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. 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.

Self-care strategies may include:
Establishing boundaries
Identifying boundary violations and transgressions
Seeking supervision
Awareness of vicarious trauma and self-care strategies
Use of arousal reducing strategies
Participating in Peer support strategies
Following organisational policies and procedures


Re-traumatisation is defined in this context as:

Re-traumatisation is the re-experiencing of sensations and/or emotions experienced at the time of a single or multiple traumatic events/histories from the past. Re-traumatisation is generally triggered by reminders of previous trauma - sensations, images, sounds, situations and body feelings, which may or may not be potentially traumatic in themselves.


Vicarious trauma is defined in this context as:

Vicarious trauma are changes and stress reactions that can occur in a worker or carer who is overtime, repeatedly exposed to disclosures about trauma or traumatic material. It emerges from witnessing or hearing about other people’s suffering and trauma.


Barriers to implementing trauma informed care and practice may include:
Absence of trauma informed organisation culture
Organisation/worker using disempowering strategies including:
Coercive and involuntary treatment
Services that are hierarchical, and non-communicative
fragmented service provision
Use of restraint and seclusion
Lack of available resources
Using judgement and non-respectful language and approaches
Using non collaborative approaches e.g. professional controlled or driven service delivery
Unsupportive work practices
Absence of evaluation processes


Identify and participate in strategies may include:
Organisational assessment
Gather feedback on the capacity of services to implement trauma informed care
Participate in Trauma Informed supervision of staff

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 is best assessed on the job or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the requirements of the particular workplace context
The candidate must show evidence that they have practiced trauma informed care


Conditions of assessment:
This unit includes skills and knowledge specific to trauma informed care and practice

This unit includes skills and knowledge specific to mental health peer work
Assessment must be undertaken by a qualified Assessor [as determined by the Australian Quality Training Framework] who has lived experience and holds this unit of competency or demonstrated equivalent competencies

OR

A consumer/carer him/herself who has lived experience and demonstrated experience in a consumer peer worker or carer peer worker role
accompanied by a qualified Assessor who has the necessary assessment competencies [as determined by the Australian Quality Training Framework]

Where the candidate being assessed in a consumer peer worker context, they must be assessed by an experienced consumer peer worker with lived experience (and a qualified Assessor where the consumer peer worker is not a qualified assessor)
Where the candidate is being assessed in a carer peer worker context, they must be assessed by an experienced carer peer worker who has lived experience (and a qualified assessor where the carer peer worker is not a qualified assessor)


Access and equity considerations:
All workers in community and health 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 and linguistically 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
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on individuals from cultural and linguistically diverse communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other mental health peer work units of competency is encouraged
Resources required for assessment of this unit include access to a workplace or simulated workplace where assessment may occur


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, or other appropriate persons