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Evidence Guide: HLTASEW003 - Provide support to clients affected by loss, grief or trauma

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

 

HLTASEW003 - Provide support to clients affected by loss, grief or trauma

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

Clarify client experience of loss, grief or trauma.

  1. Identify and work within the scope and limitations of own role in supporting clients experiencing loss, grief and trauma.
  2. Identify own values and attitudes about loss, grief and trauma and ensure that these do not negatively impact professional interactions.
  3. Seek information from client about their experience of loss, grief and trauma and its impacts.
  4. Show empathy, sensitivity and professionalism in all interactions.
  5. Take account of historical and trans-generational impacts of loss, grief or trauma on Aboriginal and/or Torres Strait Islander people when interacting with clients.
  6. Identify situations of imminent risk to the health and safety of the person or others and make appropriate referrals for crisis intervention.
Identify and work within the scope and limitations of own role in supporting clients experiencing loss, grief and trauma.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify own values and attitudes about loss, grief and trauma and ensure that these do not negatively impact professional interactions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information from client about their experience of loss, grief and trauma and its impacts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Show empathy, sensitivity and professionalism in all interactions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take account of historical and trans-generational impacts of loss, grief or trauma on Aboriginal and/or Torres Strait Islander people when interacting with clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify situations of imminent risk to the health and safety of the person or others and make appropriate referrals for crisis intervention.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support clients to cope with loss, grief and trauma.

  1. Communicate consistently in culturally appropriate and safe ways.
  2. Show respect for the different ways that individuals, families and communities express and respond to loss, grief and trauma.
  3. Identify and promote the use of client’s own support networks in the healing process.
  4. Provide information to clients about self-care strategies for coping with loss, grief and trauma.
  5. Suggest formal and informal support options to clients and establish their preferences for their own healing.
Communicate consistently in culturally appropriate and safe ways.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Show respect for the different ways that individuals, families and communities express and respond to loss, grief and trauma.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and promote the use of client’s own support networks in the healing process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to clients about self-care strategies for coping with loss, grief and trauma.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggest formal and informal support options to clients and establish their preferences for their own healing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide resources and information about loss, grief and trauma support services.

  1. Provide culturally appropriate consumer based education resources about managing loss, grief and trauma to clients and their families.
  2. Inform clients about available loss, grief and trauma support services and facilitate access according to client needs and preferences.
Provide culturally appropriate consumer based education resources about managing loss, grief and trauma to clients and their families.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform clients about available loss, grief and trauma support services and facilitate access according to client needs and preferences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation and provide follow-up support.

  1. Update client records to include details of services, information and referrals provided to client, according to organisational procedures.
  2. Plan and provide continuity of support in consultation with client and multidisciplinary team.
  3. Organise follow-up support for clients using organisational client information systems and follow-up procedures.
Update client records to include details of services, information and referrals provided to client, according to organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and provide continuity of support in consultation with client and multidisciplinary team.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise follow-up support for clients using organisational client information systems and follow-up procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge