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 CHCMHS007, 'Work effectively in trauma informed care'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work effectively in trauma informed care' 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
Elements define the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work from a trauma informed care perspective
1.1 Apply the key principles and practices of trauma informed care
1.2 Promote safe environments and relationships with those affected by trauma, including preventing traumatisation and re-traumatisation
1.3 Respond to disclosures of past and current trauma or abuse using principles of trauma informed care
1.4 Respond to behaviours and distress related to trauma using principles of trauma informed care
1.5 Assist individuals affected by trauma to identify personal resources and strengths
1.6 Recognise the coping strategies and adaptations of individuals who have experienced trauma
1.7 Identify resources and strengths within individuals who have experienced trauma
2. Utilise self-care strategies
2.1. Apply self-care strategies in managing re-traumatisation
2.2 Apply self-care strategies in managing vicarious trauma
3. Contribute to the continuous improvement of trauma informed care in services
3.1 Reflect upon own practice and work environment and identify opportunities to embed trauma informed care and practice in service delivery
3.2 Identify barriers to implementing trauma informed care and practice and refer to appropriate/senior personnel
3.3 Participate in organisation policy development on trauma informed care according to job role
3.4 Identify and participate in strategies to enhance service delivery of trauma informed care
3.5 Invite and respond to consumer feedback on trauma informed practices and service delivery