Unit of competency Outline
Date retreived
22/07/2026 5:01 PM AWST
22/07/2026 5:01 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Determine suitability of client for counselling services
Determine suitability of client for counselling services
Unit of competency
National Code
CHCCSL512A
CHCCSL512A
State Code
D2373
D2373
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
30/08/2012
Field of Education
090501 - Social Work
Original Release Date
30/08/2012
Nominal Hours
65
Description
DescriptorThis unit describes a detailed knowledge of indicators of client's mental health status required to clarify client's suitability for counselling services or need for referral in the context of community services work
Notes
Elements and Performance Criteria
1. Obtain information about client's developmental and mental health status
- 1.1 Observe and/or question the client appropriately to obtain information about their developmental and/or mental health status
- 1.2 Review any available documented information about the client's developmental and/or mental health status
- 1.3 Take into account the range of factors that may have impacted on the appearance and behaviour of the client in relation to counselling services to be delivered
2. Clarify client suitability for service to be provided
- 2.1 Identify signs of developmental delay or mental health issues using standard methods and protocols
- 2.2 Clarify suitability of community services being delivered in relation to client's developmental and/or mental health status
- 2.3 Consult appropriate person to clarify implications and significance of client's developmental and/or mental health status in the case of uncertainty or limits on own capability or authority
- 2.4 Where appropriate consult with the client's carer, family or significant other/s to gather relevant information
3. Check for and respond appropriately to risk
- 3.1 Identify factors associated with developmental and/or mental health issues which may have potential risk for client or worker
- 3.2 Recognise and refer potentially serious issues in line with organisation requirements
- 3.3 Document identified developmental and/or mental health issues in line with organisation policies and procedures
- 3.4 Check for any indications of issues requiring notification of authorities and report
- 3.5 Check for any indications of other issues that may impact the provision of services and/or require referral
- 3.6 Report and document as required by the organisation policies and procedures
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Life stages include:
Infancy
Early childhood
Childhood
Adolescence
Early adulthood
Middle adulthood
Late adulthood
Old age
Signs of developmental delay may include but are not limited to:
Behavioural signs:
Attention span or ability to focus is markedly less than others of same age
Rare use of or avoidance of eye contact with others
Violent behaviour
Stares into space, rocks body or talks to self more often than others of same age
Disinterest in seeking love or approval from a caregiver or parent
Gross motor signs:
Has a markedly clumsy manner when compared with others of same age
Vision signs:
Has difficulty following objects (or people) with eyes
Hearing signs:
Fails to develop sounds or words that would be appropriate for their age
Signs of mental health issues may include but are not limited to:
Changes in cognition:
Hallucinations or delusions
Excessive fears or suspiciousness (paranoia)
Confused thinking
Changes in mood:
Loss of interest in once pleasurable activities
Thinking or talking about suicide
Changes in behaviour:
Bizarre behaviour (strange posturing, ritualistic behaviour)
Intention harming or killing of animals (especially in children)
Hyperactivity
Physical changes:
Deterioration in hygiene or personal care
Unexplained weight gain or loss
Sleeping too much or being unable to sleep
Stages of development may relate to:
Stages of physical development
Stages of psychosocial development
Stages of cognitive development
Psychosexual stages
Stages of moral development
Stages of ego development
Issues requiring notification of authorities include:
Certain infectious diseases
Suspected or known child or elder abuse
Suspected or known child trafficking
Issues deemed to be in the public's best interest
Other issues may include:
Misuse of alcohol and other drugs
A history of mental health issues
Indicators of abuse, neglect or harm including self-harm
Having no accommodation, employment or money
Indications of domestic and family violence
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Life stages include:
Infancy
Early childhood
Childhood
Adolescence
Early adulthood
Middle adulthood
Late adulthood
Old age
Signs of developmental delay may include but are not limited to:
Behavioural signs:
Attention span or ability to focus is markedly less than others of same age
Rare use of or avoidance of eye contact with others
Violent behaviour
Stares into space, rocks body or talks to self more often than others of same age
Disinterest in seeking love or approval from a caregiver or parent
Gross motor signs:
Has a markedly clumsy manner when compared with others of same age
Vision signs:
Has difficulty following objects (or people) with eyes
Hearing signs:
Fails to develop sounds or words that would be appropriate for their age
Signs of mental health issues may include but are not limited to:
Changes in cognition:
Hallucinations or delusions
Excessive fears or suspiciousness (paranoia)
Confused thinking
Changes in mood:
Loss of interest in once pleasurable activities
Thinking or talking about suicide
Changes in behaviour:
Bizarre behaviour (strange posturing, ritualistic behaviour)
Intention harming or killing of animals (especially in children)
Hyperactivity
Physical changes:
Deterioration in hygiene or personal care
Unexplained weight gain or loss
Sleeping too much or being unable to sleep
Stages of development may relate to:
Stages of physical development
Stages of psychosocial development
Stages of cognitive development
Psychosexual stages
Stages of moral development
Stages of ego development
Issues requiring notification of authorities include:
Certain infectious diseases
Suspected or known child or elder abuse
Suspected or known child trafficking
Issues deemed to be in the public's best interest
Other issues may include:
Misuse of alcohol and other drugs
A history of mental health issues
Indicators of abuse, neglect or harm including self-harm
Having no accommodation, employment or money
Indications of domestic and family violence
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is most appropriately assessed in conjunction with units involving application of knowledge in a work context
Essential knowledge covered in this unit is to be assessed before application in a work context, especially where client safety issues are involved
Consistency in performance should consider the range of clients and situations encountered in the workplace
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Method of assessment:
For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:
observation of performance in an actual workplace or in a setting that realistically simulates work conditions:
observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit
where face-to-face observation is not possible, video recordings may be provided
candidate's critique of their 'performance' to demonstrate cognitive understanding of theory
written questioning
relevant case studies and/or scenarios
role play
focused discussion
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is most appropriately assessed in conjunction with units involving application of knowledge in a work context
Essential knowledge covered in this unit is to be assessed before application in a work context, especially where client safety issues are involved
Consistency in performance should consider the range of clients and situations encountered in the workplace
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Method of assessment:
For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:
observation of performance in an actual workplace or in a setting that realistically simulates work conditions:
observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit
where face-to-face observation is not possible, video recordings may be provided
candidate's critique of their 'performance' to demonstrate cognitive understanding of theory
written questioning
relevant case studies and/or scenarios
role play
focused discussion
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWM4 | CHC52115 | Diploma of Community Development | Qualification |
| D321 | CHC51708 | Diploma of Counselling | Qualification |
| J041 | CHC51712 | Diploma of Counselling | Qualification |