the young person

Joint action

Referral to other agencies or services

Referrals to group/peer support

Short and long term

Referral to supervisor/colleagues

Assistance will include:

From own organisation

From another organisations

Government and non-government

Youth specific organisations

Generic community services organisation

Emergency services organisations

Organisation's policies and procedures will include:

Emergencies

Occupational health and safety (OHS)

Referrals

Reporting

Recording

Accountability

Code of conduct

Legislative, statutory obligations