Maintain well being in a field environment

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 CHCDHA402A, 'Maintain well being in a field environment'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Maintain well being in a field environment' 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

1. Address health issues specific to field work

1.1 Identify adverse aspects of field living conditions and make appropriate adjustments to address them

1.2 Identify and take action to prevent or minimisegeneral health risks associated with living in a field environment

1.3 Identify and take action to prevent or minimiserisks associated with inappropriate use of drugs and alcohol

1.4 Identify and take action to prevent or minimiserisks associated with unsafe and inappropriate sexual activity

1.5 Undertake relevant health checks and vaccinations as required in preparation for field work in line with organisation and/or program requirements

1.6 Implement and promote healthy dietary practices within the limits imposed by the field environment

1.7 Implement and promote healthy exercise practices within the limits imposed by the field environment

1.8 Maintain and promote personal hygiene associated with living in a field environment

2. Maintain own psychological health in development and/or humanitarian assistance work

2.1 Identify the importance of maintaining own psychological well being

2.2 Recognise and attend to personal psychological needs

2.3 Recognise own personal motivation for undertaking work in development and/or humanitarian assistance

2.4 Take appropriate steps to manage disillusionment in a development and/or humanitarian assistance work context

2.5 Identify potential impacts of loss and common features of grief and trauma

2.6 Recognise common expressions of grief and develop awareness of own response to grief

3. Address personal security risks in a field environment

3.1 Identify and minimise personal security risks

3.2 Take appropriate action to handle situations of personal risk

3.3 Identify and respond appropriately to signs of stress

3.4 Recognise and attend to signs of traumatic stress and post traumatic stress disorder (PTSD)

3.5 Take appropriate action to prevent or minimiseharmful stress

3.6 Use organisation support systems and personnel appropriately

3.7 Seek and undertake debriefing following all placements through organisation support systems and/or externally

4. Manage own security in a field environment

4.1 Develop knowledge of risk assessment and risk minimisation procedures relevant to work being undertaken

4.2 Be clear about relevant organisation requirements of the worker in achieving organisation and/or program goals and as a basis for maintaining own boundaries

4.3 Comply with security protocols set by the organisation

4.4 Work with knowledge of organisation procedures and plans for responding to major incidents and evacuations

4.5 Be aware of and use available support mechanisms

4.6 Develop and maintain relationships in own living environment to enhance personal well being

5. Recognise and deal with trauma and vicarious traumatisation

5.1 Recognise vicarious traumatisation in self

5.2 Access available support services to assist in dealing with own vicarious traumatisation

5.3 Recognise vicarious traumatisation in others and use appropriate strategies to respond to this

5.4 Identify the overt and covert signs of trauma in others and any available support framework to address this

6. Contribute to maintaining health and well being of others

6.1 Use active listening and caring responses to assist in defusing stress in others

6.2 Contribute to development and maintenance of support systems with colleagues that support both them and yourself

6.3 Develop heightened awareness of indicators of health and well being issues in those participating as in-country partners and collaborators in work in development and humanitarian assistance

6.4 Contribute to specific needs of maintaining health and well being of stakeholders with special needs and disadvantages, such as refugees, internally displaced people, children, the elderly, widowed and people with disabilities