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.


Client circumstances that have the potential to be harmful to others may include:
Intoxication
Amphetamine psychosis
Disinhibition


The nature and range of each potential risk may include:
Confusion
Delusions
Fear
Self-harm
Impaired social judgement
Impaired decision-making
Targeted aggressive behaviour
Random, untargeted aggressive behaviour


Environmental factors may include:
Unfamiliar surroundings
'Busy' surroundings
Responses to other people (positive and negative)


Appropriate person may include:
Supervisor
Psychologist
Health professional
Police


Appropriate response hierarchies may include:
Proactive intervention
Advanced proactive intervention
Interrupt and redirect
Deescalate
Passive self defence
Protect self and others
Seek additional support


Legal and ethical aspects of possible responses may include:
Power imbalance
Reasonable force
Imprisonment
Deprivation of rights
Work health and safety (WHS)


Duty of care considerations may include
Foreseeable harm/injury
Reasonable action
Reasonable person


Proactive support strategies may include:
Ecological manipulations - making changes in the persons environment that will reduce the likelihood of the problem behaviour occurring
Positive programming - long term instructional programs designed to give the person greater skills and competencies
Focused support strategies - these include differential reinforcement strategies, stimulus control and instructional control


Organisation policies and procedures may include:
Behaviour management guidelines
Work safety and health policies and procedures
Emergency procedures


Inappropriate behaviours may include those that:
Have the potential for physical harm or destruction (e.g. hurting self or others, damaging property)
Lasts for a long time (e.g. either in a single incident or in multiple incidents over time)
Isolates the person, it stops them from engaging in valued roles (with friends, family, community access, work) e.g. disinhibition / perseveration / depression
Interferes with the person's learning and developing new skills
Reduces quality / enjoyment of life


Strategies to assist in reducing and managing behaviour of concern:
Functional assessment
Data collection
Generating a hypothesis
Multi-element support plans
proactive
ecological manipulations e.g. making changes to the person's environment, changing the teaching method, reviewing and changing the learning goals
positive programming e.g. teaching general skills, teaching coping skills, teaching functionally equivalent skills
focused support e.g. differential reinforcement schedules
Reactive strategies e.g. antecedent management, interrupt and redirect, geographical containment, emergency physical containment and individualised emergency management plans
Seeking expert assistance

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
Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency
A diversity of assessment tasks is essential for holistic assessment


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
Resource requirements include access to all relevant resources commonly provided in the disability service setting, including:
relevant organisation policy and procedure manuals, legislation and standards
organisation mission statement, strategic and business plan
other documentation relevant to the work context such as:. individual routines . staff routines. neuropsychological reports. behaviour support plans. data collection techniques. specific communication tools. skills development plans. accident and incident forms. referral forms. lifestyle review package. functional assessment tools


Method of assessment may include:
Observation of work performance
Written tasks
Interview and questioning
Authenticated portfolio/log book
Supporting statement of supervisor/s
Authenticated evidence of relevant work experience and/or formal/informal learning