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.


General context of suicide self/harm work: Mental health or community support worker in a community, respite, residential or hospital setting


Identifying potential suicide 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
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


Safer outcomes include:
Recognising that:
Vigilance about safety with all suicide 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
Developing or reactivating suicide safety plans tailored to meet the 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 of self-harm / suicide over an agreed time period
Focus specifically, in the first instance, 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 these risks
Explore ways of engaging others in the safety plan, such as in monitoring safe use of prescription medication/s
Enable prompt, timely action that increases informal and professional support, mobilises access to emergency medical help when needed and reduces likelihood person will act on their suicidal thoughts
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 suicide intervention practice and follow crisis management and emergency procedures
Attend to self and others in relation to WHS in the workplace


Facilitate and strengthen the individual's links to further care includes:
Affirming the first steps to further care already implicit the current crisis intervention relationship
Encouraging further helping steps while acknowledging and addressing internal conflicts and external barriers to taking those steps
Asking the person what assistance they would value most at this time
Providing information and referral options to match the person's needs and specifically address their suicidality along with other concerns
Exploring achievable steps to help the person strengthen their connections, relationships and formal / informal supports
Supporting the person to determine how and when these supports and services can best be used


Ongoing support provision may include:
Ongoing vigilance about identifying and managing suicide risk
Use of effective communication skills to maintain rapport and morale
Use of strengths-based approach to identify and encourage internal and external coping strategies and supports
Debriefing to third parties potentially affected by the crisis
Identifying underlying significant life issues and supporting the client to seek assistance around these issues e.g. feelings of remorse, guilt, sadness, anger, addiction, abuse, trauma, other mental health issues
Supporting the client to access another service / agency / information
Documenting work with person to ensure all plans and safeguards are communicated in work team
Following policy relating to documentation, duty of care, confidentiality, and support planning

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 may include:
Simulations
Case scenarios
Report writing including developing safety plans