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Evidence Guide: HLTAHW072 - Provide guidance in social and emotional wellbeing

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

 

HLTAHW072 - Provide guidance in social and emotional wellbeing

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 within professional and personal boundaries

  1. Define and observe professional boundaries when working with a range of clients, including women, men, children, young people, families, and couples
  2. Explain the professional and personal boundaries of social and emotional wellbeing support and discuss with the client
  3. Work in accordance with organisation policies on professional and personal boundaries
Define and observe professional boundaries when working with a range of clients, including women, men, children, young people, families, and couples

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the professional and personal boundaries of social and emotional wellbeing support and discuss with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work in accordance with organisation policies on professional and personal boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the current status and needs of the client

  1. Establish a safe, supportive and culturally secure environment for the client
  2. Explain the process of providing guidance and support to the client
  3. Discuss the role and limitations of the social and emotional wellbeing worker with the client
  4. Take client history through discussion with the client and relevant family/community members
  5. Assess client’s current mental status and needs by discussion with the client and appropriate others
Establish a safe, supportive and culturally secure environment for the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the process of providing guidance and support to the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the role and limitations of the social and emotional wellbeing worker with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take client history through discussion with the client and relevant family/community members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess client’s current mental status and needs by discussion with the client and appropriate others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan treatment for the client

  1. Discuss treatment options with client, including alternative therapies that may include traditional Aboriginal healing
  2. Develop a treatment plan in consultation with the client
Discuss treatment options with client, including alternative therapies that may include traditional Aboriginal healing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a treatment plan in consultation with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate emotional support and guidance to clients

  1. Establish an emotionally safe and culturally secure environment to support client self-disclosure
  2. Use a non-judgmental approach and build rapport, empathy and trust with the client
  3. Take into account socioeconomic demographic, cultural and language needs in all counselling work
  4. Use strategies for resolving conflict and building self-esteem where appropriate
  5. Select therapies and techniques appropriate to client’s physical, cultural, spiritual, intellectual and emotional needs
  6. Provide information to the client as appropriate and at the client’s request, in accordance with organisation policy and procedures, confidentiality requirements and duty of care
  7. Refer clients to appropriate services and follow-up as required
Establish an emotionally safe and culturally secure environment to support client self-disclosure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a non-judgmental approach and build rapport, empathy and trust with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account socioeconomic demographic, cultural and language needs in all counselling work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use strategies for resolving conflict and building self-esteem where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select therapies and techniques appropriate to client’s physical, cultural, spiritual, intellectual and emotional needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to the client as appropriate and at the client’s request, in accordance with organisation policy and procedures, confidentiality requirements and duty of care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer clients to appropriate services and follow-up as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review counselling treatment with clients

  1. Discuss effectiveness of the treatment plan with the client
  2. Discuss options for variation to the treatment plan and revise with the client
  3. Consult colleagues as necessary and appropriate in accordance with confidentiality requirements
Discuss effectiveness of the treatment plan with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss options for variation to the treatment plan and revise with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult colleagues as necessary and appropriate in accordance with confidentiality requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review progress of counselling relationship with the client

  1. Review effectiveness of therapeutic relationship with the client
  2. Discuss ending the relationship with the client and others (i.e. other agencies) as appropriate
  3. Review impact on the client of ending the counselling relationship
  4. Put in place referral and support networks to support client when counselling relationship ends
Review effectiveness of therapeutic relationship with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss ending the relationship with the client and others (i.e. other agencies) as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review impact on the client of ending the counselling relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Put in place referral and support networks to support client when counselling relationship ends

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use self-protection strategies

  1. Use conflict resolution and negotiation in a crisis as appropriate
  2. Take appropriate action to ensure safety of client, self and others in accordance with organisation policies and protocols and available resources
  3. Seek emergency assistance as required
  4. Acknowledge limits of own abilities and refer appropriately in accordance with organisation policies and available resources
  5. Seek debriefing as required
  6. Undertake ongoing self-care and stress-management activities
Use conflict resolution and negotiation in a crisis as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action to ensure safety of client, self and others in accordance with organisation policies and protocols and available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek emergency assistance as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge limits of own abilities and refer appropriately in accordance with organisation policies and available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek debriefing as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake ongoing self-care and stress-management activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Work within professional and personal boundaries

1.1 Define and observe professional boundaries when working with a range of clients, including women, men, children, young people, families, and couples

1.2 Explain the professional and personal boundaries of social and emotional wellbeing support and discuss with the client

1.3 Work in accordance with organisation policies on professional and personal boundaries

2. Assess the current status and needs of the client

2.1 Establish a safe, supportive and culturally secure environment for the client

2.2 Explain the process of providing guidance and support to the client

2.3 Discuss the role and limitations of the social and emotional wellbeing worker with the client

2.4 Take client history through discussion with the client and relevant family/community members

2.5 Assess client’s current mental status and needs by discussion with the client and appropriate others

3. Plan treatment for the client

3.1 Discuss treatment options with client, including alternative therapies that may include traditional Aboriginal healing

3.2 Develop a treatment plan in consultation with the client

4. Provide appropriate emotional support and guidance to clients

4.1 Establish an emotionally safe and culturally secure environment to support client self-disclosure

4.2 Use a non-judgmental approach and build rapport, empathy and trust with the client

4.3 Take into account socioeconomic demographic, cultural and language needs in all counselling work

4.4 Use strategies for resolving conflict and building self-esteem where appropriate

4.5 Select therapies and techniques appropriate to client’s physical, cultural, spiritual, intellectual and emotional needs

4.6 Provide information to the client as appropriate and at the client’s request, in accordance with organisation policy and procedures, confidentiality requirements and duty of care

4.7 Refer clients to appropriate services and follow-up as required

5. Review counselling treatment with clients

5.1 Discuss effectiveness of the treatment plan with the client

5.2 Discuss options for variation to the treatment plan and revise with the client

5.3 Consult colleagues as necessary and appropriate in accordance with confidentiality requirements

6. Review progress of counselling relationship with the client

6.1 Review effectiveness of therapeutic relationship with the client

6.2 Discuss ending the relationship with the client and others (i.e. other agencies) as appropriate

6.3 Review impact on the client of ending the counselling relationship

6.4 Put in place referral and support networks to support client when counselling relationship ends

7. Use self-protection strategies

7.1 Use conflict resolution and negotiation in a crisis as appropriate

7.2 Take appropriate action to ensure safety of client, self and others in accordance with organisation policies and protocols and available resources

7.3 Seek emergency assistance as required

7.4 Acknowledge limits of own abilities and refer appropriately in accordance with organisation policies and available resources

7.5 Seek debriefing as required

7.6 Undertake ongoing self-care and stress-management activities

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Work within professional and personal boundaries

1.1 Define and observe professional boundaries when working with a range of clients, including women, men, children, young people, families, and couples

1.2 Explain the professional and personal boundaries of social and emotional wellbeing support and discuss with the client

1.3 Work in accordance with organisation policies on professional and personal boundaries

2. Assess the current status and needs of the client

2.1 Establish a safe, supportive and culturally secure environment for the client

2.2 Explain the process of providing guidance and support to the client

2.3 Discuss the role and limitations of the social and emotional wellbeing worker with the client

2.4 Take client history through discussion with the client and relevant family/community members

2.5 Assess client’s current mental status and needs by discussion with the client and appropriate others

3. Plan treatment for the client

3.1 Discuss treatment options with client, including alternative therapies that may include traditional Aboriginal healing

3.2 Develop a treatment plan in consultation with the client

4. Provide appropriate emotional support and guidance to clients

4.1 Establish an emotionally safe and culturally secure environment to support client self-disclosure

4.2 Use a non-judgmental approach and build rapport, empathy and trust with the client

4.3 Take into account socioeconomic demographic, cultural and language needs in all counselling work

4.4 Use strategies for resolving conflict and building self-esteem where appropriate

4.5 Select therapies and techniques appropriate to client’s physical, cultural, spiritual, intellectual and emotional needs

4.6 Provide information to the client as appropriate and at the client’s request, in accordance with organisation policy and procedures, confidentiality requirements and duty of care

4.7 Refer clients to appropriate services and follow-up as required

5. Review counselling treatment with clients

5.1 Discuss effectiveness of the treatment plan with the client

5.2 Discuss options for variation to the treatment plan and revise with the client

5.3 Consult colleagues as necessary and appropriate in accordance with confidentiality requirements

6. Review progress of counselling relationship with the client

6.1 Review effectiveness of therapeutic relationship with the client

6.2 Discuss ending the relationship with the client and others (i.e. other agencies) as appropriate

6.3 Review impact on the client of ending the counselling relationship

6.4 Put in place referral and support networks to support client when counselling relationship ends

7. Use self-protection strategies

7.1 Use conflict resolution and negotiation in a crisis as appropriate

7.2 Take appropriate action to ensure safety of client, self and others in accordance with organisation policies and protocols and available resources

7.3 Seek emergency assistance as required

7.4 Acknowledge limits of own abilities and refer appropriately in accordance with organisation policies and available resources

7.5 Seek debriefing as required

7.6 Undertake ongoing self-care and stress-management activities

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided social and emotional wellbeing guidance to at least three clients by:

assessing the mental status and needs of each client

developing appropriate treatment and/or referral plans/options, including alternative therapies, as appropriate in consultations with colleagues and relevant professionals

discussing treatment options with client

providing appropriate emotional support and guidance as part of the treatment plan using:

listening skills

building rapport

negotiation

questioning, reframing

externalising

reflection process by worker

motivational interviewing

reviewing the progress of the relationship with the client and colleagues, including the prospect of ending the relationship

exercising professional boundaries with each client

using self-protection strategies as appropriate to working with each client, including:

resolving conflicts and crisis negotiation

ensuring safety of self and others

seeking emergency assistance and debriefing

undertaking stress-management activities.

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.

This includes knowledge of:

conflict resolution strategies for individuals and families

models and techniques to provide social and emotional support, including:

six-step problem-solving method

five stages of trauma recovery

antecedents, behaviour, consequences model (ABC model of behaviour)

cognitive behaviour therapy (CBT) model

brief solution-focused therapy

narrative therapy

subjective, objective, assessment, plan, implementation and evaluation (SOAPIE) notes

strategies for counselling survivors of sexual abuse, sexual assault, children and young people, couples, families, grieving families, friends and communities

motivational interviewing

definitions of grief and models of support

strategies of open communication for couples

what makes a good counsellor (listening, skills, empathy, trust, etc.)

healing models, such as:

Atkinson’s trans-generational healing model

traditional healing practices

healing through art, drawing, music

social genograms

narrative therapy

local support networks and services

sexual abuse, including:

definitions, myths and facts

ways survivors feel and behave

monitoring sexual abuse

patterns in relating to the world for survivors

sexual assault, including:

definitions, myths and facts

effects

legal and medical procedures

strategies for counselling

Stolen or Removed Generations

suicide and self-harm, including:

risk factors

emergency procedures

assistance and support (agencies, community, family)

counselling strategies

referral options

organisation policies and procedures.