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Evidence Guide: HLTAHW608B - Practise social and emotional well being in a clinical setting

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

 

HLTAHW608B - Practise social and emotional well being in a clinical setting

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

Differentiate between ways to conceptualise and treat mental disorders

  1. Use mental health classification systems appropriately when diagnosing Aboriginal and/or Torres Strait Islander people
  2. Identify situations where a traditional healer could make an effective contribution to the treatment and management of Aboriginal clients
  3. Identify treatment approaches to potentially reduce the stay in mental institutions for Aboriginal and/or Torres Strait Islander people and assist early return to their communities
  4. Examine and evaluate the environment of mental health facilities/institutions in relation to potential impact on Aboriginal and/or Torres Strait Islander clients
  5. Identify the impact of cultural and spiritual factors on the way mental health problems develop and present
Use mental health classification systems appropriately when diagnosing Aboriginal and/or Torres Strait Islander people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify situations where a traditional healer could make an effective contribution to the treatment and management of Aboriginal clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify treatment approaches to potentially reduce the stay in mental institutions for Aboriginal and/or Torres Strait Islander people and assist early return to their communities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine and evaluate the environment of mental health facilities/institutions in relation to potential impact on Aboriginal and/or Torres Strait Islander clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the impact of cultural and spiritual factors on the way mental health problems develop and present

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address the organisation's role and function in the management and treatment of mental disorders

  1. Identify ways in which the organisation's administrative and health care staff can physically, spiritually and emotionally support Aboriginal and Torres Strait Islander people and their families
  2. Identify community health organisation's role and manner of preparing and supporting Aboriginal and/or Torres Strait Islander clients to re-enter their communities
  3. Identify organisation policies and procedures that acknowledge the importance of Aboriginal and Torres Strait Islander people's spiritual and emotional ties
  4. Clarify and support links between agencies providing primary, secondary and tertiary care
  5. Identify and access appropriately local government and non-government resources available to assist clients from remote areas
Identify ways in which the organisation's administrative and health care staff can physically, spiritually and emotionally support Aboriginal and Torres Strait Islander people and their families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify community health organisation's role and manner of preparing and supporting Aboriginal and/or Torres Strait Islander clients to re-enter their communities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify organisation policies and procedures that acknowledge the importance of Aboriginal and Torres Strait Islander people's spiritual and emotional ties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and support links between agencies providing primary, secondary and tertiary care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access appropriately local government and non-government resources available to assist clients from remote areas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain inter-sectoral networks

  1. Recognise the importance of cross sector collaborations between agencies, particularly in the context of early intervention and treatment for clients with multiple diagnoses
  2. Identify the roles and functions of members of multi-disciplinary health care teams
  3. Recognise different organisational cultures within a drug and alcohol service and a mental health service, and identify their impact on workers
  4. Identify difficulties in addressing gaps in the system that impede continuity of care
  5. Identify factors/attributes that contribute to a flexible, dynamic and productive health team
  6. Recognise the importance of policies that reflect equal opportunity and ensure that staff participate in cross cultural awareness programs
  7. Identify ways case management can contribute to effective inter-sectoral service delivery
  8. Identify staff development issues for inter-sectoral workers
Recognise the importance of cross sector collaborations between agencies, particularly in the context of early intervention and treatment for clients with multiple diagnoses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the roles and functions of members of multi-disciplinary health care teams

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise different organisational cultures within a drug and alcohol service and a mental health service, and identify their impact on workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify difficulties in addressing gaps in the system that impede continuity of care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors/attributes that contribute to a flexible, dynamic and productive health team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the importance of policies that reflect equal opportunity and ensure that staff participate in cross cultural awareness programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify ways case management can contribute to effective inter-sectoral service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify staff development issues for inter-sectoral workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use clinical practices appropriate to social and emotional well being work

  1. Identify clinical practices relevant to social and emotional well being work
  2. Clarify the meaning of 'culturally appropriate manner' in general and specific cultural contexts
  3. Discuss client treatment with other members of the health care team
  4. Recognise the importance of accurate clinical baseline observations in practice
  5. Take client history in accordance with the needs of the client and the health care setting
  6. Undertake comprehensive reporting in line with organisation requirements
  7. Identify instances where the social and emotional well being worker might advocate for a client in accordance with the philosophy of the organisation
Identify clinical practices relevant to social and emotional well being work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the meaning of 'culturally appropriate manner' in general and specific cultural contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss client treatment with other members of the health care team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the importance of accurate clinical baseline observations in practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take client history in accordance with the needs of the client and the health care setting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake comprehensive reporting in line with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify instances where the social and emotional well being worker might advocate for a client in accordance with the philosophy of the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise social and emotional well being work

  1. Use a culturally appropriate manner in all interactions with the client (including active listening, clarifying, probing techniques)
  2. Develop care plans and discuss implementation and evaluation with the health care team
  3. Conduct client interviews, ensuring that there is appropriate preparation and consideration given to opening, developing and closing the interview
  4. Review existing records to ensure that all appropriate information is taken into account when treating a client
Use a culturally appropriate manner in all interactions with the client (including active listening, clarifying, probing techniques)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop care plans and discuss implementation and evaluation with the health care team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct client interviews, ensuring that there is appropriate preparation and consideration given to opening, developing and closing the interview

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review existing records to ensure that all appropriate information is taken into account when treating a client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow organisation's occupational health and safety procedures

  1. Consult organisation's OH&S policy and procedures manual to clarify policies and procedures for a range of situations
  2. Clarify and apply procedures for dealing with clients and their relatives who are verbally or physically threatening
  3. Clarify and apply organisation OH&S requirements for use in caring for psychotic clients
  4. Ensure responses to clients who spit at or bite the worker reflect the appropriate order of priority for maintaining worker safety
Consult organisation's OH&S policy and procedures manual to clarify policies and procedures for a range of situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and apply procedures for dealing with clients and their relatives who are verbally or physically threatening

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and apply organisation OH&S requirements for use in caring for psychotic clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure responses to clients who spit at or bite the worker reflect the appropriate order of priority for maintaining worker 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 of assessment:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Method of assessment:

Assessment must take place through a combination of observation on the job and completion of self paced workbook activities
This may be undertaken in conjunction with, or with verification by, a workplace supervisor, preceptor or mentor

Assessment must include observation of the following specific workplace activities:

counselling sessions

crisis intervention

Assessment must include self-assessment through a personal journal

Consistency of performance:

Consistent performance should be demonstrated across an appropriate range of service delivery situations

To ensure consistency of performance the assessment should be holistic and allow for demonstration of competence with clients in a number of different contexts (e.g. in role plays, case studies and small group discussions)
These contexts would include working with clients who have dual diagnosis

Client groups may include:

youth/adults

children

older people

families

communities

clients who would be managed by the workers as part of a mental health team

clients who have been referred to other agencies or other health professionals

Conditions of assessment:

This unit includes skills and knowledge specific to Aboriginal and/or Torres Strait Islander culture

Assessment must therefore be undertaken by a workplace assessor who has expertise in the unit of competency or who has the current qualification being assessed and who is:

Aboriginal or Torres Strait Islander him/herself

or:

accompanied and advised by an Aboriginal or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Context of assessment:

Assessment for this unit must take place in the workplace, which must include:

Community Controlled Aboriginal Medical Services

Community Controlled Aboriginal Services

Government Aboriginal Health Services

Institutional settings/facilities

All assessments must ensure that the personal safety of the worker and the client is taken into consideration when demonstrating competence

Related units:

This unit should be assessed either after or in conjunction with:

HLTAHW606B Provide guidance in social and emotional well being

CHCAOD408A Assess needs of clients with alcohol and/or other drugs issues

CHCMH504D Provide a range of services to people with mental health issues

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

This includes knowledge of:

Role and responsibilities of a social and emotional well being worker in a multidisciplinary team

The differences between the roles of a social and emotional well being worker in a community controlled organisation and in a government organisation

Organisational philosophies, values and beliefs

Social and emotional issues associated with mental health of Aboriginal and/or Torres Strait Islander clients

Clinical aspects of mental health assessments, treatments and services

Relevant occupational health and safety requirements for practice, including (but not limited to):

duty of care

confidentiality

debriefing

universal precautions

hazard/incident reporting procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Deliver social and emotional well being services to Aboriginal and/or Torres Strait Islander clients within the context of a specific organisation

Work effectively as a member of a multi-disciplinary health care team and in collaboration with other agencies

Use clinical practices appropriate to social and emotional well being work

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

This includes the ability to apply:

Counselling skills:

listening skills

negotiation

questioning, reframing

externalising

reflection process by worker

Counselling techniques - individual, family, couple, with specific skills in working with:

children

youth

couples/families

sexual abuse survivors

sexual assault

those at risk of suicide/self harm

Referral procedures to agencies

Professional boundaries and ethics

Debriefing strategies&processes

Crisis management

Problem solving skills

Communication skills for couples

Conflict resolution skills

Shared case management

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.

Cultural Respect

This competency standard supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and Torres Strait Islander peoples

It recognises that the improvement of the health status of Aboriginal and Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well being, community capacity and governance

Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices

Community Control

Community participation and control in decision-making is essential to all aspects of health work, and the role of the health worker is to support the community in this process

Supervision

Supervision must be conducted in accordance with prevailing State/Territory and organisation legislative and regulatory requirements

References to supervision may include either direct or indirect supervision of work by more experienced workers, supervisors, managers or other health professionals

A person at this level should only be required to make decisions about clients within the organisation's standard treatment protocols and associated guidelines

Legislative requirements

Federal, state or territory legislation may impact on workers' practices and responsibilities. Implementation of the competency standards should reflect the legislative framework in which a health worker operates. It is recognised that this may sometimes reduce the application of the Range of Variables in practice. However, assessment in the workplace or through simulation should address all essential skills and knowledge across the Range of Variables

Aboriginal and/or Torres Strait Islander Health Workers may be required to operate in situations that do not constitute "usual practice" due to lack of resources, remote locations and community needs. As a result, they may need to possess more competencies than described by "usual practice circumstances"

Under all circumstances, the employer must enable the worker to function within the prevailing legislative framework

Service settings may include:

Aboriginal Medical Services

Advocacy Services e.g. support groups

Community Services for Aboriginal People
e.g. mobile patrols, youth services, rehabilitation units, sexual assault agencies

Emergency support services - e.g. psychiatric emergency teams, kid's helpline, Samaritans

Institutional (e.g. psychiatric in-patients, out-patients clinics)

Outreach services e.g. Ngunga Alcohol&Substance Abuse Service (NASAS), Men's Outreach

Services provided include

Advocacy

Counselling (face to face&telephone)

Crisis intervention

Debriefing

Early intervention/prevention

Liaising between agencies

Medication monitoring

Referral

Support

Mental health classification systems include:

Diagnostic and Statistical Manual of Mental Disorders DSM IV

International Classification of Diseases ICD 10

Local government and non-government resources may include:

Interpreters

Liaison services

Multi-disciplinary health care teams may include:

Aboriginal and/or Torres Strait Islander health workers

Community or psychiatric nurse

Other members of the health team

Psychiatrist

Social&Emotional Well Being worker

Social worker

Stakeholders include:

Aboriginal communities

Aboriginal Medical Services

Communities

Community controlled organisations

Families

Government - commonwealth, state/territory&local

Individuals

Factors influencing service delivery may include:

Government policy

Legislation

Locality - e.g. urban, rural, remote, regional

Organisation policy

Regulations

Socio-demographic

Characteristics of clients may include:

Addicts or recovering addicts

Adults

Children

Grieving individuals, families and communities

People who have limited schooling

People with English as a second or third language

Stolen generations

Survivors of sexual abuse

Victims of sexual assault

Victims of trauma, domestic/family violence, assault or abuse

Youth

Organisation policies and procedures may include

Emergency procedures

OH& S procedures

Practice guidelines for social and emotional well being workers

Referral procedures

Linked agencies may include:

Aboriginal Medical Services

Accommodation

Crisis services such as Kids Help Line, Samaritans, Anglicare, Refuges, Sobering Up Shelters

Department of Social Security /Centrelink

Emergency services

Employment services and support

Family&Children's Services or equivalent

Financial assistance agencies (e.g. Family&Children's Services)

Health Department

Hospital

Mental health services

Ministry of Justice

Police

Sexual Assault Referral Centre, Sexual Assault Counselling Services