NTISthis.com

Evidence Guide: HLTAHW609B - Provide closure on healing processes

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

 

HLTAHW609B - Provide closure on healing processes

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

Complete a facilitated group healing journey

  1. Review and agree to rules for participation in a healing group as part of a group, ensuring safety, culturally security and confidentiality during and after the process
  2. Practise verbal and non-verbal communication skills within the group
  3. Practise self reflection through review of key issues recorded relating to the healing process
  4. Acknowledge the impact of confronting own issues by self-disclosure of past emotional influences
  5. Undertake work to review and complete a healing journey in the group context
  6. Reflect on the impacts of participation in healing journeys and share in the group context
Review and agree to rules for participation in a healing group as part of a group, ensuring safety, culturally security and confidentiality during and after the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise verbal and non-verbal communication skills within the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise self reflection through review of key issues recorded relating to the healing process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge the impact of confronting own issues by self-disclosure of past emotional influences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake work to review and complete a healing journey in the group context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on the impacts of participation in healing journeys and share in the group context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create a safe place to continue healing

  1. Acknowledge the importance of healing as an ongoing process for Aboriginal and/or Torres Strait Islander people
  2. Explore and clarify the relevance of experiencing personal healing as a basis for providing support and healing for clients
  3. Identify principles for creating a safe and culturally secure place for healing and take action to establish and maintain personal safety
  4. Acknowledge the importance of the support processes of extended families in preparing for and undergoing a healing process
Acknowledge the importance of healing as an ongoing process for Aboriginal and/or Torres Strait Islander people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and clarify the relevance of experiencing personal healing as a basis for providing support and healing for clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify principles for creating a safe and culturally secure place for healing and take action to establish and maintain personal safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge the importance of the support processes of extended families in preparing for and undergoing a healing process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to access therapeutic services in the local area

  1. Identify therapeutic services available in the local area
  2. Identify obstacles that clients may face when accessing the local therapeutic services
  3. Develop and implement strategies to help clients access local therapeutic services
  4. Develop and implement strategies for maintaining primary contact with the client when accessing local therapeutic services
Identify therapeutic services available in the local area

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify obstacles that clients may face when accessing the local therapeutic services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement strategies to help clients access local therapeutic services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement strategies for maintaining primary contact with the client when accessing local therapeutic services

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

Context of assessment:

This unit must be assessed in an accessible and supportive group setting, which may be found in an appropriately supervised workplace, training facility or bush residential facility setting

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

To deliver and assess in this unit it is essential that the trainer/assessor have special skills in therapy group facilitation with particular experience and expertise in working with and empathy for Aboriginal and/or Torres Strait Islander people in community settings

It is essential for the delivery of this unit that back up counselling arrangements for unexpected or unusual traumas is arranged and available (another 2 counsellors for the same group of participants - also preferably Aboriginal people)

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

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:

Alternative therapies - art, music

Co counselling

Communication models

Conflict resolution strategies for individuals and families

Debriefing

definitions and processes

for self

for colleagues

Factors that the client may consider when contacting a therapist (kinship, training, confidentiality, gender, cost, approach, personal warmth, sincere concern, whether they can talk in a candid non defensive way, reputation, understanding)

Limitations of therapy

Local language, culture and practices

Local therapeutic services

Procedures for working with clients in crisis i.e. safety issues, liaising with emergency agencies, calming strategies etc

Professional boundaries

Qualities of a good counsellor

Referral

Self healing journey

Story maps

Story telling

Strategies for assisting clients to access services

Strategies for overcoming client resistance

Suicide and self harm

risk factors

emergency procedures

assistance and support (agencies, community, family)

counselling strategies

referral options

continued ...

Essential knowledge may also include:

Vocational counselling:

available vocational training and employment opportunities (e.g. apprenticeships, traineeships, TAFE, RTOs, CDEP, literacy and numeracy support)

identifying strengths and weaknesses and preferences of client

local vocational networks and services

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assist clients to identify and access appropriate therapeutic services to support ongoing healing

Clarify the relevance of experiencing personal healing as a basis for providing support to clients

Identify an appropriate point to complete part of healing process and provide closure for self and clients

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 skills in:

Communication

Debriefing

Keeping a journal

Referral

Self healing journey

Sharing

Working with others - sharing, consulting, respecting, acknowledging

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 wellbeing, 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

A facilitated group healing process includes:

Sharing self selected past emotional influences

Reflection

Support

Confidentiality

Healing yourself

Different therapies - story therapy, art therapy, local traditional therapies

Local traditional healers and/or community elders

Group sharing

Group activities - e.g. painting, music, storytelling, mud maps, projects

Confronting issues may include (but are not limited to):

Stolen generations

Family or personal traumas

Suppressed/revived memories

Personal identity

Working with one's own family, community

Managing a crisis

Critical incidents (e.g. clients' self harm, suicide)

Counselling

Local cultural practices

Resistance from clients

Local therapeutic services will include:

Private practitioners

Community mental health centres

Hospitals

Human/family service agencies

Government and non government agencies.

Process of acquisition of this competency unit must include:

Support from counsellors (preferably Aboriginal and/or Torres Strait Islander) with appropriate experience in working with Aboriginal and/or Torres Strait Islander people to provide support where personal issues arise that require additional support or counselling

Additional support may be required from:

Local community elders

Traditional healers

Specialist counselling services

Colleagues/supervisors