Unit of competency Outline

Date retreived
22/07/2026 1:34 PM AWST

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Facilitate workplace debriefing and support processes

Facilitate workplace debriefing and support processes

Unit of competency
National Code
CHCDFV510D
State Code
WC875
TGA Status
Deleted
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
07/05/2012
View on TGA
State Implementation and Classification
Approved Date
12/08/2014
Field of Education
090501 - Social Work
Original Release Date
12/08/2014
Nominal Hours
40
Description
DescriptorThis unit describes the knowledge and skills required to manage colleagues' occupational health and welfareThis will involve participating in and facilitating debriefing and various support processes for self or colleagues who are providing various services to people affected by domestic and family violence
Notes
Elements and Performance Criteria
1. Monitor occupational health and welfare
  • 1.1 Monitor occupational health and welfare, and where issues arise, take appropriate action in accordance with organisation standards and procedures
  • 1.2 Employ appropriate feedback techniques to accurately identify workplace needs of colleagues
  • 1.3 Readily identify required professional and personal performance standards and use to monitor occupational health and welfare
  • 1.4 Regularly use self assessment and reflectivebehaviour strategies to monitor performance
  • 1.5 Regularly or constructively seek formal or informal performance feedback and act upon it as appropriate
  • 1.6 Plan appropriately to identify areas of need and develop proposals to support these areas
2. Conduct debriefings
  • 2.1 Plan, prepare and conduct debriefing in line with organisation standards and procedures
  • 2.2 Schedule debriefing as soon as possible following the incident
  • 2.3 Conduct debriefing in a safe environment and in a manner that facilitates open communication
  • 2.4 Use appropriate debriefingtechniques to encourage further exploration of emotions and experiences to assist in reflection on issues
  • 2.5 Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns
  • 2.6 Analyse and respond to any indications ofrisk or threat to safety according to the degree and nature of the risk to self or colleagues
  • 2.7 Where required, report and record results of debriefings in accordance with organisation standards and procedures
3. Assist and support colleagues
  • 3.1 Promptly deal with any issues relating to the well being of colleagues according to organisation standards and procedures
  • 3.2 Routinely identify and implement effective ways of working to sustain ongoing health and morale
  • 3.3 Provide encouragement, support, regular feedback and advice to colleagues as required
  • 3.4 Clearly communicate to appropriate colleagues any additional support requirements to improve performance
  • 3.5 Encourage and support colleagues to attend training appropriate for both professional and personal development
  • 3.6 Hold regular meetings with colleagues to review and adjust support strategies and priorities
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.


Organisation standards and procedures may include those relating to:
Whether debriefing is a voluntary or compulsory component of workplace practice
Client and worker safety
Employment conditions (e.g. industrial agreements, employee/employer requirements)
Training and development practices
Administrative processes
WHS
Collection and storage of information
Client interview protocols and procedures
Code of conduct/code of ethics
Principles and implementation of duty of care and rights of client to self determination
Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities
Inter-agency practice and protocols
Use of interpreter and interpreter services
Organisation mission statement and/or philosophy
Eligibility criteria for accessing particular services
Completion of forms and applications
Guidelines relating to parameters of confidentiality/client consent
Accountability procedures
Timeframes for reflective practice and supervision


Feedback techniques may include:
Team briefing and planning meetings
Performance planning and feedback systems
Questionnaires
Counselling
Oral or written


Colleagues may include:
Other staff
Unpaid workers
Students on placements
Resources workers
Ancillary staff
Staff from other related organisations/agencies
Co-facilitators in group work


Personal performance standards relates to:
The practitioner's level of competency
Professional ethics
Integrity and behaviour
Regulations
Code of ethics/practice
Organisation/agency procedures
Community standards
Occupational accountabilities


Reflective behaviour requires practitioners to regularly review their own performance against required and established professional performance requirementsSuch performance requirements may be documented through:
Professional bodies' competencies and codes of practice/ethics
Organisation HR development policies and procedures
Occupational or functional roles/units of competency


Debriefing techniques may include:
Demonstrating empathy
Using appropriate body language
Reflecting, summarising and paraphrasing
Asking open-ended questions
Active listening


Indications of risk could include:
Client contact outside service boundaries
Poor performance
Feelings of depression, anger, low self-esteem
Medical problems such as overuse of tranquillisers, or alcohol, rug or substance abuse
Emotional distress
Transference and counter-transference of client issues on to worker and vice-versa
Demonstration of stress related problems
Indicators of stress could include the following:
Inability to concentrate
Health problems
Changes of behaviour
Continued focus on and re-visiting of an event
Frequent absences
Negative attitudes
Unaware of own stress levels


Personal development strategies may include development/ implementation of a personal/ professional improvement program, either internal or external to the organisation including such things as:
Development of improved interpersonal/technical skills
Updating stress management abilities
Adapting work rotation to facilitate changing personal/work priorities
Formal/informal learning programs
Utilisation of existing strengths to focus future career development
Cultural and sub-cultural awareness/sensitivity
Seeking coaching
Mentoring
Counselling from appropriate personnel to overcome identified limitations
Development/improvement of conflict management skills
Establishment of new career paths within or external to the organisation


Support strategies may include:
Formal, personal and organisation debriefing and professional supervision
Informal exploration of incidents with team members and supporters
Counselling
Review of practice and resources
Conscious use of personal recreational activities
Performance appraisal
Training and development activities
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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
Assessment of performance should be over a period of time covering all categories within the Range Statement statements that are applicable in the learning environmentThis will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence


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
Resources required for assessment of this unit include access to:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
Where assessment is conducted within the workplace there are no resource implications above those normally available in the workplace
Where assessment is conducted in a simulated or non-workplace environment then access to the necessary equipment and research resources should be providedAccess to simulated exercises, case studies related to service delivery issues will also be required if non-workplace assessment paths are utilised


Method of assessment:
Evidence will be determined by organisation from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations
Evidence for assessment of competence may be gathered by appropriate combination of the following:
demonstration of competency within the working environment in facilitating workplace debriefing and support processes and managing own and colleagues occupational health and welfare
assessment must be in the workplace, however, where there is not an opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
observation of processes and procedures, oral and/or written questions on essential knowledge and skills and consideration of required attitudes
where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
review of any documentation produced by the candidate related to identifying and responding to domestic violence


Related units:
This unit should be assessed after or in conjunction with related unit:
CHCDFV402C Manage own professional development in responding to domestic and family violence
No information