Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCCCS003, 'Increase the safety of individuals at risk of suicide'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Increase the safety of individuals at risk of suicide' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify and assess the person’s current suicide risk | 1.1 Recognise and respond to signs indicating that a person may be considering suicide 1.2 Explore any indications, direct or indirect, that the person may be considering suicide 1.3 Ask specifically about thoughts of suicide whenever there are grounds for concern 1.4 Inform and facilitate the intervention by seeking understanding of why the person is considering suicide and what links them to life |
2. Collaborate to increase immediate safety | 2.1 Build a collaborative empathic helping relationship that acknowledges how thoughts of suicide and the pain behind them may affect their safety 2.2 Listen to what lies behind any thoughts of suicide while affirming and strengthening life connections and safety support 2.3 Work with the person to develop and implement a safety plan that reduces immediate danger to the person and others 2.4 Mobilise access to emergency services when needed 2.5 Comply with all laws, relevant ethical guidelines and policy requirements that affect duty of care and seek any advice from workplace supervisor |
3. Facilitate links to further support | 3.1 Empower the person at risk to make informed choices about further help 3.2 Maintain rapport to encourage discussion of on-going concerns 3.3 Help the person identify coping strategies to manage recurrence of suicidal thoughts 3.4 Determine whether underlying mental health concerns or personal circumstances are present and facilitate access to appropriate help 3.5 Explore possible barriers to seeking or accepting help and develop responses 3.6 Explore what has helped the person survive any previous suicide attempts 3.7 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help 3.8 Refer to appropriate professionals as required |
4. Review and report on support provided | 4.1 Document suicide safety plan and follow up action according to evidence informed standards of care and relevant organisation requirements 4.2 Communicate relevant information to work colleagues and other people working with the person 4.3 Reflect on own role in providing support and use learning to enhance future practice 4.4 Identify and respond to the need for own supervision and debriefing |