Unit of competency Outline
Date retreived
22/07/2026 8:19 AM AWST
22/07/2026 8:19 AM 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.
Facilitate responsible behaviour
Facilitate responsible behaviour
Unit of competency
National Code
CHCCS401C
CHCCS401C
State Code
WC844
WC844
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
12/08/2014
Field of Education
090513 - Counselling
Original Release Date
12/08/2014
Nominal Hours
35
Description
DescriptorThis unit describes the knowledge and skills required to respond to behaviours of concern and support responsibility for behaviour management and change
Notes
Elements and Performance Criteria
1. Monitor behaviour of the client
- 1.1 Use formal and informal methods to observe and monitor client behaviour
- 1.2 Assess behaviours of concern for potential conflict and use a range of preventative and defusing strategies
- 1.3 Evaluate client behaviour and interactions in a fair, objective and consistent manner
- 1.4 Ensure decisions on action are consistent with all available evidence and organisation practice/ procedures
- 1.5 Seek specialist advice and make referrals where required
2. Use communication strategies to de-escalate conflict
- 2.1 Conduct interactions with clients in a fair, just, humane, equitable and positive manner
- 2.2 Use communication strategies with individuals for effective interaction and problem solving
- 2.3 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices
- 2.4 Identify potential causes of conflict and use a range of appropriate and effective defusing responses
- 2.5 Use negotiation techniques to divert and minimise aggressive behaviour
- 2.6 Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
3. Respond to behaviours of concern
- 3.1 Challenge behaviours of concern and outline options and opportunities to change clearly and with positive encouragement
- 3.2 Confirm the implications of continuing behaviours of concern clearly, calmly and objectively
- 3.3 Use techniques according to organisation's procedures to ensure personal safety and safety of clients/colleagues.
- 3.4 If physical force must be used to ensure safety, apply the minimum level of force required and report in accordance with policies and procedures
- 3.5 Select strategies to address aggressive and unacceptable behaviour, that are accurate, clear and comply with procedures
- 3.6 Select strategies and responses for their potential to provide role models and examples of confident assertive behaviour
- 3.7 Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures.
- 3.8 Report incidents in a manner that complies with policy, procedures and legislation
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.
The application of this unit will depend on the work roles and responsibilities and the nature and requirements of the work environment
Client may be:
Individuals or
Groups
Communication strategies will include examples from the following:
Use of positive assertive language
Non-verbal gestures / body language
Constructive questioning/listening
Tone of voice
Awareness of cultural values and sensitivity
Defusing verbal aggression
Negotiating agreements
Behaviours of concern include a significant selection of examples of individual and group behaviour from the following:
Changing behaviour patterns
Personal friction
Expressions of anxiety and high level concern
Serious and chronic complaints
Provocative/threatening behaviour
Intent to harm self
Intent to harm others
Forceful refusal to cooperate
Abusive language
Apathy, loss of interest, withdrawal
Rejection of family, friends, support networks
Threatened suicide
Irrational behaviour
Hyperactivity/depression
Racism
Bullying behaviour
Behaviour consistent with mental health conditions
Behaviour consistent with developmental issues
Referrals will include at least four examples from different support:
Social/welfare worker
Psychologists
Culturally identified support workers
Medical
Drug and alcohol services
Behaviour management programs
Mental Health Teams
Registered Nurses
Counsellors
Supervisor
Religious/spiritual advisers
Program coordinator
Case manager
Aboriginal and/or Torres Strait Islander Liaison
Welfare organisations
Legal advisers
Family
Personal and community support networks
Emergency/incident response
Report will include work relevant selection from:
Incident reports
Case notes
Special reports
Inquiries
Reports required by or used by courts and judicial processes
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.
The application of this unit will depend on the work roles and responsibilities and the nature and requirements of the work environment
Client may be:
Individuals or
Groups
Communication strategies will include examples from the following:
Use of positive assertive language
Non-verbal gestures / body language
Constructive questioning/listening
Tone of voice
Awareness of cultural values and sensitivity
Defusing verbal aggression
Negotiating agreements
Behaviours of concern include a significant selection of examples of individual and group behaviour from the following:
Changing behaviour patterns
Personal friction
Expressions of anxiety and high level concern
Serious and chronic complaints
Provocative/threatening behaviour
Intent to harm self
Intent to harm others
Forceful refusal to cooperate
Abusive language
Apathy, loss of interest, withdrawal
Rejection of family, friends, support networks
Threatened suicide
Irrational behaviour
Hyperactivity/depression
Racism
Bullying behaviour
Behaviour consistent with mental health conditions
Behaviour consistent with developmental issues
Referrals will include at least four examples from different support:
Social/welfare worker
Psychologists
Culturally identified support workers
Medical
Drug and alcohol services
Behaviour management programs
Mental Health Teams
Registered Nurses
Counsellors
Supervisor
Religious/spiritual advisers
Program coordinator
Case manager
Aboriginal and/or Torres Strait Islander Liaison
Welfare organisations
Legal advisers
Family
Personal and community support networks
Emergency/incident response
Report will include work relevant selection from:
Incident reports
Case notes
Special reports
Inquiries
Reports required by or used by courts and judicial processes
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
Competency must be demonstrated in a real work environment
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities 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
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines
Method of assessment:
In cases where the learner does not have the 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
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning 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
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
Competency must be demonstrated in a real work environment
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities 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
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines
Method of assessment:
In cases where the learner does not have the 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
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning 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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2328 | CHCCS401B | Facilitate responsible behaviour | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC68 | CHCCCS009 | Facilitate responsible behaviour | Unit of competency |