CHCCCS019 Recognise and Respond to Crisis Situations - Student Assessment Workbook

This workbook is designed for students pursuing CHC52015 Diploma of Community Services and covers the competency CHCCCS019 Recognise and respond to crisis situations. It includes assessment tasks, performance evidence, knowledge evidence, assessment conditions, and reasonable adjustments.

Student Assessment Workbook
PROJECT COVER SHEET
Qualification Code/Title CHC52015 Diploma of Community Services
Competency Code/Title CHCCCS019 Recognise and respond to crisis situations
COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 You will be notified via email of the outcome of your assessment. If you do not agree with the judgement,
students can access Alana Kaye’s complaints and appeals process.
ASSESSOR’S FEEDBACK TO
STUDENT
(include resubmission requirements and
due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Formative Assessments – 1A to 4B □ □
Summative Assessment – Knowledge Questions 1 – 9 □ □
Summative Assessment - Performance Activity □ □
□ □
□ □
Re-Submission Feedback (if required)
Overall Assessor Comments:
Final assessment result:
Resubmission result:
☐ COMPETENT
☐
COMPETENT
☐ NOT YET COMPETENT
☐ NOT YET
COMPETENT
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
Assessor Name
Assessor Date
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Signature
Administration
Resulted VETtrak & tracking spreadsheet updated ACS & CJ scanned & saved Copy sent to student
Initial:
Date:
STUDENT
Instructions:
 Before you start your assessment task, please read the student declaration below
 All projects must be submitted with this attached cover sheet
 Projects submitted without this cover sheet or declaration completed, will be returned to the
student for resubmission
 Please keep a copy of your project. Your project will not be returned to you
 Please submit your project by hard copy or email the project cover sheet with your project to
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student
Handbook).
☐ ☐
(only complete if you have special needs). I have advised of my special needs and
any changes to the assessment process have been taken into consideration.
☐ ☐
The work in this project is my own work. I declare that this assessment item is my
own work unless otherwise acknowledged and referenced.
☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality
Authority, Government Funding Agencies) or representatives chosen by Alana
Kaye Training (e.g. Trainers, Consultant, Industry Representatives) to review the
quality and marking of this assessment.
☐ ☐
I have read, understood and
accept the above conditions of this
assessment.
Signature:
Date Submitted:
Cheating and plagiarism: All work submitted must be your own. If a Trainer suspects that you have
been involved in plagiarism, the matter will be referred to the Branch Manager or CEO. If two students
submit the same or very similar assessment both students will need to resubmit their assessment.
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Student Assessment Workbook
Version number: 2
a)
b) CHCAOD004 Assess needs of clients with alcohol and other
drugs issues
c) This document comprises of 3 sections:
 Section One – Unit and Assessment Overview
 Section Two – Topics Covered
 Section Three – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge
and skills that you need to demonstrate in the assessment tasks. The Unit and Assessment Overview
also provides you with information about the assessment conditions, the Assessor’s role, changes to
the assessment procedure that can be made to accommodate your needs and instructions to
students including how to submit your assessment tasks.
Section Two – Topics Covered provides you with an overview of the key topics covered during your
workshop. These topics are still covered in the workbook by distance-based learning students.
Section Three – Assessment Tasks consists of questions, case studies and work-based activities.
These tasks are used to demonstrate that you meet the requirements as detailed in Section One –
Unit and Assessment Overview
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d) SECTION ONE: UNIT AND ASSESSMENT OVERVIEW
Performance Evidence
This activity will enable you to demonstrate the following performance evidence:
been involved in crisis intervention activities on at least 3 occasions
Knowledge Evidence
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
privacy, confidentiality and disclosure
work role boundaries, responsibilities and limitations
mandatory reporting
codes of practice
organisation policies and procedures for responding to crisis situations
types of crisis situations, including:
potential suicide
threats to harm others
self-harm
received threats
abuse, including child abuse
domestic and family violence
common indicators or signs of crisis in other people
personal values, beliefs and attitudes that facilitate or impede crisis care:
assumptions about who may be at risk
common notions about crisis situations
principles and practices of crisis intervention:
critical incident procedures
facilitating emergency interventions
addressing safety concerns
referral options and procedures for accessing services
principles and practices of self-care and supervision
Assessment Conditions
Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace
conditions. The following conditions must have been met for this unit:
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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
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the
resource within the assessment task.
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you
may have or if you are a distance learning student. Please ask your Trainer if you feel that
modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook for information regarding:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special
needs or if you are a distance-based learner
 assess your competency by making judgements about the evidenced presented in line with the
rules of evidence: validity, authenticity, currency and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if
you disagree with the assessment decision
 help you address the work health and safety requirements of the assessment setting, if
appropriate.
Instructions for students
In order to successfully meet the requirements of this unit you are required to undertake all
assessment tasks. Each of these assessment tasks may have a series of activities or questions that
you are required to complete.
Please note that at Diploma level it is expected that the questions will be answered in a manner that
reflects significant understanding of the theory associated with the unit of competency. You are
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required to elaborate upon the answer sufficiently articulating your understating of the underpinning
knowledge required for this unit of competency.
As a guide – each question will generally require 1 - 2 paragraphs to effectively address
requirements. In some cases, this may be more. If you, in the course of answering a question, rely
upon a text, document, webpage or other source of information, you must make reference to where
this information came from.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by
the due date. The process for submitting assessments is provided on the project coversheet on page
1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 2 weeks of submission. Your Trainer will provide you
with feedback about your assessment. Your result for each assessment task will either be:
 Satisfactory – you have successfully met the assessment task requirements, OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your
Trainer will inform you of the skill or knowledge gaps in your assessment. You will need to resubmit
your assessment with the corrections or redo the practical exercise until you achieve the ‘Satisfactory’
result. Any student who plagiarises or cheats will be given a ‘Not Satisfactory’ result and will be
required to resubmit their assessment again and may also be required to answer verbal questions.
Once you have completed both the Student Assessment Workbook and any other assessment
requirements for this unit, your results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
e) SECTION TWO: TOPICS COVERED
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.
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.
f) SECTION THREE: ASSESSMENT TASKS
Before you commence this assessment, please read the student declaration on the front page. It is
important that you are ready for assessment and understand the assessment process. Please speak
with your Trainer if you have any questions.
Assessment Activities
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Complete the following activities individually or in a group (as applicable to the specific
activity and the assessment environment).
Assessment Activity 1A
1. What signs indicate that there may be safety issues for people?
The signs indication plays crucial role, where safety issues for people are based on wayfinding sign, is
designed to shuttle users from point A to point for indicating proper safety issues rise. Arc flash safety
signage and equipment maintenance signage and emergency egress are also some other safety issues
for people. There are various signs that indicate there might be safety issues for people, and also it
further builds strong working grounds towards maintenance of safety precautions.
2. How might you respond to these signs?
The safety signs are responded with appropriate aspect, where significant actions regarding safety
issues must be taken care for extensive functional growth. It can be also analysed that signs must be
responded by keeping specific care, where people should adhere specifically to the new signs. It can be
also understood that responding to signs enables to further keep specific focus towards fundamental
safety signs which further plays crucial role.
Activity 1B
1. List three direct indicators that suggest the presence of safety issues.
The three direct indicators that suggest presence of safety issues can be understood with specific
parameters connected with safety leading indicators, that are safety leading indicators that are
proactive measures, measure of prevention efforts that can be observed and recorded prior to injury.
Presence of safety issues further plays strong role in identifying direct indicators that suggest specific
parameters regarding functional essential focus regrading work based structure.
Activity 1C
Case Study A
Sally is a social worker employed by the Swift healthcare organisation. She has been supporting a
thirty-year-old man with anxiety and depression over the last year. Initially, she was very happy with
the level of progress made through the use of CBT techniques and engagement with the local
community. However, a recent family death caused a noticeable increase in the man’s anxiety and
depression. Sally is concerned that he might start self-harming and potentially commit suicide.
1. Give five examples of questions that Sally might ask herself with regard to the man who she has
been supporting.
The five examples that Sally might ask herself regarding man that she has been supporting can be
analysed as follows:
Am I competent enough for handling better treatment of man dealing with anxiety and depression?
What techniques under CBT techniques and engagement with local community, will enable person
individual care to be further evolved ?
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Shall I be more polite and courteous, while supporting thirty year old man dealing with anxiety
and depressions ?
Have I been able to recognise specific self harming and potential suicide committing situation
evolve for the person , with recent family death ?
What new guidance from my seniors should I take while handling treatment of person suffering
from depression and anxiety ?
2. Give four examples of questions that Sally should ask the man.
Sally should ask man regarding specific feelings and anxiety issues faced after family member death
where identifying engagement with other people will also enable get specific details regarding self
conditions. The questions' assessment will enable to get idea of person individual conditions within
mental state level, and further recovery sessions which needs to be given.
 How do you feel and what anxiety issues are being faced after family member death ?
 Do you feel depressive with sudden demise of close family member ?
 What assistance and emotional care needs do you need to cope up with specific depression
issue ?
 Do you feel content and stable by taking participation within group activities and spending time
in reading books, listening to music ?
3. Specify five types of actions that Sally could take in response to the questions that she asks the
man ?
The five actions that Sally could take in response to questions that she asks man are based on
scenarios, can be answered as follows ?
Sally need to further develop new therapy sessions for man to cope up with depression and anxiety
issues, where music therapy and reading habits inculcation will enable person to generate better
adaption to new living standards. As per the answers of questions she asked man, it has been found
that person is sad and specifically need care, and engagement with social people for recovering. Also
the man has to be further given emotional support, therapies which will make him come out of
depression and anxiety with proper love given (Vader and et.al, 2021).
Activity 2A
1. Imagine that Sally asks the man how he is feeling. He responds by telling Sally how hard he is
found it since the death of his family member. He continues to tell her about the activities that they
used to enjoy together and the feelings of guilt about not fighting his personal problems to maintain
the relationship. Specify four active listening skills that Sally should demonstrate in this instance.
Answer: Sally should be specifically advanced, by having strong interpersonal skills and further being
sensitive and dignity for handling person with specific care to maintain professional relationship. The
four listening skills that Sally should demonstrate in for responding with individual response, where he
tells her about activities and time spent with family members are as follows :
Critical listening.
1. Critical listening
2. Sympathetic listening
3. Deep listening
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4. Informational listening
Activity 2B
1. When affirming and strengthening links to safety and living, what should you stress the importance
of?
When affirming and strengthening links to safety and living, stress should be given to importance of
further extensive focus towards proper maintenance of standards as per preferences of people. The
links should be maintained with safety and living conditions, as while giving safe living conditions
available for people there. Stress on importance for affirming and strengthening links to safety and
living further plays crucial role for keeping up proper safety measures for proper living.
Activity 2C
1. In times of crisis, what helps people to react reliably?
In times of crisis, knowledge and functional abilities among people help to react reliably regarding
specific crisis resolve situations for further gaining functional growth evolved. During the times of
crisis, there should be specific focus evolved where reacting reliably further will intricate specific rise
on effective parameters further granting functional improvement. People should react reliably as per
crisis aspects, where it develops specific proper care which further needs to be given (Neo, Hong and
Chan, 2021).
2. List five emergencies that require special response strategies.
The five emergencies that require special response strategies are based on bleeding, breathing
difficulties, collapse, severe pain and heart attack. It needs special response strategies as the emergency
situation has to be accessed significantly based on specific rise on emergent situational aspects. By
heading on specific focus on working emergencies,
3. What should you do to develop effective structures and strategies that enable thoughts and
behaviour?
To develop effective strategies that enable thoughts and behaviour there should be fundamental focus
evolved on for strengthening vital productive functional growth, as per specific keen parameters for
creative thought behaviour assessment. There should be proper brainstorming, proper creative working
rise for untapped structure formation which further enhances strategies formation productively.
Activity 2D
Case Study B
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Caroline is a social worker employed by the Blueline healthcare organisation. She has recently been
assigned responsibility for supporting a forty-year-old woman with psychosis. This condition causes
the woman to have hallucinations and delusions about the world around her. Sally has prepared a
plan covering the ongoing treatment, means of community engagement, and arrangement of family
support.
1. Give three examples of factors which Caroline should consider in relation to confirmation of the
plan with the woman who has psychosis.
Analysis of factors, in relation to confirmation to plan with women having psychosis will
enable functional growth analysis actively and take specific focus on expertise diversely. The
three example which Caroline must consider in relation to confirmation of plan with women
who has psychosis are mental illness, genetics and hearing issues, hallucinations and
delusion which are further crucial factor of psychosis. It can be also analysed that Caroline
has to be cautious of varied factors related to healthcare parameters, as women is suffering
from psychosis which has significant impact on overall well-being.
Activity 2E
1. List five ways to reduce danger and risk to others.
The five ways that to reduce danger and risk to others are based on Applying prevention through
design, performing and using fall hazard amassment the right way, using safe equipments, focusing on
usage of certified systems properly and providing quality training. The assessment of five ways that
reduces danger and risk to others, can be understood to be also competent innovatively for functional
growth for strengthened best safety structures formation.
2. What are the four guiding principles for taking action to reduce immediate danger and risk to
others?
The four guiding principles for taking action to reduce immediate danger and risk to other can be
understood as follows:
1. Safety risk management is process, where taking actions to reduce immediate danger and risk
to others for proper competent care for taking actions immediately.
2. SRM is one of the 4 competence and pillars regarding proper care.
3. Assessing and controlling hazards, risks and consequences.
4. Defining acceptable level of safety standards actively for evolving towards proper immediate
risk assessment.
Activity 2F
1. Why is it important to work legally, ethically and according to organizational policy?
It is important to work legally, ethically and according to organisation policy for further developing
appropriate care and caution as per new working organizational aspects which evolves rise on proper
work legal measures specifically. By working legally and ethically, as per organisation policy proper
synchronised working standards are further developed effectively for strengthened working rise where
organisation policy assessment advances procedures functional reach.
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2. List seven types of statutory and legislative provisions in leisure and health that are
protected by Australian law.
National Health Reform Act 2011.
National Health Security Act 2007.
Private Health Insurance Act 2007.
Private Health Insurance (Complaints Levy) Act 1995.
3. List five ways that organisational policies and duty of care requirements benefit employees.
Organizational policies and duty of care requirements benefit employees variedly, as it further helps
employees to be felt dignified and also be safe while working within offices.
1. Provides workers with knowledge about expected behaviour and performance standards which
further forms functional growth regarding specific policies' management.
2. Provide rules and specific guidelines for decision-making in routine situations
3. Provide consistent and clear response across company in dealing with situations for focusing on
company policies.
4. Providing
Activity 2G
Case Study C
Debbie has recently become employed as a social services worker after the completion of a college
course, which included a short-term placement. She has just been assigned her first support role,
which will involve the care of a thirty-year-old man with Schizophrenia. Unfortunately, Debbie doesn’t
have very much experience helping people with this type of mental health condition, and she is
unsure of the types of physical support which will be required.
1. Specify five reasons why Debbie should seek the advice or assistance of her supervisor in relation
to support of the man with Schizophrenia.
Debbie should seek advice or assistance from her supervisor in relation to support man with
Schizophrenia, as it is one of the most significant type of mental health condition which need proper
care to be given to patient and also enabling medical support, physical assistance plays strong role for
strengthening further improvement in case study(Guidry and et.al., 2017). Also schizophrenia as one of
the severe medical condition needs proper medical guidance and support from supervisor, where
Debbie should integrally tale advice or assistance from supervisor for handling treatment (Hung and
et.al, 2021).
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2. What should Debbie outline when asking for advice about support of the man with Schizophrenia?
Debbie should outline specific aspects about man suffering with schizophrenia where there are various
aspects such as thirty year old man has been suffering from mental condition and is unsure of the
varied physical support that should be given(Ansell and Boin, 2019). Debbie should highlight specific
preferences about person suffering from schizophrenia, where it further has been found to be critically
typical condition where medical condition should be specifically advanced. Also, man lifestyle habits
and specific aspects connected to further new treatments provided has to be overall checked.
Activity 3A
1. Describe the process of empowerment to help clients make informed choices about further help.
The empowerment refers to the process that provides efficient tools and equipment as well as the
relevant and useful resources to the clients. It means giving them the adequate information and data so
that they are able to make well informed decisions and tries ti achieve their goals(Watkins, 2020).
There are many ways to empower the client such as provide them a comprehensive assessment,
encourage the client's family, train the client in order to develop new skills, motivate them that they
can do it, etc. If the businesses tries to give customers smart choices and also make efforts to empower
them it will help the organisation to create strong customer base as well increases its brand value.
2. What does empowerment involve?
Empowerment is the stage of sell-reliance, freedom and self-determination of the people as well as in
communities(Hearit and Roberson, 2020). This can facilitates them to make choices and show their
interest in a proper and efficient way. There are three main components that are involve in the
empowerment process. They are as follows-
 Clarity- It is the first and important step of empowerment that includes clarification of the
goals, objectives and expectations.
 Support- It is the next or the second stage of empowerment where customers needs support of
the businesses so that they can achieve their objective. The businesses must assist the
consumers by providing them the resources and removes the hurdles in the path of success.
 Independence- It is the final or the concluding stage. Empowering the clients means to give
them freedom or independence so that they can do their work properly and efficiently.
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Activity 3B
Case Study D
John is a forty-year-old man who developed depression after a car crash which resulted in
serious injuries to his girlfriend. She survived the crash but will have to live the rest of her life
in a wheelchair. John has continued to blame himself for the incident and struggles to provide
the support that his girlfriend needs. His depression is becoming worse, and he is considered
at risk for suicide.
1. Briefly describe four reasons why John may be reluctant to seek help for the purpose of
overcoming his depression.
The main reasons behind that the John does not want any help in order to overcome the situation of his
depression are-
 Because John thinks that he is the only one who is responsible for the car crash and also for the
current situation of his girlfriend.
 As John's girlfriend is on the wheelchair after the accident and suffering from the unbearable
and intolerable pain for the rest of her life. So, he does not want to come out from the
depression and not seek any help as he can't see his girlfriend like this everyday.
 John don't want any help because there is no hope left of his girlfriend's recovery after the
accident.
 Because John believes that the things and the situation are never get better and no one cant
understood or help him regarding the same.
2. Specify three possible ways of overcoming John’s reluctance to seek help for the purpose of
overcoming his depression.
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The three possible ways that can help John to overcome his unwillingness to seek help in order to
reduce his depression level are as follows-
 By putting efforts to make him comfortable to talk with the friends and family members about
his problems. Also, tries to listen and validate so that he can able to share things and problems.
 Tries to talk to him and ask questions about what he want and build a trust that you are always
available for him . Also support John for his decisions and tries to recall his goals in life.
 Advice John to take medication and to do meditation everyday in order to conquer the
depression. Motivates him to go out with friends and try to enjoy with them.
Activity 3C
Case Study E
Freya is a support worker employed by the Wellbeing care company. She has just been
assigned to the support of an elderly man with Parkinson’s disease. This will involve carrying
out domestic tasks, taking the man on social outings, supporting physical activities, and
adapting to his changing requirements. Freya is preparing for her first meeting with the man.
1. Identify three elements which Freya should include in a plan for crisis intervention.
Freya has to specifically focus on keeping functional focus on supporting social activities, focusing on
formation of productive physical activities and medical conditions significantly. The crisis intervention
plan has to be developed, by integrating strong focus on some crucial elements, which will enable
support to be delivered actively. Freya should include essential focus on elements, while forming
crisis intervention plan which are formulated to develop proper synchronized healthcare scenarios,
where some of the most specific aspects are as follows:
 Designated chain of command should be there in crisis intervention plan.
 Clear communication channel will be there further integrated in intervention plan, where
significant working rise as per health criteria of patient should be there.
 Presenting activation protocols, as per patient situation there should be immediate
precautionary actions done for strengthening vital successful implementation.
2. Briefly outline four types of informal support/professional help that Freya might have to provide.
The four informal support and care that Freya might have to provide for treating patient with
Parkinson’s diseases are getting active them in conversations with patient regarding specific
preferences and listening to issues(Marie and et.al., 2020). Looking for their worsening symptoms, and
being patient is also crucially essential while handling elderly man with Parkinson disease. Helping
them feel normal and listening them kindly, will enable to further enhance healthcare situation for
extended period care. Involving them with specific care regarding therapies and sessions will develop
strong rapport, with patient and to also significantly further provide proper medical help. Also Freya
has to be professionally active for keeping sensitivity issues in mind regarding patient care needs and
also maintain proper check on regular medication, proper rest and further integration of best therapies
to develop confident improvement in patient (Dassa, Ray and Clements-Cortés, 2021)
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Activity 3D
Case Study F
Adam is a support worker employed by the Access adult care organisation. He has recently
been assigned to support a forty-year-old man with Cystic fibrosis(Kim, 2018). This involves
providing support with domestic tasks, taking the man on social outings, monitoring his
condition and making adjustments accordingly. Adam is also expected to arrange and
administer medication. Unfortunately, Adam has limited experience of supporting people with
this condition. He is unsure of the strategies that are likely to prove effective, and the best
means of enabling the man to cope with his condition.
5. Briefly describe the types of support which could be provided by four different types of
professionals and groups which Adam could make referrals to.
The different types of professionals and groups that gives support such as emotional , informational ,
tangible, fixed and belonging support to the patients suffering from Cystic Fibrosis are- psychologist,
respiratory therapist, pulmonologist, dietitian, nurse coordinator and social worker, etc(Zhu and Zhang,
2017). Adam could make referrals to these professionals as they monitors the patient timely, give them
proper medicines, motivates them to do meditation and exercise and some times take them on outings.
Activity 3E
1. What should you include when documenting a strategy?
A strategic plan is a form of presentation or document that explains the company's current situation,
analysis the future trends and shows the path to achieve the goals (Schildkraut, 2020). A company
must be clear about their objectives while documenting a strategy so that it can be able to achieve
success. There are several things that must be included in a strategic plan such as description of the
organisation, executive summary, vision and mission statement, evaluation methods, marketing plan,
goals and operational plans, etc. Analysis of the industry, capacity and financial projections are also
included.
2. What information must you keep up to date when maintaining accurate documentation?
The information related to the past and current situations must be kept up to date while maintaining
accurate documentation. The analysis of the data must be clear, easy and effective. The data and
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information should be documented in such a way so that it cannot be erased(Yassen, 2021). The
information regarding the identification of patient should be kept properly. The other information
regarding the diagnosis and treatment of the patient , their treatment plan , medication and the dosage
level must keep up dated in order to maintain accurate documentation. The maintenance of accurate
documentation ensures the quick and adequate help or treatment of the patients at the time of
emergency.
Activity 4A
Case Study G
Ben is a social worker employed by his local council. He has just had a request from his
supervisor to make a visit to a man who has suffered from depression and is considered to
be at some risk of suicide. Ben is aware that the man acted aggressively towards the last
social worker who visited him; he is concerned for his personal safety.
1. Identify five methods which Ben could use for the minimisation of risk.
The five methods or ways that could be used by Ben in order to minimise the risk of suicide of a
depressed man are-
 Ben could use problem solving skills and must put efforts to resolve the conflicts that are in the
mind of old man.
 He must tries to connect with the man by talking about the needs and wants of the depressed
man. So, the man can be able to share the feelings with Ben.
 Ben can help the man in finding the other resources and options in life by explaining the
importance and the beauty of nature or life.
 The depressed man must be taken out so that he can get fresh air and thoughts and find the
ways to come out of that situation.
 Ben can also spread hope in the mind and heart of the man that the things will get better.
Activity 4B
Case Study H
James is a thirty-year-old man with psychosis and paranoia. He lives alone and takes
medication to manage the effects of these conditions. However, friends and family members
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have told the social services that they are concerned that James often seems on edge and
that he could commit suicide. They have requested that he is supervised for his own safety.
1. Specify five criteria that should be applied in relation to James’s supervision.
The criteria that should be applied for supervision are-
 Try to avoid the argument with the patient.
 Understand their feelings and encourage them to think positively.
 Show the support to the patient that you are on the same side.
 Try to connect with their emotions and listens to them instead of talking too much.
 Calm them at the time of delusion or hallucination by reducing the noise.
2. Why must you debrief a client after any crisis intervention action? What should the debrief
cover?
Debriefing is one of the type of technique that is used to deal with the physical as well as physiological
symptoms which are related with the trauma (Doyle, 2021). After any crisis intervention, recognition
and the acceptance of need can help the traumatic patients in order to heal and restore hopes. So,
debriefing is an important process so that one can secure the life of the depressed person. It can also
allows the supervisors to give examples or reflect on the incident's impact. The debrief includes
purpose or the aim, name of the researcher and the contact details, explanation about the mislead of
participants, thank you for them ,etc.
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Student Assessment Workbook
Summative Assessment: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for
this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Legal and ethical consideration relevant to recognising and responding to crisis
situations
 Organisation policies and procedures for responding to crisis situations
 Types of crisis situations
 Common indicators or signs of crisis in other people
 Personal values, beliefs and attitudes that facilitate or impede crisis care
 Principles and practices of crisis intervention
 Referral options and procedures for accessing services
 Principles and practices of self-care and supervision.
Answer each question in as much detail as possible, considering your organisational
requirements for each one.
11 Identify five matters addressed by Australian civil laws which relate to work in the context of crisis
intervention.
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The matters that are addressed by Australian civil law in the context of crisis intervention are about the
unfair dismissal of the employees and the violation of the rights of the workers by the employers of the
organisation. Unfair dismissal means to dismiss or terminate the employees without giving them the
notice or any other prior information(Wenzel, 2020). If the employers is not able to give appropriate
reason of the termination it comes under violation of the law.11 Identify five ways of taking action which may be outlined in organisational crisis intervention
procedures.
Following are the five ways of taking action in organisational crisis intervention procedure -
 Be prepared- It is the first and the most essential step that should be consider at the time of
crisis intervention. An organisation must be prepared earlier about the things that can or will go
wrong.
 Make a plan and evaluate it- A company should make new plans or strategies at the crisis time
and must evaluate the plan in order to analyse the positive as well as negative outcomes.
 Create a communication team- It is necessary to create or identify a communication team of
senior executives so that there should be clear and effective communication with the members
of the firm in order to avoid confusion.
 Establish monitoring systems- These systems help in recognising the feedback of the customers
and stake holders during the crisis situation allows a company to adapt tactics.
 Analysis- Post crisis analysis assist the firm to examine the effectiveness of the plan and the
impact on its brand, employees and goodwill.
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Student Assessment Workbook11 Identify five types of crisis situation.
Five types of crisis situation are as follows-
 Financial crisis refers to the crisis related to the finance or the investment of the company. It
occurs when an organisation is not able to pay the debts and the value of the assets and the firm
decreases.
 Personnel crisis occurs when the demand of the labours and workers are increasing but they are
not available. So, the shortage of man-force directly affect the productivity of the enterprise.
 Organisational crisis includes crisis of management, deception, etc. It is that situation when the
customers or employees get crucially wrong by the firm.
 Technological crisis is one of the main problem that is faced by the organisations in this new
world of digitisation. As new and advanced technologies are introducing in the market and
many companies are not able to adapt these technologies results in technological crisis.
 Natural crisis are related to nature disaster such as earthquake, hurricanes, etc which destroy the
offices and increases their liabilities.11 Identify four indirect indicators of safety issues.
The four indirect indicators of safety issues are-
 Safety training- It includes the training and teaching of the employees about the use of
machine and the safety issues regarding the safety issues.
 Surveys- Survey of the employees perception or their insight is necessary as it gives the idea or
reflection of their needs or wants for the safety.
 Safety audits- It is the important indicator of safety issues as the audit process or the analysis
help the companies to identify the problems related to the safety and protection of workers.
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Student Assessment Workbook11 What types of people are vulnerable to personal crisis?
The types of vulnerable people who face crisis are Schedule castes and schedule tribes, children,
disabled people, aged, women and poor people, etc (Uitdewilligen, 2018). These people face the crisis
related to medical facilities, sanitation, housing, drinking water and nutrition. It also includes people
who are suffering from HIV disease that affect their health, economically disadvantage people and the
ethic minorities.11 Why should you stick to organisational values guiding work practice?
It is very important to stick to the organisational values as the values help the company to achieve its
goals and mission (Dirani and et.al., 2020). It sets the benchmark for the firm and also help in
analysing the culture of the enterprise. It is necessary for the employee to understand the value of the
company in order to increase the efficiency and the productivity of the institution and it also enhance
the work culture.
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Student Assessment Workbook11 What are the principles and practices of crisis intervention?
The main and basic principles of crisis intervention are- mediate quickly after the crisis and tries to
handle or stable the victim, to give emphasis on the solution of the problems of victim, to help them in
understanding the situation and to encourage them for independent functioning. The practices involves
in crisis intervention are as follows- The individual or a group of people in crisis, the insight of an
unmanageable or drastic situation and the mental health worker or helper who can provide the aid to
the victims.11 Give five examples of support groups or referral options which may be suitable for people in crisis.
There are several types of support groups or referral options such as mutual support groups, therapy
groups, a 12 step help group, etc (Cankurtaran and Beverland, 2020). The five examples of support
groups are- Adult Children of alcoholics, alcohol screening. org, recovery international, Attention
Deficit Disorder Association and Self Mutilators Anonymous. These support groups help the people to
overcome their situation at the time of crisis.11 Identify five strategies which may be implemented for the purpose of minimising risk to self in the
context of crisis intervention.
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Strategies that should be implemented in order to minimise the risk to self in context of crisis
intervention are-
 Identify the problem is the basis step for risk minimisation as only after recognising the
problem one can find the solution.
 At the time of crisis the safety of the people is very important and it is the primary step. So,
give them assurance of their safety.
 Provide support to the victims in order to build the confidence and the trust in them.
 Try to find out the other alternatives or the resources to face this challenging time.
 By creating awareness and through the proper guidance.
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Student Assessment Workbook
Summative Assessment: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for
this unit.
A signed observation by either an approved third party or the assessor will need to be included in this
activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
 Been involved in crisis intervention activities on at least 3 occasions.
Answer the activity in as much detail as possible, considering your organisational requirements.
11 Undertake crisis intervention activities on at least three different occasions or provide valid and
reliable evidence to show you have done this already. These may be realistic, in-depth, validated
industry scenarios and/or simulations of crisis situations.
The types of situations may include:
 Potential suicide
 Threats to harm others
 Self-harm
 Received threats
 Abuse, including child abuse
 Domestic and family violence.
The types of activities may involve:
 Identifying imminent crisis situations
 Addressing immediate safety concerns
 Providing referral for crisis intervention support.
You must detail what actions you specifically took, when you took them, why you took them, what
the outcomes were, and any follow-up activities you participated in as a result of the intervention.
Crisis intervention on occasion of potential suicide
Crisis intervention on occasion of potential suicide heads on specific focus towards identifying
immediate reasons for individual and further also heading crucial rise on extended healthcare needs
which needs to be addressed(Catheline and et.al., 2019) The crisis intervention shall also specifically
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Student Assessment Workbook
focus on providing therapies to person, for coming out of situation such as potential suicide. This will
enable proper intervention, to be delivered and also significant healthcare practice should be worked
on as per individual preferences.
Crisis intervention on occasion of child abuse.
Addressing immediate safety concerns, within crisis intervention of child abuse should be there as this
will enable proper analysis of healthcare situation regarding problems faced by child. By heading on
towards crisis intervention on occasion of child abuse, there has to be further significant steps gone
keeping specific focus on extended care for larger productive interventions.
Crisis intervention on occasion of Domestic and family violence.
Providing referral for crisis intervention support, shall be done immediately as family support should
be there for strengthening vital working grounds on basis of essential working scenarios evolved
dynamically. There has to be also potential specific focus evolved, where larger focus should be given
on domestic and family violence for keeping proper check on violence reduction.
REFRENCES
Books and Journal
Dassa, A., Ray, K. and Clements-Cortés, A., 2021. Reflections on the challenges of the new (online)
music therapy setting for people with dementia. Music and Medicine, 13(3), pp.201-205.
Haunch, K., and et.al, 2021. Understanding the staff behaviours that promote quality for older people
living in long term care facilities: a realist review. International Journal of Nursing Studies,
p.103905.
Hung, L and et.al, 2021. Using touchscreen tablets to support social connections and reduce
responsive behaviours among people with dementia in care settings: A scoping
review. Dementia, 20(3), pp.1124-1143.
Neo, Y. L., Hong, L. I. and Chan, E. Y., 2021. Enrolled nurses' perceptions of providing nutritional
care to hospitalised older people in Singapore's acute care setting: A qualitative descriptive
study. International Journal of Older People Nursing, 16(2), p.e12354.
Vader, K., ., and et.al, 2021. Strengths and Challenges of Implementing Physiotherapy in an HIV
Community-Based Care Setting: A Qualitative Study of Perspectives of People Living with
HIV and Healthcare Providers. Journal of the International Association of Providers of
AIDS Care (JIAPAC), 20, p.23259582211005628.
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Catheline and et.al., 2019. The “intermède” approach: Using a mediation group to evaluate and
respond quickly to adolescent crisis situations. La psychiatrie de lenfant. 62(2). pp.273-288.
Cankurtaran, P. and Beverland, M.B., 2020. Using design thinking to respond to crises: B2B lessons
from the 2020 COVID-19 pandemic. Industrial Marketing Management. 88. pp.255-260.
Dirani and et.al., 2020. Leadership competencies and the essential role of human resource
development in times of crisis: a response to Covid-19 pandemic. Human Resource
Development International. 23(4). pp.380-394.
Uitdewilligen, S. and Waller, M.J., 2018. Information sharing and decision‐making in
multidisciplinary crisis management teams. Journal of Organizational Behavior. 39(6).
pp.731-748.
Wenzel, M., Stanske, S. and Lieberman, M.B., 2020. Strategic responses to crisis. Strategic
Management Journal. 41(7/18).
Doyle, K.S., 2021. The Opioid Crisis: How Counselors Can and Should Respond. Journal of Mental
Health Counseling. 43(2). pp.112-124.
Yassen, A.O., 2021. The Failure of the European Union to Respond to the Refugee Crisis. Turkish
Journal of Computer and Mathematics Education (TURCOMAT). 12(2). pp.302-311.
Schildkraut, J. and Nickerson, A.B., 2020. Ready to respond: Effects of lockdown drills and training
on school emergency preparedness. Victims & Offenders. 15(5). pp.619-638.
Zhu, L., Anagondahalli, D. and Zhang, A., 2017. Social media and culture in crisis communication:
McDonald’s and KFC crises management in China. Public Relations Review. 43(3). pp.487-
492.
Kim, Y., 2018. Enhancing employee communication behaviors for sensemaking and sensegiving in
crisis situations: Strategic management approach for effective internal crisis
communication. Journal of Communication Management.
Marie and et.al., 2020. Promising Practices of Nonprofit Organizations to Respond to the Challenges
Faced in Countering the Mistreatment of Older Adults. VOLUNTAS: International Journal of
Voluntary and Nonprofit Organizations. 31(6). pp.1359-1370.
Hearit, K.M. and Roberson, K.M., 2020. Denial, differentiation, and apology: On the use of apologia
in crisis management. Handbook of risk and crisis communication, pp.542-559.
Watkins, M., 2020. Your crisis response plan: The ten effective elements. Practice.
Ansell, C. and Boin, A., 2019. Taming deep uncertainty: The potential of pragmatist principles for
understanding and improving strategic crisis management. Administration & Society.51(7).
pp.1079-1112.
Guidry and et.al., 2017. Ebola on Instagram and Twitter: How health organizations address the health
crisis in their social media engagement. Public relations review. 43(3). pp.477-486.
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END OF ASSESSMENT WORKBOOK
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