Elements and Performance Criteria

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.


Identifying potential risk involves:
Avoiding assumptions about who may be at risk and being alert to potential risk on an individual basis in any situation
Recognising potential warning signs that invite help and prompt enquiry about suicide, self-harm or other issues of client or community safety
Asking directly about thoughts of suicide when there are any grounds for concern


Informed suicide risk assessments involve:
Recognising that any suicide thoughts or acts of deliberate self-harm signal significant distress, pose potential risk of injury or death and should be taken seriously
Assessing factors that indicate suicide risk which include, but are not limited to, the following:
concern is aroused by the presence of suicide thoughts and things often associated with these thoughts (such as a desire to escape pain that feels unbearable, a sense of hopelessness, current difficulty seeing alternatives to suicide and feeling alone)
immediate risk increases when someone has begun acting on their suicide thoughts or is preparing to do so (for example possible suicide in progress, presence of a suicide plan, available means) and / or has expressed suicidal intent
risk can be further exacerbated if the person is under the influence of excessive alcohol or other drug use
pertinent background factors, particularly prior suicidal behaviour and the presence of significant mental health problems, should be carefully assessed
A wide variety of contextual or personal considerations also help inform assessments and may include such things as significant loss, trauma, the impact of another person's suicide or a pattern of extreme agitation, anger / violent behaviour
Identifying internal sources of safety and support (such as coping skills and beliefs) and those around them (such as family, friends and community services)
Connections to life and living are usually present alongside thoughts of suicide and can provide foundations to build upon in increasing the safety of a person at risk


Immediate risks (other than suicide) may include:
Client threats to harm others
Threat of harm initiated by another, directed at the client
Disclosures of abuse
Indicators of physical harm and/or domestic violence


Actions to reduce immediate danger and mobilise access to emergency assistance include:
Recognising that:
Vigilance about safety with all risk related thoughts or behaviours is essential, even though the person may be influenced by a wide range of motives in considering or engaging in deliberate self-harm
Risks to life and safety can often be greater than individuals recognise or intend, so safe outcomes are a primary focus, regardless of stated intentions
Actions appropriate to each specific situation, but typically including the following processes and tasks:
Affirm and build on the desire for help and safety implicit in the counselling relationship
Work with the person at risk to identify and act on clear cooperative steps that reduce the immediate risk
Focus specifically on factors, plans and behaviours, including unsafe use of alcohol and other drugs that endanger the person at risk at this particular time and seek to engage them cooperatively in steps that safely manage and reduce immediate risk
Enable prompt, timely action that increases informal and professional support, mobilises access to emergency medical help when needed and enhances personal safety
Seek to create calm environment to promote safety for person at risk, caregiver and others involved in situation
Access support and follow advice from organisation's supervisor/ coordinator that reflect lawful, good crisis intervention practice and follow crisis management and emergency procedures
Attend to self and others in relation to WHS in the workplace

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


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


Context of and specific resources for assessment:
This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment include access to a workplace or similar environment over a number of occasions


Method of assessment:
For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which must 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
In addition assessment methods may include
written questioning
role play
supervised/guided discussion
Candidate's critique of their 'performance' to demonstrate cognitive understanding of theory