Elements and Performance Criteria

The range statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Basic animal needs
Basic animal needs include:
food and water
space
shelter
adequate mental and physical stimulation
companionship.
Early socialisation
Early socialisation means:
interaction between animals of the same species during the formative stage of their behavioural development
usually 6-18 weeks of age in puppies and kittens.
Client education programs
Client education programs may include:
animal training
choosing the right family pet
kitten kinder
providing for behavioural needs
puppy school
safety around animals.
Behavioural issues
Behavioural issues may include but are not limited to:
aggression
antisocial behaviour
anxiety
compulsive disorders
coprophagia
destructive behaviour
escaping and roaming
excessive vocalisation
fear
inappropriate urination/defaecation.
Legal responsibilities
Legal responsibilities of pet ownership include:
registration
microchipping
de-sexing
containment
owner control
animal welfare
breed specific legislation
noise control.
Physical environment
Physical environment may include:
back yard
cage
house
kennel
lawn
property
paddock
run.
Social environment
Social environment means:
daily routines
other people and pets
social experiences.
Risks and hazards
Risks and hazards may include:
animal conflict
bites
intimidation of other pets or people that may result in physical or psychological injury
scratches.
Appropriate actions
Appropriate actions may include:
client control of animal
client instruction
hazard management
use of animal restraint devices.
Nursing support
Nursing support means:
directing clients
collecting history
restraining animals
performing a physical examination
producing reports
supplying medications
organising revisits and other follow-up procedures
coordinating referrals when required.
Behavioural medications
Behavioural medications include:
anti anxiety medications
sedatives
behavioural modifiers
anti-histamines
analgesics
other drugs as prescribed by a veterinarian.
Instructions
Instructions may include:
training
avoiding triggers for unwanted behavioural responses
environmental enrichment
social exposure
desensitisation
counter conditioning
other forms of behavioural modification.
Support grieving clients
Support grieving clients means:
providing appropriate sympathy for clients whose pets must be euthanased or re-homed due to behavioural problems, or whose pets may continue in the home but have on-going limitations
referral to a qualified councillor as required.
Follow-up procedures
Follow-up procedures may include:
sending reminders
making telephone calls
scheduling revisits
conducting nurse clinics.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competence in this Unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this Unit. Assessors should ensure that candidates can:
develop and deliver an animal behaviour education program that benefits pets, pet owners or community groups
review an animal behaviour education program
apply relevant legislations and workplace health and safety requirements
collect patient histories and identify a range of normal and abnormal animal behaviours in at least 3 different species or at least 3 different breeds in a single species practice
determine a range of acceptable and unacceptable animal behaviours in at least 3 different species or at least 3 different breeds in a single species practice
respond to common behaviour problems in companion animals in accordance with clinic policies and procedures
provide nursing support for behavioural consultations
co-ordinate nursing care of behavioural cases
co-ordinate follow up procedures.
The skills and knowledge required to apply the principles of animal behaviour must be transferable to a range of work environments and contexts and include the ability to deal with unplanned events.
It is highly recommended that learners perform work placement in another approved veterinary practice or training workplace in order to gather further evidence of competence and demonstrate the transferability of skills and knowledge outcomes.
Context of and specific resources for assessment
Assessment of this Unit is to be practical in nature and must be assessed in a veterinary practice in order to gain exposure to sufficient caseload.
There must be access to a veterinary clinic or animal hospital, a range of companion animals as well as the appropriate equipment, resources and documentation to enable one to demonstrate competence.
Method of assessment
To ensure consistency of performance, competency should be demonstrated, to industry defined standards, on more than two occasions over an extended period of time, by conducting early socialisation programs; assessing patients, assisting veterinarians, and co-ordinating follow-up of behavioural cases on a regular basis.
The assessment strategy must include practical skills assessment. Suggested strategies for this Unit are:
written and/or oral assessment of candidate's required knowledge
observed, documented and first-hand testimonial evidence of candidate's application of practical tasks
simulation exercises that reproduce normal work conditions
case study analysis
role plays
third-party evidence
workplace documentation
portfolio.
This Unit may be assessed in a holistic way with other Units of Competency relevant to the industry sector, workplace and job role.
Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).