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 HLTAHW402B, 'Assess and support client's social and emotional well being'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assess and support client's social and emotional well being' 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. Obtain client history | 1.1 Seek to establish a relationship of trust with the client and their family, including active promotion of and strict adherence to confidentiality 1.2 Obtain a socio-emotional history from the client and/or their family, using available information from verbal, written and non-verbal sources 1.3 Seek information about relevant critical incidents with due sensitivity and respect for the physical, emotional and cultural safety and security of those affected 1.4 Seek additional related information through consultation with significant others 1.5 Consult relevant allied professionals and available documentation in relation to the health of the client 1.6 Initiate health assessment in line with organisation policies and procedures 1.7 Identify, assess and record self-management issues for clients with chronic conditions |
2. Assess client well being | 2.1 Observe client closely and make notes relating to any signs of emotional disturbance 2.2 Recognise basic signs and symptoms of mental disturbance and significant underlying emotional reactions to loss, grief and trauma, explore using an appropriate interviewing technique and record details 2.3 Recognise issues that may relate to transgenerational trauma and grief for the individual, family and community 2.4 Identify and record disturbances in behaviour that may suggest a psychiatric disability 2.5 Invite client and their family to discuss issues of concern in a supportive and confidential context 2.6 Identify relevant issues related to social and emotional well being 2.7 Promptly discuss with experienced staff identified indicators of depression or suicide risk, and refer client in line with organisation protocols 2.8 Provide client and their family with clear information on assessment findings and consult them about appropriate support options 2.9 Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority 2.10 Identify client's self-management capacity and barriers |
3. Provide support to client | 3.1 Deliver support services with reference to any existing health care plan and in line with organisation procedures 3.2 Provide relevant information to support the client and their family and enable them to make informed decisions about their own social and emotional well being 3.3 Support client and family/ies to identify key self-management needs and goals and to determine appropriate self-care strategies 3.4 Suggest and explain appropriate stress reduction techniques and activities as required. 3.5 Refer client and/or their family/ies as required, in line with community, organisation and regulatory requirements 3.6 Refer serious or potentially serious issues to senior health staff for advice 3.7 Provide or initiate support and assistance as required to address issues of safety and well being of family and/or other victims 3.8 Maintain current, complete, accurate and relevant records for each client interaction |