MARKING GUIDE

CHCCCS019

Recognise and respond to crisis

situations
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Contents

Assessment Information 4
Definitions 6
Assessment Task 1: Written questions 9
Assessment Task 2: Role Plays 16
Unit mapping – CHCCCS019 Recognise and respond to crisis situations 22

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Assessment Information

About this marking guide

This document is to be used as a guide to marking the assessment tasks required for this unit.
This document outlines the instructions provided to the student for each task and accompanying sample/
benchmark answers and any relevant instructions for the assessor.

Assessment tasks
This unit is assessed in the following ways:

Assessment Task Overview

Assessment Task 1: Written questions Students must correctly answer all questions to show that they
understand the knowledge required of this unit.

Assessment Task 2: Role plays Students will participate in three role play situations and then
answer some written questions and complete relevant
documentation.

Assessment plan
The Student Assessment Booklet includes an assessment plan that students are required to read and sign.
Get this signed plan before students begin the assessment tasks for this unit. Students can use this plan to
declare whether they need any support or adjustments.

Assessment documents
We have developed a range of comprehensive assessment documents for assessment of this unit.
Assessors will need the following documents:
 This Marking Guide, which includes:
– a guide to assessors on the process of assessment
– benchmark responses to assessment tasks
– mapping of assessment tasks to unit of competency requirements (see the end of this booklet).
Students will need to receive the Student Assessment Booklet for this unit. You will record your feedback and
decision making in the student assessment booklet.
Assessors must provide students with the due date for each assessment task for this unit – students should be
instructed to write the dates in their Student Assessment Booklet.

Assessment attempts and resubmissions

Students have up to three attempts to complete assessment tasks satisfactorily. If after the third attempt, the
student has not completed the task satisfactorily, the assessor must make alternative arrangements for
assessment. Depending on the task, this may include:
 resubmitting incorrect answers to questions (such as short answer questions and case studies)
 resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task
 redoing a role play after being provided with appropriate feedback about their original performance
 being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.
Students should be provided with an appropriate time frame in which to resubmit their work, for example
students may:
 be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on

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 be provided with feedback on the day about their performance in a role play and then redo the task
during the next task
 need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up
observation may be required – you should discuss arrangements with the student’s supervisor to agree on
a suitable time and date for reassessment.
Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further
information.

Assessment outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students
must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If
one or more of tasks are assessed as Not Satisfactory, students will be given an overall outcome for the unit
of Not Yet Competent (NYC).
Students can be given two further attempts to complete the task and achieve a Satisfactory outcome.
Students need to be given a timeframe for resubmission and advised what they must include in the
resubmission.
Assessors are required to record the assessment decision in the student assessment booklet and complete
the Final Result Sheet at the end of the booklet.

Final Result Sheet

Assessors must ensure that students have completed the student assessment declaration section and the
remaining will be completed by you as the assessor. You will also provide the overall feedback in this section.

Assessment appeals
All students have the right to appeal an assessment decision. To make an appeal about an assessment
decision, students must follow the process outlined in the Student Handbook.

Training and Assessment Strategies

Each RTO will have a Training and Assessment Strategy that outlines the assessment methods and tasks to
be used in the delivery of each course.
All assessors should be provided with a copy of the relevant Training and Assessment Strategy for the courses
they deliver.
Assessors must ensure they work within the parameters and guidelines of the strategy and communicate any
areas that may need improvement or updating as they are identified.

Plagiarism, cheating and collusion

Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer
to their RTO’s policy and procedures regarding training and assessment for further information.

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Resources and equipment required for these assessments
You will need to ensure that the following items are available for students to complete their assessments:
 Access to textbooks and other learning materials
 Access to a computer and the Internet (if students prefer to type their responses)
 Role play scenarios (provided in Assessment Task 2)
 Crisis Intervention Procedure (provided in Assessment Task 2)
 Participants – assessor and four classmates/colleagues
 3 x copies of an Incident Report – provided as a separate document.

Definitions

Assessment
Assessment is ‘the process of collecting evidence and making judgements on whether competency has been
achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a
training package or VET accredited course.’1

Dimensions of competency
To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions
of competency ensure the person being assessed has the skills to perform competently in variety of different
circumstances. To be competent, a person must demonstrate the following:
 Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills and these are usually described in the performance criteria.
 Task Management Skills: These are skills in organising and coordinating, which are needed to be able to
work competently while managing a number of tasks or activities within a job.
 Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
 Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills
and knowledge.

Principles of assessment and rules of evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment.

PRINCIPLES OF ASSESSMENT
 Validity:
Each task has been mapped to unit of competency requirements. Refer to the ‘Unit mapping’ section at the
end of this guide for more information.
Assessment tasks are varied and are required to be completed over a period of time and, where required,
on a number of occasions. Practical observations provide opportunities for students to demonstrate both
knowledge and skills.
 Reliability:
This marking guide provides benchmark answers for each assessment task to ensure accuracy and
consistency in the assessment decision-making process.

1
From the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015

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 Flexibility:
A range of assessment methods are provided that are relevant to the unit’s context.
 Fairness:
Students are required to sign an agreement in their Student Assessment Booklet and state if they have any
special needs or considerations that may affect their ability to complete the assessments. Any reasonable
adjustments that are required to be made to these assessments must be noted in the Assessment Record
Tool for this unit, in the checklist for the relevant task.
Students are provided with information about the appeals process in their Student Assessment Booklet
and in their Student Handbook.

RULES OF EVIDENCE
 Validity:
This Marking Guide provides a set of benchmark responses for each assessment task. Assessors are to
record assessment outcomes for each task in the accompanying Assessment Record Tool. Assessor
observations require the assessor to watch the student complete specific workplace activities in which
they can demonstrate the skills and knowledge required.
 Sufficiency:
The ‘Unit mapping’ section at the end of this guide demonstrates how assessment tasks align with unit of
competency requirements. Some units may require the student to demonstrate assessment over a period
of time and more than once. These requirements will be made clear in the relevant assessment task.
 Currency:
Evidence for each assessment task will be gathered over the duration of the course. Workplace-based
tasks (if applicable) will allow the student to draw from current workplace conditions and experiences, and
students will be able to use technology, tools and equipment specific to their workplace.
 Authenticity:
Students are required to sign the Assessment Task Cover Sheet, indicating that the work they have
submitted for assessment is their own.
Practical classroom tasks and workplace observations (if applicable) by the assessor ensure that the
assessor sees the student demonstrating the skills and knowledge required of this unit.
Third party reports (where applicable) require third party persons to sign that they have observed the
student undertake the tasks detailed in the checklist.

Reasonable adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that learners with recognised disabilities can access and participate in education and training
on the same basis as learners without disabilities. Sometimes reasonable adjustments, are made to the
learning environment, training delivery, learning resources and/or assessment tasks to accommodate the
particular needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s
particular needs, while also taking into account factors such as: the views of the learner; the potential effect of
the adjustment on the learner and others; the costs and benefits of making the adjustment.
Adjustments must:
 be discussed and agreed to by the learner with a disability
 benefit the learner with a disability
 maintain the competency standards
 be reasonable to expect in a workplace.

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Adjustments are not required if they could:
 cause the RTO unjustifiable hardship
 harm other learners.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it
is not likely to be reasonable.2
Some examples of reasonable adjustments that could be made for the assessments in this booklet include:
 verbal responses to written activities (such as questions and answers tasks and case studies)
 conducting assessor workplace observations via Skype or other video format (for example, in cases of
students in remote areas)
 rescheduling assessor observations in the event that workplace conditions may not be suitable (for
example, safety concerns, required resources not being available, lack of appropriate clients on the day,
and so on)
 providing students with large-print copies of the Student Assessment Booklet.
Record any reasonable adjustments made in the space provided in the relevant task’s checklist in the
Assessment Record Tool.

2
From https://www.ibsa.org.au/sites/default/files/media/BSBv1.1_Business_Services_Implementation_Guide.pdf

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Assessment Task 1: Written questions

TASK SUMMARY:
Students are to answer all written questions.

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Access to textbooks and other learning materials.
 Access to a computer and the Internet.

WHEN AND WHERE DO STUDENTS NEED TO COMPLETE THIS TASK?

 This task may be done in the student’s own time as homework or they may be given time to do this task in
class (where applicable).
 Provide students with the due date for this assessment so they can write it in their Student Assessment
Booklet.

WHAT DO STUDENTS NEED TO SUBMIT?

 Their answers to each question.

Instructions to students:
 This is an open book test – you can use your learning materials as reference.
 You need to answer all questions correctly.
 You must answer the questions by writing in the space provided.
 If you need more space, you can use extra paper. All additional sheets of paper must include your name
and the question number/s you are answering.
 You may prefer to use your computer to type your answers. Your assessor will advise you if you can email
your answers as a Word file, or if you must print and submit hard copies.

INSTRUCTIONS TO THE ASSESSOR

Purpose of the task

Students are to demonstrate that they understand the knowledge required of this unit.

Reassessment arrangements
If students answer any questions in this task incorrectly, they will need to be given an appropriate time in
which to resubmit. Students should only redo questions that are incorrect; however they will need to
resubmit the entire assessment.
Students can be given the opportunity to answer questions verbally if appropriate.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.

Guidance to assessing this task

Benchmark responses are provided for each question.
Record the outcome of this assessment in the Assessment Record Tool.

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QUESTION 1
Describe what is meant by your duty of care to your clients in relation to crisis management.
Student’s response should indicate that they have a legal duty to take reasonable care to avoid others being
harmed. Student may also reference reasonable foreseeability (assessing risks in terms of how harmful their
own actions or inactions may be). It also involves making sure that all requirements around ethical practices
and legalities are addressed before, during and after a crisis situation. It is your duty of care is to ensure that
you have validated the crisis situation by collecting data that could assist in a resolution process later down
the track. The more information about a person you can gather the better, the outcome you can provide.

QUESTION 2

You have been working with Damian for some time. Damian has been struggling with depression since he
lost his leg in a car accident. He lives alone. You get on really well with Damian and to your surprise he has
shown some improvement and been quite positive lately.
You and Damian have lots of things in common, and you realise that he is starting to look at you as a friend.
Damian asks you to go to the movies with him on his birthday and then out to dinner with some of his
friends and family – his shout!

a) Write down how you would respond to Damian and how you would explain the limitations of your
relationship.
Student’s response should indicate their understanding that going to the movies and having dinner with
his friends and family would be overstepping his boundaries. The response should also describe that the
relationship is worker–client and not a friendship.

Your client, Mary, tells you that she saw her granddaughter’s boyfriend kick their three-year-old son a
couple of times when he has been under the influence of drugs. Mary tells you not to say anything to
anyone – it was only a couple of times and he said he was sorry, he will never do it again.
Mary says that she trusts you to keep it a secret – you are her only friend and she doesn’t want to lose her
granddaughter. She stays with her granddaughter sometimes and they are quite close.

b) Why would you be concerned about Mary’s great-grandchild?

Student needs to identify that the child could be hurt and that this is a form of child abuse. There is also an
issue of illegal substances to consider.

c) Write down how you would respond to Mary and explain the limitations of confidentiality in your
relationship with her.
Student’s response should indicate their understanding that they must report Mary’s disclosure as there is
considerable risk of harm to a child. They should also explain that the relationship is a professional one
and not a friendship – they have a requirement under law to report what she has said.
d) What do you think may be some of the barriers Mary is facing in regards to wanting to report the abuse of
her great-grandchild? List two.
Student needs to list two barriers that Mary may be facing. Possible answers include:
 She relies on her granddaughter for companionship and doesn’t want to lose this
 She may be scared of her granddaughter’s boyfriend.
 There may be financial support provided by her granddaughter.
 She justifies to herself that it was only because he was under the influence that it happened and she
believes it won’t happen again because he said so.
e) For the two barriers you identified in (d), develop a response for each one that you would say to Mary.
Student needs to develop appropriate responses to the two barriers they identified in (f) above.
Responses will vary according to the answers from (f) above.

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QUESTION 3
Describe two circumstances under which a worker can, in compliance with the law, disclose confidential
information to others.
Student lists two circumstances, which may include two of those below:
 Where a client threatens to harm themselves or others
 Where a child could be at risk of abuse
 The client gives consent for the worker/their service to disclose information to family members or other
people of their choice
 To other medical professionals who are involved in the client’s treatment (such as their general
practitioner)
 Where notes are subpoenaed to court (court order)
 Where law requires information to be disclosed (enforcement of a serious crime)
 A notifiable health condition (such as an infectious disease)

QUESTION 4
Refer to your state or territory’s legislation and identify five professionals who are prescribed as mandatory
reporters.
Student lists five professionals from the list below (student may not use exact phrasing, but the professionals
listed will fit within these groups). Note that types of mandatory reporters listed below will vary between states
due to legislative requirements. Ensure that the student’s response is relevant to own state or territory.
 Education – primary and secondary school teachers and principals, school nurses.
 Health care/welfare – registered medical practitioners, including psychiatrists, psychologists, youth
workers, nurses, pharmacists, dentists and dental hygienists (Tasmania).
 Children’s services – child care workers, family day carers, home-based carers.
 Residential services – refuge workers, boarding supervisors.
 Law enforcement – police.
 Public servant employed in a government agency that provides health, welfare, education, child care or
residential services wholly or partly for children.
 Community corrections officer.
 Social worker.
 Minister of religion.
 Person performing a child advocacy function under the Public Guardian Act 2014 (Queensland specific).
Note: Section 26 (1) of the Care and Protection of Children Act 2007 (NT) imposes a legal responsibility on
EVERY PERSON in the Northern Territory to report child abuse and neglect and cases where children have
been or are likely to be a victim of sexual offence.

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QUESTION 5
Give two examples of signs for each category indicating a potential crisis situation.
The student must correctly describe two examples of signs that may indicate a potential crisis situation.
Student’s answer could include:

Social  Isolation
 Withdrawal from family and friends
 Quitting activities which were previously
important
 Helplessness

Emotional  Desperation
 Loneliness
 Rejection
 Helplessness
 Unexplained crying
 Emotional outbursts, mood swings

Physical  Major changes to sleeping patterns; usually too

little, though maybe too much
 Loss of energy
 Loss of appetite
 Weight loss
 Taking up a new habit (drinking/smoking)
 Increasing a habit
 Loss of interest in personal hygiene or
appearance
 Chronic illness and pain

QUESTION 6

You are working in a community centre that provides services for older people in the local community with
disabilities. You have noticed during the past three weeks that one of the regular visitors to the centre
named Pravin, has not been participating enthusiastically like he usually does. Pravin has an acquired brain
injury which he sustained in a car accident several years ago, and he often gets tired very easily and has
difficulty concentrating. Arts and crafts is usually his favourite time of the week, but today, like the two
classes previously, he is withdrawn and is not chatting with the others. Before the class is finished, he gets
up and leaves the class early, mumbling that he doesn’t feel well. After you have finished with the class, you
find Pravin sitting by himself in the lounge.
When you ask him if he is ok, he tells you that he is tired of living with his condition and doesn’t see the
point anymore. He feels lonely and he thinks he is a burden on his sister who is his carer and who he lives
with. He has just decided that he has had enough from this life, he has lived a long time. He thinks that
nobody would even miss him if he wasn’t around anymore. He feels so tired.

What signs are there that Pravin may be at a possible risk of committing suicide?
Student needs to list some of the signs that there may be a risk. Answer may include:
 Withdrawn behaviour
 Not enjoying arts and crafts like he used to
 Feeling like he is a burden
 Feeling tired of living with his disability and feeling like he has had enough from life

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 Feeling lonely and that nobody would miss him if he were gone.

QUESTION 7
Give two examples of signs indicating threats of harm to others.
Student must correctly describe two examples Student’s answer could include:
 Depression
 Anger
 Verbal indicators eg saying they are going to do something to somebody
 Posting threats on a social media site.

QUESTION 8
Before you did this course, what were your assumptions about crisis situations, and how has your
understanding of crises changed now you have more knowledge of the subject?
The student needs to identify their own assumptions or notions of crisis situations and how their
comprehension of crises has now developed. For example:
When I used to think of a crisis, I suppose I always immediately thought of suicide as being a crisis. Now that I
have undertaken research in my training I realise that crises may come in many different forms, such as
domestic violence, a person needing shelter, abuse of children, untreated depression, or any other number of
situations not normally perceived as being a crisis.

QUESTION 9
a) What are some common assumptions that you have heard people make about people who are at risk of
crisis? List two notions people may have and why this may be the case.
Student need to discuss two common notions or assumptions that they have heard people make about
people at risk of crises and why this may be the case. Answer may include:
 People who suffer great financial loss are at risk of suicide – this may be due to the media coverage
surrounding suicide after the banking collapse in 2008.
 People self-harm to get attention.
 Only people from lower-socio economic backgrounds are at risk of domestic violence – this may be
due to lack of information, prejudice about people from poorer backgrounds, or higher number of
cases reported than people from more affluent areas and backgrounds.
 Domestic violence is higher in the immigrant community – this assumption may be due to the lack of
knowledge about other cultures and biased media reports.
 People who are depressed need to just get over it and carry on like everyone else – this is due to lack
of knowledge about mental illness and ignorance on the subject.
b) Why can assumptions about people at risk of a crisis be dangerous to believe?
Key point includes: Because you may not think someone is at risk due as they do not fit the stereotypical
profile. Believing an assumption may prevent a person form taking action if someone they know is facing
a crisis situation.

QUESTION 10
Access your workplace or work placement’s policies and procedures for crisis management and answer the
following questions. Attach a copy of these if your supervisor gives their permission.
a) Describe your workplace’s critical incident procedures.
The student describes their organisation’s critical incident procedures. Answer may include:
 Incidents are responded to under OHS legislation, all incidents or near incidents must be reported to
supervisor on duty.
 In any incident, the most important first step is to make sure clients and staff are safe. After that, a
client incident report must be completed. Plain English should be used.

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  The most senior staff member to witness the incident, or the staff member to whom the incident was
disclosed, completes the client incident report form. The report includes a brief description of the
incident, immediate actions that have been taken and planned follow-up actions
 A client incident report is required for all critical incidents that occur at the service or during service
delivery which involve and/or impact upon clients.
 Categories of incidents
Source: http://www.dhs.vic.gov.au/__data/assets/pdf_file/0008/684710/critical-client-incident-summary-
guide-categorisation-table-12-2012.pdf
b) Discuss your workplace’s policies and procedures for facilitating emergency interventions.
Student needs to include main points according to their workplace procedure. Answers may include:
If a staff member receives a call from a worker at risk:
 Check the address, ask the nature of the crisis and ask what is needed.
 If you hear the organisational code words, call Emergency on 000.
 In circumstances of impending danger, the staff member should contact the relevant emergency
services first and then inform their line manager.
Source: http://www.mhcc.org.au/media/5889/sample-policy-2-safe-practice-home-visiting.pdf
c) How does your workplace address safety concerns in their policies and procedures?
Student must provide a description of how safety concerns are addressed in their organisation’s policies
and procedures. Answer may include:
 It is the duty of the employer to identify and assess hazards and if reasonably practicable eliminate
risks. If that is impracticable, the risks must be controlled.
 It is the duty of the manager or supervisor to ensure that the policy and procedures of the employer
are implemented, followed and reviewed.
 It is the duty of the employee to ‘take reasonable care for the health and safety of people who are at
the employees’ place of work and who may be affected by the employees’ acts or omissions at work’.
 Always conduct an assessment of risk of aggression before visiting any consumer at home.
 An initial assessment of risk of aggression should be conducted by two staff, preferably at an office or
facility location rather than at the consumer’s home.
 Two staff should conduct the initial home visit during office hours, and during this visit the home
assessment should be completed.
 Workers who are uncertain as to the level of risk involved in a home visit must discuss the situation
with their supervisor before going to and/or entering the consumer's home.
 Consider risk to male staff concerning possible allegations of sexual misconduct by female
consumers, particularly in the privacy of a consumer’s home.
 Advice should be sought and taken from local mental health services that may have relevant history
or information about the consumer being assessed.
Source: http://www.mhcc.org.au/media/5889/sample-policy-2-safe-practice-home-visiting.pdf

QUESTION 11
Look at a code of practice used in your workplace, or look up one on the internet, that is related to crisis
management. Write down the name of the code of practice and where you accessed it from, and describe
two responsibilities included in the code of practice you have accessed and how this does, or will, apply to
you at work.
The student must include the name of the code of practice and where they accessed it; and include two
responsibilities. Student’s answer may include:
 All possible steps should be taken to alleviate human suffering arising out of calamity and conflict
 Those affected by a crisis situation have the right to a life with dignity and therefore a right to assistance.
 When providing support in times of crisis situation you must uphold the highest ethical and professional
standards

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 Maintain the high standards of independence, effectiveness and impact.
 Promote good practice in the management and support of a crisis situation.

QUESTION 12
Imagine a man wielding a knife comes into your workplace. Discuss the steps involved in assessing this
situation; and provide an example of how this is done for each step.
Student needs to demonstrate their knowledge of the steps involved in assessing the situation by
providing an appropriate example in each box below. Sample answer provided:

Assess the urgency of A person wielding a knife is an immediate threat to safety to self and others.
the threat:

Evaluate the situation: Who is nearby who can help lead people away from danger and call emergency
services? Evaluate options for getting help or calling assistance.

Assess the area: Is there somewhere safe to hide or run, how many people are around etc.

QUESTION 13
Discuss the referral process used at your workplace for clients and how you can provide them with options to
access services for additional support. Include the steps involved in making a referral.
Student needs to discuss their organisation’s procedures for referring clients to additional services and
providing options to them. This may be by referring to partner organisations, general practitioners or mental
health support. Sample answer provided:
When we make a referral, we are basically sending a person to another professional who specialises in
working with particular needs or problems. Referring a client to another professional doesn’t mean that we
stop working with that client but rather that we work as part of a team to best meet all that person’s needs.
The steps in the process of referring a person in a crisis situation to professional help would include:
 Firstly making sure making sure that you have correctly identified the problem (crisis)
 Assess all data and information about the problem (crisis)
 Identify and assess potential solutions to the crisis situation
 Identify additional information needed
 Make the referral

QUESTION 14
In a crisis, under what types of circumstances should you seek assistance from your supervisor? Provide two
examples.
The student must correctly identify that they should seek assistance when unsure of which action to take and
describe two examples to support their answer. Examples may include:
 An issue regarding mandatory reporting
 If a complaint has been made
 When faced with a decision about a referral issue
 Issues regarding changes to client behaviour
 If an accident or incident occurs
 If unsure of which action to take
 If inexperienced in a certain area.

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
Assessment Task 1 Checklist

Your assessor will tick “Yes” if your performance is satisfactory OR tick Satisfactorily
“No” if your performance is not satisfactory. demonstrated?

Yes No

Did the student answer all written questions correctly? (Please note
which questions were answered incorrectly in the comment below)

Assessor Comments:

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Assessment Task 2: Role Plays

TASK SUMMARY:
Students will participate in three role play situations, answer some written questions related to the role plays
and complete relevant documentation.

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Role play scenarios (provided)
 Crisis Intervention Procedure (provided)
 Participants – assessor and four classmates/colleagues
 3 x copies of an Incident Report – assessor to provide as a separate document.

WHEN AND WHERE DO STUDENTS NEED TO COMPLETE THIS TASK?

 This task will be done in a simulated environment in the classroom or other suitable location if the student
is workplace-based.
 Provide students with the due date for this assessment so they can write it in their Student Assessment
Booklet.

WHAT DO STUDENTS NEED TO SUBMIT?

 Written responses to each role play
 3 x completed Incident Reports
 Support plan

INSTRUCTIONS TO STUDENTS:
You will participate in three role plays with your assessor and some of your classmates as an employee of
Newberry Care Centre. Read through each role play situation before you begin and then afterwards you will
complete some written questions and fill out an incident report for each scenario.

Read the Crisis Intervention Procedure below – you will need to follow this for each role play.

CRISIS INTERVENTION PROCEDURE FOR NEWBERRY CARE CENTRE

In any incident, the most important first step is to make sure clients and staff are safe. After that, a client
incident report must be completed. Plain English should be used.
The most senior staff member to witness the incident, or the staff member to whom the incident was
disclosed, completes the client incident report form. The report includes a brief description of the incident,
immediate actions that have been taken and planned follow-up actions.
A client incident report is required for all critical incidents that occur at the service or during service delivery
which may be in a client’s home, which involve and/or impact upon clients. This includes all critical
incidents that occur: while a staff member is with the client, when the client attends a service provider
premises, including offices, residential services, respite facilities or day services, when a staff member is
providing in-home support or support in the community with the client, on-site at the service including
inside and around the building, and locations that are within view of staff.
Categories: There are two categories of reportable incidents; consideration is to be given to the actual or
apparent impact for the client and to the likelihood of recurrence. It is expected that senior staff will use their
judgement in considering the severity and appropriate categorising of individual incidents occurring at the
service or during service delivery.
Category One – Category One incidents are the most serious; and such incidents occurring at the service or

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during service delivery must be reported. A Category One incident is an incident that has resulted in a
serious outcome, such as a client death, severe trauma or suicide attempt.
Category Two incidents – Category Two incidents involve events that threaten the health safety and/or
wellbeing of clients or staff.
In both category one and two incidents, the procedure to follow is to always alert emergency services first,
or instruct someone else to do so while you assist the person in crisis. The most senior person in the
location of the crisis is the person who should take control of the crisis while waiting for emergency
services to respond.
Care should be taken at all time to ensure the safety of self and others.
Adapted from: http://www.mhcc.org.au/media/5889/sample-policy-2-safe-practice-home-visiting.pdf

ROLE PLAY 1 – DENISE

One of your clients is a woman named Denise, who has rheumatoid arthritis. She lives alone and receives
support – sometimes she participates in some of the centre’s activities.
Denise was diagnosed with depression four years ago as she was struggling to cope with the debilitating
effects of her disease. She has been managing it with her local GP and the additional support of the
community centre.
Denise used to attend activities at the centre every week, but you have seen her less frequently. No one
has seen her for at least three weeks now. She missed her last appointment with you two weeks ago and
has not been answering her phone.
Today Jan, a centre visitor, comes running up to you and bursts into tears. She shows you Denise’s
Facebook post. It is a suicide note that was posted 20 minutes ago. She has tried to contact Denise herself,
but she is not answering her phone.
The assessor must arrange for one additional participant (classmate or colleague) to play the role of the paramedic who
will arrive after 10 minutes from the role play commencing.

Instructions for role playing Denise (assessor)

Begin the role play by lying down on a surface to pretend you are lying on your bed and when the student comes in say
things like, ‘I’m in so much pain and I can’t take it anymore’; ‘Don’t worry, no one will miss me’. You need to place an empty
bottle of pills next to you for the student to find.
In response to the student, you should not provide any information about how many pills you have taken and if you have
taken anything else with them. You should repeat that you will not be missed and you can’t take the pain and this life
anymore. You should engage with the student when they provide links to safety and living and listen to them but you
should repeat something over and over like ‘But it’s too late now…it’s too late now’.

Instructions for role playing the paramedic

After the role play has been played out for 10 minutes you need to arrive at the scene and rush in, introduce yourself and
ask the following questions:
 Please tell us her name and what the situation is.
 Do you know how many pills she has taken?
 Do you know if she has taken anything else?
 Do you know the approximate time she took the pills?

The role play will end at this point, after the paramedic arrives and asks a few questions about the incident.

 After you have read this scenario, you will need to discuss with your assessor the steps you would take
immediately at this point in time.
The student needs to initially talk you through the immediate action they would take on seeing the
Facebook post. This must be to immediately call 000 as they have an actively suicidal client and provide

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 them with her address and tell them you are on your way there now to her. They also need to alert their
supervisor.
 After you have completed point one above, you will then participate in a role play with your assessor who
will play the role of Denise; and one other class mate/colleague. The role play will begin at Denise’s
house.
Refer to the Assessment Record Tool for further role play instructions and guidance on marking.
 Fill out an incident report for this incident (your assessor will provide you with a form) and then provide
answers to the questions below.
Students must fill out an incident report and correctly fill out all sections reflecting what happened and
correctly identify that it is a category 1 incident.
The candidate needs to provide written responses to each question. Guidance to marking is provided
below.

During the role play your assessor will be looking to see that you:
 Take appropriate immediate action to respond to the situation
 Use correct communication techniques appropriate to a crisis situation and the person’s current
capacity for decision making
 Provide a strategy to the person in crisis
 Provide links to safety and living
 Demonstrate the ability to enable positive thoughts and behaviours
 Ensure your actions are ethical and according to organisational policies and procedures

Refer to the Assessment Checklist at the end of this task as your performance will be assessed against the
criteria in the checklist. Ensure you review the checklist prior to ensure that you are clear on the performance
requirements.

INSTRUCTIONS TO THE ASSESSOR

Purpose of the task

Students are to demonstrate that they can recognise and respond to three crisis situations appropriately
and in the third scenario develop a plan to support the individual after the crisis has occurred.

Reassessment arrangements
If students do not demonstrate the required skills and techniques effectively, they will need to redo the task
at a later time.
Students can be given the opportunity to answer the questions again if they do not provide appropriate
responses.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.

Guidance to assessing this task

Instructions for the role plays and guidance to marking are provided in the Assessment Record Tool.
Benchmark responses are provided for each question and are included below. Students must complete an
incident report after each role play and for the third role play need to develop a support plan in a meeting
with ‘Gordon’ who will be played by the assessor.
Record the outcome of this assessment in the Assessment Record Tool.

Questions to be completed after the role play

1. How might this situation affect you afterwards?
Key points for answer include: May become stressed and find it difficult to cope with what happened.
Feelings of sadness and feeling powerless to cope. May experience feelings of guilt that you should have
known something was going to happen, or perhaps you were too late.

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2. How would participation in a debriefing session assist you?
Key points include: Debriefing is important to talk about the situation and your feelings about what
happened. It can also help you to reflect on what happened, prepare you to deal with a future situation,
and help you to get reassurance from someone else that you did the right thing and you did all you could
in the moment of crisis.
3. Using the template provided; develop a plan for providing Denise with the first steps to accessing support.

Immediate response after the  Alert supervisor to what happened

ambulance takes Denise to hospital  Contact Denise’s family listed in her file at the centre
 Ensure there is a family member or friend to support her
when she leaves the hospital

Action needed once Denise is home  Visit Denise and develop a plan with her to receive support
 Provide referrals to additional support services she requires
– GP, counselling support etc.

4. How could you assist Denise in balancing her self-care with supervision from you and other professionals
in her road to recovery?
Student must identify that Denise needs to be assisted to empower herself to take care of herself and in
collaboration with her personal support structure from relatives or friends, the services she accesses and
professionals such as her local doctor, she follows a plan to help her recovery. This may include the
centre checking on her if she misses an appointment, or even Denise herself making a commitment to
attend all appointments and counselling sessions.
5. Hand in your completed incident report to your assessor along with your completed answers to the above
questions.

ROLE PLAY 2 – RAYMOND

You are on duty at the centre. You have Samson, a new volunteer, and Francois, a workplace student, with
you today.
A man called Raymond comes into the centre. You have seen him previously hanging around outside, but
he has never come in before. You have a suspicion that he is an addict as you have seen him acting
strangely and have heard visitors at the centre talk about his violent outbursts and his addiction. Some of
them are quite frightened of him as they are worried he might try and steal their money or hurt them.
As you are walking down the hallway with Samson, you see Raymond in the lounge room holding a knife
to the throat of one of your visitors, Georgia. You can hear him telling Francois that he doesn’t want to hurt
anybody but he needs money desperately. If Francois gives him whatever cash is in the office he will leave
the girl alone and leave the centre.
The other centre visitors in the lounge room have stopped what they are doing and are just staring at
Raymond – one of them, Maureen, starts screaming.
Raymond cannot see you as his back is towards you and you are a little way down the hallway but you
can see everything that is unfolding.

 After reading the above scenario, you will participate in a roll play with your assessor who will play the role
of Raymond, with classmates role playing Samson, Francois, Georgia and Maureen.
 After the role play, fill out an incident report and then provide written responses to the questions below.

 Refer to the Assessment Checklist at the end of this task as your performance will be assessed against the
criteria in the checklist. Ensure you review the checklist prior to ensure that you are clear on the
performance requirements.

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The assessor must arrange for four additional participants for this role play who will play the roles of Samson, Francois,
Georgia and Maureen. The assessor will play the role of Raymond. If in a classroom setting, you can arrange for additional
participants to be in the room as there are other visitors to the centre in the room who are watching what is happening but
this is not necessary.

Instructions for role play set up

 Have the person role playing Maureen sit on a chair and when the role play begins they need to start screaming or
crying loudly.
 The assessor as Raymond will be holding a pretend knife up to the person role playing Georgia’s neck.
 Georgia will be standing hostage quietly sobbing
 Francois will be standing in front of Raymond but a distance back out of arms reach.
 The student will be walking down the hallway with the person role playing Samson walking with him.

Instructions for role playing Raymond (assessor)

Begin the role play by holding a pretend knife up to ‘Georgia’s neck and saying to Francois ‘I don’t want to hurt anybody – I
just need money. I’m desperate for money so if you give me all the cash from the office I will leave and nobody will be hurt.
But I’m not going until I get some money.’
Talk about your son ‘Charlie’ who you haven’t seen for two years. Be responsive in answering some questions and flexible
in what you say – taking the lead from the student. You should not be overly aggressive but open up about needing to get
your life back on track and missing your son. Emphasise the fact that you don’t want to hurt anyone but you desperately
need money.
After a few minutes; be very unpredictable and become emotional and push Georgia away from you and hold the knife
against yourself saying there is no way out of this for you but to end up in jail so you might as well just die. This will be an
unexpected occurrence for the student.
The role play will end after 10 minutes which will be while the student is speaking to you about not harming yourself. Stop
the role play by saying the police have now arrived on the scene.

Instructions for role playing Samson

Your role is to walk down the hallway with the student and once you are instructed to do so by the student, simulate a call
to 000 quietly and then hide somewhere while pretending to be on the line with them.

Instructions for role playing Francois

Your role is to stand in front of Raymond at the beginning of the role play and say to Raymond ‘Ok, I’m sure we can work
something out’. Do as the student directs you during the role play.

Instructions for role playing Maureen

Your role is to sit on a chair in the beginning of the role play and scream or cry loudly. Follow direction from the student and
from the person role playing Francois.

Instructions for role playing Georgia

Your role is to stand at the beginning of the role play with the person playing Raymond and to pretend to have a knife held
to your neck and be scared and sob softly. You will follow all directions in the role play from whoever provides you with it.

During the role play your assessor will be looking to see that you:
 Take immediate appropriate action to respond to the situation
 Provide Raymond with a strategy for dealing with the situation
 Assess his current decision-making capacity and communicate accordingly
 Reduce the risk of danger to self and others
 Ensure your actions are ethical and according to organisational policies and procedures

1. Discuss the need for debriefing in this situation and who would need to be involved in debriefing and/or
counselling afterwards.

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 The student must mention the importance of debriefing in handling any potential symptoms of stress
related to the incident and that all of the people involved in the incident will need to debrief and perhaps
attend counselling.
2. What could have been Raymond’s barriers to receiving help before this incident occurred? List three
possible barriers.
Student needs to identify three possible barriers to Raymond’s receiving help. Answers may include:
 Lack of family support
 Not accepting his addiction is out of control
 Friends may also be addicts so this may hinder him receiving help
 May not be aware who he can turn to for help
 Lack of financial support.
3. Why is it essential to balance collaboration with others when in a crisis situation?
The student must correctly describe why it is essential to balance collaboration with others when in a
crisis situation. Student’s answer could include:
It is essential to balance collaboration with all concerned when making decisions within a crisis situation.
The last thing that you want to do is to make the crisis more volatile. The idea is to passively reach an
outcome that suits the needs of both parties. You can achieve this by making sure that work tasks are
transparent and that communication is open around every step and process of evaluating and supporting
a crisis situation.
4. Submit your completed incident report form to your assessor along with your answers to the above
questions.

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5.

ROLE PLAY 3 – GORDON

Gordon is a new client who has been assigned to you. You learn that he has been abusing painkillers for a
number of years. He understands that his marriage could be over if he doesn’t get help. He is very much
open to receiving support, but it also very emotional about how his addiction to painkillers has affected his
family. He is having trouble expressing himself and his emotions are distracting him from moving forward,
no matter how much he wants to change.
Gordon had a bad time last week. He said he fought with Milly, his wife, almost every day and had trouble
sleeping. Every time his wife left the house, he panicked and worried that she would not return.
He has told you that he lay awake for hours and briefly thought about different ways in which he might kill
himself if Milly never came back. The thought scared him, because he has never felt that way before, so he
got up and watched TV to distract himself.
A safety plan has been put into place for Gordon and his care plan has been updated with additional
support services; however, you now receive a phone call from Gordon. Milly has left a note – she has left
him and he has no idea where she has gone.
He tells you that he is having those bad thoughts again and he is going to do it this time. He hangs up, but
when you call him back he picks up and tells you it is too late.

There are two parts to this role play:

1. The first part will be done on the telephone with your assessor playing the role of Gordon. You will have
two phones in this role play. The office landline which you are speaking to Gordon on; and your mobile
phone. You will need to fill out an incident report form after this part of the role play and submit to your
assessor.
Instructions for role playing Gordon
On the phone with the student, you should act very dejected and non-emotional – not speaking a lot. Tell the student that
you can’t live without Milly and it’s too late. Do not tell the student what you have done. Be quite closed and do not provide
too much information. Just say that it’s too late and there’s no point now. End the role play after five minutes by saying that
the ambulance has arrived and the role play ends here.

During the role play your assessor will be looking to see that you:
 Take appropriate immediate action to respond to the situation
 Use correct communication given the crisis situation
 Provide links to safety and living
 Provide a strategy to the person in crisis
 Demonstrate the ability to enable positive thoughts and behaviours
 Ensure your actions are ethical and according to organisational policies and procedures

2. The second part will be done face-to-face with your assessor playing the role of Gordon.

It is now a week after the incident and Gordon has just been released from hospital. You have arranged a
meeting with Gordon to discuss how to support him as he moves forward. Using the internet or information
from your workplace, have some referral information ready for Gordon and use the template provided to
develop a plan with him to empower himself while accessing services from your centre and additional
support services.
Milly has come home and they are trying to make their marriage work.
You may make up the details of what your centre can provide for him.

Read the scenario above and then participate in a meeting with your assessor who will play the role of
Gordon. You will need to fill out the template provided with Gordon during the discussion.

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Instructions for role playing Gordon
You need to provide the following information to the student:
 Your wife Milly is going to help you through this time in your life. You want to rebuild your marriage.
 You will agree that you need to see your GP and need to take the antidepressants prescribed to you.
 You are interested in attending a music class as you used to play classical guitar and you think this may help you if
you started to play again.
 Your goals are to feel more positive and try to block put your negative thoughts by distracting yourself; and to
reconnect with your wife and family.
Be flexible with your answers and listen to the student’s suggestions in developing your support plan strategies.

During the role play your assessor will be looking to see that you:
 Communicate effectively
 Empower Gordon to make informed choices about further help
 Develop a plan with Gordon that includes agreed first steps to access and use informal supports and
professional help.

Refer to the Assessment Checklist at the end of this task as your performance will be assessed against the
criteria in the checklist. Ensure you review the checklist prior to ensure that you are clear on the performance
requirements.

Client name: Gordon

Family/friend This will be his wife Milly

support at home

Referrals to other List all referrals being made and details of how often and when client will access
services provided: them.
Student needs to demonstrate that they have researched referral options and
provided some appropriate referrals that Gordon can agree upon. These could
include counsellors, his GP for medication, calling Lifeline if he feels like he may do
something to himself again.

Support that will be Describe the nature and frequency of support that the centre will provide to the
received from the client including home visits, appointments or activities that will be participated in.
centre: The student needs to assist Gordon to agree on the support he needs. This may be
a combination of family checking in on him, attending activities at the centre and
participating in his interests and hobbies eg music, arts and crafts etc. He will
attend a music class once per week.

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Client goals: Include short and long-term goals that the client wants to reach. Make sure goals
developed are realistic and attainable for client.
Student needs to help Gordon document his goals, which may be to feel more
positive, block out his negative thoughts about himself, distract himself with an
activity when he feel negative, reconnect with his wife and be able to care for
himself etc.

Strategies to achieve Include strategies to achieve the goals of the client and who will be involved and
goals how.
The student needs to include strategies developed with Gordon to assist him to
reach his goals. This may include such things as attending counselling every week,
developing a positive mantra he can repeat when he feels down, making sure he
participates socially in his activities he has chosen – even if he doesn’t feel like
leaving the house, developing his friendships with others at the centre or reaching
out more to his family and accepting their help, rebuilding his relationship with his
wife etc.

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 Assessment Task 2 Checklist - ROLE PLAY 1 – DENISE

Your assessor will tick “Yes” if your performance is satisfactory OR tick “No” if Satisfactorily
your performance is not satisfactory. demonstrated?

During the role-play, your assessor will be looking to see that you can: Yes No

Identify the immediate steps that they should take in the crisis according to the
crisis intervention procedure provided to them which includes:
 Immediately call 000 (actively suicidal client)
 Alert their supervisor
 Go to Denise’s house to check on her?

Use correct assessment of the situation (realising Denise has taken a large
quantity of tablets) and applying communication techniques that are appropriate
to a crisis situation which includes:
 Being supportive by recognising her coping abilities are limited and providing lots of
positive encouragement by tone of voice and using positive words and phrases
 Listening empathetically – staying focussed on Denise and using active listening
techniques
 Balance listening and being supportive with trying to prompt Denise for information
about how many pills she has taken and/or any other substances in a non-
judgemental manner?

Provide Denise with a strategy for the crisis which should include reference to:
 Reassuring Denise that an ambulance is on its way
 Reassuring Denise that she is not alone?

Provide Denise with links to safety and living by telling her how important she is
and reminding her of her loved ones?
Answer all of the questions provided satisfactorily?
Guidance to marking is included in the Marking Guide for each question.
Complete the incident report correctly by summarising the situation that
occurred accurately and in accordance with the crisis management procedures
by identifying the incident as a category 1 incident?
Assessor Comments:

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 Assessment Task 2 Checklist - ROLE PLAY 2– RAYMOND

Your assessor will tick “Yes” if your performance is satisfactory OR tick “No” if Satisfactorily
your performance is not satisfactory. demonstrated?

During the role-play, your assessor will be looking to see that you can: Yes No

Take immediate appropriate action to respond to the situation which includes

acting ethically in an emergency:
 Instructing Samson to call 000 and to stay out of sight (away from danger) while on
the line with them
 Distracting Raymond in discussion while swapping places with Francois who is more
junior
 Directing Francois to remove Maureen who is screaming and remove any other
visitors out of the room and away from danger
 Keeping a safe distance away from Raymond – out of arm (and knife’s reach)
 Getting Georgia away from harm after Raymond pushes her away.
This demonstrates that they are reducing the risk of danger to self and others.
Assess Raymond’s current decision-making capacity by realising that he is
unpredictable thus providing Raymond with a strategy for dealing with the
situation which includes:
 Encouraging Raymond to put the knife down and to let Georgia go
 Empowering Raymond to make a positive choice to not harm anyone
 Discussing Raymond’s son that he wants to build a relationship with again and
helping Raymond see what he has to live for?

Communicate appropriately which includes:

 Listening empathetically by staying focused on Raymond and showing him they are
interested in his situation
 Remaining calm and non-threatening so as to avoid escalation of the situation by
speaking soothingly and using a calm tone of voice

Complete the incident report correctly by summarising the situation that

occurred accurately and in accordance with the crisis management
procedures by identifying the incident as a category 2 incident?
Answer all of the questions provided satisfactorily?
Guidance to marking is included in the Marking Guide for each question.
Assessor Comments:

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 Assessment Task 2 Checklist - ROLE PLAY 3 – GORDON

Your assessor will tick “Yes” if your performance is satisfactory OR tick “No” if Satisfactorily
your performance is not satisfactory. demonstrated?

During the role-play, your assessor will be looking to see that you can: Yes No

Take immediate appropriate action according to the crisis management

procedure to respond to the situation which includes:
 Calling 000 on the mobile phone and providing them with Gordon’s address and brief
details of the situation.
 Stay on the line with Gordon while emergency services reach him?

Communicate appropriately with Gordon by:

 Listening empathetically to Gordon if he speaks by not interrupting and focusing on
what he is saying
 Remaining calm and being non-judgmental in voice, tone and manner (acting
ethically)

Provide links to safety and living which should include speaking about how the
people in his life need him and care for him. These people may include:
 His family – particularly his wife
 Friends
 Friends at the centre
 The student and other staff at the centre?

Provide a strategy to Gordon by reassuring him that help is on the way and that
he will be cared for soon and assisted at the hospital?
Demonstrate the ability to enable positive thoughts and behaviours by speaking
about positive things and being supportive in their approach?
Complete the incident report correctly by summarising the situation that
occurred accurately and in accordance with the crisis management procedures
by identifying the incident as a category 1 incident?
Complete the support plan with Gordon in a meeting (part 2 of the role play):
 Using positive and supportive communication skills – speech and tone of voice and
active listening skills
 Empowering Gordon to make informed choices by providing him with options they
have researched previously and presenting them to him along with discussion about
the benefits
 Agreeing on suitable options for Gordon and documenting in his plan?
Assessor Comments:

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Unit mapping – CHCCCS019 Recognise and respond to crisis situations
Application This unit describes the skills and knowledge required to recognise situations where people may be in imminent crisis, and then to work collaboratively to minimise
any safety concerns and make plans to access required support services.
This unit applies to any community services worker involved in crisis intervention. Management of the crisis may involve face-to-face, telephone or remote contact
with persons involved.

Licensing requirements The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of
practice.

Prerequisites NA

Assessment Tasks

Element Performance criteria AT1 AT2

1. Identify imminent crisis 1.1 Recognise and respond to signs indicating that there may be safety issues for people RP1, RP2, RP3
situations
1.2 Consider indicators from direct and indirect communications that suggest the presence of safety issues 6 RP1, RP2, RP3

1.3 Ask directly about safety issues whenever there are grounds for concern, and take immediate action based on
RP1, RP2, RP3
organisation’s procedures

2. Address immediate 2.1 Listen empathetically to details of current crisis situation RP1, RP2, RP3
safety concerns
2.2 Affirm and strengthen links to safety and living RP1, RP2, RP3

2.3 Provide structure and strategies for dealing with the immediate crisis through enabling thoughts and behaviours RP1, RP2, RP3

2.4 Balance collaboration and direction according to the person’s current capacity for decision-making and coping RP1, RP2, RP3

2.5 Identify and agree actions to reduce immediate danger and risk to others, including mobilisation of emergency
RP1, RP2, RP3
assistance as required

2.6 Confirm that actions are legal, ethical, consistent with organisation policy and meet duty of care requirements RP1, RP2, RP3

2.7 Seek advice or assistance from supervisor as required 14 RP1

3. Provide referral for 3.1 Empower person to make informed choices about further help RP1.4, RP3
crisis intervention
3.2 Explore possible barriers to seeking or accepting help and develop responses 2d, e RP2.2
support
3.3 Develop a plan with the individual that includes agreed first steps to access and use informal supports and
RP1.3, RP3.2
professional help

3.4 Refer to appropriate professionals as required RP1.3, RP3.2

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 Assessment Tasks

Element Performance criteria AT1 AT2

3.5 Complete and maintain accurate documentation RP1.5, RP2.4,

RP3.1–2

4. Care for self 4.1 Recognise and minimise risks to self-associated with crisis support RP1.1-2, RP2

4.2 Identify and respond to the need for supervision and debriefing RP1.2, RP2.3

Foundation skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Assessment Tasks

Performance Evidence AT1 AT2

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job
role. There must be evidence that the candidate has:

 Been involved in crisis intervention activities on at least 3 occasions. RP1-3

Assessment Tasks

Knowledge Evidence AT1 AT2

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the work role. This includes knowledge of:

 Legal and ethical consideration relevant to recognising and responding to crisis situations including:

 Duty of care 1 RP1-3

 Privacy, confidentiality and disclosure 2c, 3

 Work role boundaries, responsibilities and limitations 2a, 2c

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 Assessment Tasks

Knowledge Evidence AT1 AT2

 Mandatory reporting 2c, 4

 Codes of practice 11

 Organisation policies and procedures for responding to crisis situations 10 RP1–3

 Types of crisis situations, including:

 Potential suicide 5 RP1, RP3

 Threats to harm others 6 RP2

 Self-harm RP2

 Received threats 12 RP2

 Abuse, including child abuse 2b

 Domestic and family violence 2b

 Common indicators or signs of crisis in other people 6 RP1, RP2, RP3

 Personal values, beliefs and attitudes that facilitate or impede crisis care:

 Assumptions about who may be at risk 9a, 9b

 Common notions about crisis situations 8, 9b

 Principles and practices of crisis intervention:

 Critical incident procedures 10a RP1, RP2, RP3

 Facilitating emergency interventions 10b RP1, RP2, RP3

 Addressing safety concerns 10c RP1, RP2

 Referral options and procedures for accessing services 13 RP1, RP3

 Principles and practices of self-care and supervision RP1.4, RP3.2

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Assessment Conditions AT1 AT2

Skills must be demonstrated in a crisis support workplace or in a simulated environment that reflects workplace conditions. The following
conditions must be met for this unit:

 Use of suitable facilities, equipment and resources, including organisation policies, procedures and resources 

 Modelling typical workplace conditions and contingencies, including:

 Interactions with people from a range of diverse backgrounds 

 Links to other services  

 Realistic, in-depth, validated industry scenarios and simulations of crisis situations 

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. RTO to ensure

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