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Evidence Guide: CHCYTH407D - 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

 

CHCYTH407D - Respond to critical situations

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

Minimise the impact of critical incidents

  1. Respond to incidents confidently, effectively, appropriately and in accordance with agreed processes
  2. Identify the possible causes of incidents and assess these for relevance to the safety and welfare of young people and the service environment
  3. Identify and provide information on potential responses to the appropriate team members for action and support
  4. Request assistance clearly and promptly
  5. Use protective strategies according to instructions and procedures
Respond to incidents confidently, effectively, appropriately and in accordance with agreed processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the possible causes of incidents and assess these for relevance to the safety and welfare of young people and the service environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and provide information on potential responses to the appropriate team members for action and support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Request assistance clearly and promptly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use protective strategies according to instructions and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prevent escalation of violent behaviour

  1. Routinely monitor person's behaviour pattern to ensure aggressive or abusive behaviour minimised
  2. Develop plan of care outlining ways to prevent, and respond to clients expressions of violence against self or others, communicate it to relevant personnel and implement the plan
  3. Respond to crisis situations in a manner that promotes calm and reassurance
  4. Use procedure to protect clients from endangering themselves or others that are consistent with legal, ethical and organisation requirements, and safety considerations
  5. Make appropriate judgements relating to physical restraint, based on balance of risk and safety of all
  6. Administer first aid and other assistance as necessary
Routinely monitor person's behaviour pattern to ensure aggressive or abusive behaviour minimised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plan of care outlining ways to prevent, and respond to clients expressions of violence against self or others, communicate it to relevant personnel and implement the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to crisis situations in a manner that promotes calm and reassurance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use procedure to protect clients from endangering themselves or others that are consistent with legal, ethical and organisation requirements, and safety considerations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Administer first aid and other assistance as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Secure the safety of clients

  1. Anticipate potential causes of conflict and harmful behaviour and make respond appropriately, to prevent escalation
  2. Use calm, confident and assertive communication to establish positive personal interaction and exchange information
  3. Provide information designed to promote positive decision-making based on the relationship between actions and consequences
  4. Provide information to all relevant individuals in a clear, accurate and comprehensive manner
  5. Select response and action designed to minimise risk, prevent escalation and to preserve the safety and security of all involved
  6. In responses and emergency action, give priority to the protection of individuals from severe harm
  7. Ensure use of force for maintenance of safety complies with procedures and is applied with minimum force to establish control
Anticipate potential causes of conflict and harmful behaviour and make respond appropriately, to prevent escalation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use calm, confident and assertive communication to establish positive personal interaction and exchange information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to all relevant individuals in a clear, accurate and comprehensive manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In responses and emergency action, give priority to the protection of individuals from severe harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure use of force for maintenance of safety complies with procedures and is applied with minimum force to establish control

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

Because of the unpredictable factors included in this unit, assessment in the workplace may depend on indirect or supplementary evidence, particularly the use of simulations and practice drills

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 accurately simulated environment for assessment

Method of assessment:

Knowledge testing and simulation exercises conducted in a training program

Knowledge testing through questioning on performance and contingency scenarios

Observation of performance in routine workplace activities

Documentation and products produced as part of routine work activities

Observation and documentation from specially conducted assignments based on routine work requirements

Observations from supervisors, colleagues, clients and specialist support agencies

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:

Organisation's policies, guidelines and procedures related to monitoring the safety and welfare of young people and preventing and responding to incidents risk taking behaviour

Team roles and responsibilities and reporting requirements

Responsibilities of child protection reporting and duty of care

Teamwork principles and strategies

First aid techniques

Principles of effective communication for counselling, risk assessment, negotiation, mediation and information management

Organisation's reporting procedures and format

Code of conduct

Emergency protocols

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate knowledge and application of organisation policies and procedures for responding to critical situations

Demonstrate knowledge and relevance of statutory obligations and duty of care including child protection reporting

Assess risks to client safety and welfare and selecting approved and effective responses

Use effective communication skills and techniques under pressure

Use protective and first aid techniques and equipment

Demonstrate knowledge of organisation's delegations, accountability and reporting processes related to critical situations

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 effective communication skills across a range of situations relevant to the work role

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.

Critical situations will include actions and events:

From others which jeopardise the safety and welfare of young people

Which jeopardise the safety and welfare of the public

Which jeopardise the safety and welfare of staff and colleagues

Issues of child protection

Criminal actions

From themselves (including self-harm and suicidal behaviour)

Response and action designed to minimise risk may include:

Separation/isolation/searches

Defusing strategies

Counselling

Specialists/experts

Intervention or mediation

Special intervention

Cultural support specialists

Referrals

Negotiation

Specialist response teams

Incidents or conflict may include:

Potential or actual causes

Young people expressing violence towards themselves or others

Young people experiencing violence

Intense anger or despair