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 CHCMHS013, 'Implement trauma informed care '.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement 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
ELEMENT | PERFORMANCE CRITERIA | |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. | |
1. Work in trauma informed ways | 1.1 Apply the key principles and practices of trauma informed care in all work 1.2 Develop strong safe relationships and environments that promote a sense of safety, trust, choice and control 1.3 Empathically and sensitively, acknowledge and respond to disclosures of past and current trauma or abuse 1.4 Respond to current distress in ways that reflect an understanding of the impacts of trauma 1.5 Jointly identify the person's strengths, resilience and range of strategies used to cope with and manage the impact of trauma 1.6 Communicate information about the impact of trauma to people in a culturally and age sensitive way 1.7 Work with the person to identify the impact of trauma in the development of mental health issues 1.8 Collaboratively identify and develop strategies to eliminate, minimise and/or manage potential triggers to traumatisation and re-traumatisation in relation to service provision 1.9 Collaboratively record and complete required documentation in ways that minimise likelihood of re-traumatisation | |
2.1 Develop strategies to address people’s specific trauma needs | 2.1 Collaboratively identify a person’s specific trauma needs 2.2 Determine capacity of the service to respond to people’s trauma issues 2.3 Identify with the person, their need for specialist trauma services and support 2.4 Provide information on a range of services and available supports and foster choice and control for the person 2.5 Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral 2.6 Facilitate and support referral for specialist trauma services for the person, with consent 2.7 Follow-up referral to ensure person’s needs are being met | |
3. Promote trauma informed practices | 3.1 Incorporate recognition of the impact of trauma in the development of individual support plans 3.2 Reflect on aspects of current service practice and programs to identify areas for improved trauma informed practice 3.3 Regularly gather feedback from the person and others to identify potential areas for improved trauma informed service practices 3.4 Identify service policies, procedures or practices that could potentially contribute to traumatisation and re-traumatisation 3.5 Develop change strategies and plans to strengthen trauma informed practice, in collaboration with a person with lived experience of trauma 3.6 Provide information and resources to other workers that promotes trauma informed principles and practices in the workplace 3.7 Participate in trauma informed supervision or peer supervision 3.8 Contribute to the development of policies to reduce or minimise experiences of vicarious trauma | |
4. Maintain safety in practice | 4.1 Take appropriate action to ensure safety 4.2 Acknowledge limits of own abilities and make referrals as appropriate 4.3 Proactively review programs, services and plans to minimise potential issues or incidents 4.4 Defuse, and de-escalate potential incidents by implementing individual plans or service procedures 4.5 Respond and communicate effectively and sensitively to people in distress 4.6 Resolve conflicts using conflict resolution and negotiation skills 4.7 Identify emergency situations and seek assistance according the needs of all those involved 4.8 Implement self care practices including reflection, supervision and debriefing | |