Provide competent suicide intervention in a telephone counselling context

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 CHCTC404A, 'Provide competent suicide intervention in a telephone counselling context'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Provide competent suicide intervention in a telephone counselling context' on This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to for every purchase, so go nuts :)

Elements and Performance Criteria



1. Identify and assess a caller's current suicide risk

1.1 Recognise and respond to signs (such as statements, reactions, thoughts, feelings or disclosed behaviours) indicating that a caller may be considering or affected by suicide

1.2 Attend to any hunches while listening to a caller, perhaps from indirect communications that suggest they may be considering suicide

1.3 Ask directly about suicide whenever there are grounds for concern

If suicide thoughts are present:

1.4 Seek sufficient understanding of why the person is considering suicide, and what links them to life, to guide and facilitate the intervention

1.5 Assess current suicide risk guided by risk assessment considerations outlined in the Range Statement and by whether there is an imminent threat to the caller's safety or the safety of others

2. Apply telephone counselling skills to reduce immediate risk of suicide and increase caller safety

2.1 Build a collaborative, empathic working relationship with the caller that acknowledges how thoughts of suicide and painful feelings behind them may affect their safety

2.2 Listen to what lies behind thoughts of suicide, while affirming and strengthening the links to safety and living implicit in search for help that prompted the call

2.3 Work with the caller to develop and implement a safety plan that builds on an assessment of suicide risk and reduces the immediate danger of self-harm or suicide

2.4 Facilitate access to emergency medical help in any call where it is assessed to be needed to address an imminent threat to the caller's life or safety (such as a potential suicide in progress)

2.5 Remain mindful of and address, as much as possible over the phone, potential risk to the safety of others involved in the situation

2.6 Be aware of situations where police may need to be involved to address the safety of the caller or others and act accordingly

2.7 Seek and act on feedback from the workplace supervisor and other internal performance review processes to ensure counselling is lawful, complies with good suicide intervention practice, and organisation policies consistent with that practice, ethical processes and duty of care obligations

2.8 Observe occupational health and safety (OHS) obligations in relation to managing oneself

3. Facilitate and strengthen the caller's links to further care

Having worked with the caller to take any steps needed to address immediate safety:

3.1 Acknowledge how the decision to seek and respond to help in this call has provided foundations for further care

3.2 Provide information to enhance the caller's awareness of the nature and range of available resources and how to access them

3.3 Explore the caller's openness toward available help and where possible address barriers to further help-seeking

3.4 Develop with the caller an agreed plan and first steps for accessing and utilising informal supports and professional help that deal with their suicidality and factors associated with it

3.5 Encourage further use of telephone counselling support and other services when needed

4. Provide suicide intervention support that resources the caller beyond the immediate suicidal crisis

When or if it is assessed that there is no imminent risk that needs to be immediately addressed:

4.1 Identify those aspects of the caller's distress and concern related to their suicidal thoughts that most need attention now

4.2 Help the caller identify coping strategies (both internal and external) which prepare them to manage any recurrence of suicidal thoughts in future, highlighting steps they could take to increase their safety and get help

4.3 Determine whether underlying mental health concerns or personal circumstances (such as depression, substance misuse, significant losses or trauma) are present and require further help

4.4 Provide counselling support to any caller concerned about someone at risk of suicide by exploring and determining the basis of concern and the potential role they may play in increasing that person's safety

4.5 Provide counselling support to any caller impacted by someone else's suicide to ensure the nature of their concerns is explored, threat of risk to caller is evaluated and access to further help is facilitated

4.6 Comply with laws, ethical guidelines and policy requirements that affect duty of care

4.7 Document the suicide risk assessment and safety plan, including any follow up steps taken and the rationale behind them

Qualifications and Skillsets

CHCTC404A appears in the following qualifications:

  • CHC41308 - Certificate IV in Children's Contact Services Work
  • CHC42208 - Certificate IV in Telephone Counselling Skills
  • CHC42508 - Certificate IV in Community Services (Information, advice and referral)
  • CHC51808 - Diploma of Family Intake and Support Work
  • HLT44007 - Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health (Community Care)
  • HLT61307 - Advanced Diploma of Aboriginal and/or Torres Strait Islander Primary Health (Community Care)
  • HLT52207 - Diploma of Aboriginal and/or Torres Strait Islander Primary Health (Community Care)