Student Must Fill this Section

Unit Code & Name: CHCCCS019 Recognise and respond to crisis situations
Qualification Code &
CHC52021 Diploma of Community Services
Name:
Due Date:
Student Name:
Wollongon
Campus: ☐ Parramatta ☐ Sydney ☐ ☐ Carins
g
Student ID: Term: Year:
I declare that:
 I declare that this task is all my own work, and I have not
cheated or plagiarised the work or colluded with any other
student(s).
 I understand that if I am found to have plagiarised, cheated or
colluded, action will be taken against me according to the
Student Declaration:
process explained to me.
 I have correctly referenced all resources and reference texts
throughout these assessment tasks.
 I give my permission for my assessment material to be used
in the auditing, assessment validation and moderation
Process.
Student Signature:
Date:

Assessment Outcome
Assessor Declaration: I hereby certify that this student has been assessed by me and that the
assessment has been carried out according to the required assessment procedures.

Assessor Name:

Satisfactor Not Yet Assessor

Attempt and Tasks Date
y Satisfactory Signature

Initial attempt ☐ ☐

Re-attempt / Re-
☐ ☐
assessment

Assessment Task 1 ☐ ☐

Assessment Task 2 ☐ ☐

Assessor Feedback to Students:

Assessment Outcome: ☐ Competent ☐ Not yet Competent

Assessor Name:
Assessor Signature:
Date:

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Introduction
Welcome to the Student Assessment Tasks for CHCCCS019 Recognise and respond to crisis situations.
These tasks have been designed to help you demonstrate the skills and knowledge that you have learnt
during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also follow
the advice provided in the Instruction Section. The Instruction Section provides important information for
you relating to completing assessment successfully.
For you to be assessed as competent, you must successfully complete two assessment tasks:
• Assessment Task 1: Knowledge questions – You must correctly answer all questions.
• Assessment Task 2: Portfolio – You must complete your portfolio document to demonstrate that
you conducted crisis interventions for three people in crisis situations.
Competency-Based Assessments
Definition of Competency: In this context, assessment is defined as the fair, valid, reliable, and flexible
collection and recording of evidence to determine whether a candidate has achieved competency. Rather
than being compared to other candidates, an individual’s skills and knowledge—developed through
structured learning, workplace experience, or other contexts—are assessed against nationally recognized
industry competency standards.

Key Features of a Competency-Based Assessment System:

 The focus is on what a candidate can do and whether it meets the industry-defined competency
standards.
 Assessments should replicate real workplace environments to ensure practical application.
 Candidates must be informed of the assessment criteria at the beginning of the learning process.
 Assessments should integrate multiple elements or units of competency where feasible.
 Candidates receive one of two results ‘Competent’ or ‘Not Yet Competent.’
 Knowledge is assessed based on its usefulness in performing workplace tasks rather than for
theoretical understanding alone.
 Assessable outcomes must be clearly outlined for both trainers and candidates. These outcomes align
with industry competency standards or, where unavailable, are based on a training needs analysis.
Assessing Nationally Recognised Training
Developing and conducting assessments in the Australian VET system is guided by the Principles of
Assessment and the Rules of Evidence to ensure fair, reliable, and effective evaluation of competencies.
Principles of Assessment
 Validity: Assessments must cover the full range of skills and knowledge required for competency.
They must integrate both theoretical knowledge and practical application. Where possible,
assessments should be based on evidence collected from multiple occasions and contexts.
 Reliability: Assessments should be regularly reviewed to ensure consistent decision-making by
assessors. Assessors must be trained in national competency standards to maintain reliability.
 Flexibility: Assessments should encompass both on-the-job and off-the-job training components.
They should recognize prior knowledge, skills, and experience, regardless of how they were
acquired. A variety of delivery modes should be available to ensure accessibility for all candidates.
Assessments should be developed in collaboration between the assessor and the candidate.
Candidates should have the opportunity to challenge assessment outcomes, with appropriate
reassessment mechanisms in place.
 Fairness: Assessments must consider individual candidate needs and provide reasonable
adjustments where necessary.
Rules of Evidence
When collecting evidence for assessment, it must adhere to the following criteria:
 Validity: Evidence must align with the competency unit’s requirements and accurately reflect the

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 skills, knowledge, or attitudes being assessed.
 Sufficiency: The evidence collected must be adequate to demonstrate competency across all
aspects of the unit.
 Authenticity: Assessors must verify that the submitted evidence is the candidate’s own work.
 Currency: Evidence must be recent and relevant to the candidate’s current skills and abilities.
Dimensions of Competency
The national concept of competency includes all aspects of work performance and not only narrow task
skills. The four dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills
Reasonable Adjustment
Reasonable adjustment’ in VET is the term applied to modifying the learning environment or making
changes to the training delivered to assist a candidate with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities or installing a particular type of software on a
computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with disabilities have the same
learning opportunities as candidates without disabilities, and the same opportunity to perform and
complete assessments as those without disabilities.
Reasonable adjustment applied to participation in teaching, learning, and assessment activities
can include:
 Tailoring resources and assessment activities to align with the training package or accredited course.
 Adjusting the presentation medium to suit diverse learning needs.
 Providing learner support to enhance engagement and understanding.
 Integrating assistive and adaptive technologies for accessibility.
 Ensuring information is accessible both before enrolment and throughout the course.
 Continuously monitoring adjustments to ensure they effectively meet candidates' needs.
Assistive/Adaptive Technologies: Assistive and adaptive technology refers to software or hardware
specifically designed to support individuals with disabilities in performing daily tasks (World Wide Web
Consortium - W3C). This includes screen readers, magnifiers, voice recognition software, alternative
keyboards, grasping aids, visual alert systems, and digital note-taking devices. Adapted Reasonable
Adjustment in teaching, learning and assessment for learners with a disability - November 2010 -
Prepared by - Queensland VET Development Centre.
IMPORTANT: Reasonable adjustments made for collecting candidate assessment evidence must
maintain the workplace standards outlined in the relevant unit(s) of competency. For instance, if an
assessment requires evidence of a candidate’s writing skills, completing the assessment verbally would
not be a valid method. Any adjusted assessment approach must still align with the competency
requirements.

WHS
As a duty of care, your trainer and assessor will inform you of the WHS requirements that must be met
during the term, and outside class hours. In-case of any emergency please follow the guidelines given by
your trainer and assessor.

Accessing External Links

Throughout this Student Assessment Tasks, you will sometimes be required to access certain websites.
Links to these websites are formatted in Blue Underlined Text. To access these, hold the Ctrl key and
click the link for Windows users, or simply click on these blue links for Mac users.

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Information for Student
 This assessment is to be completed according to the instructions given below in this document.
 Should you not answer the tasks correctly, you will be given feedback on the results and gaps in
knowledge. You will be entitled to one (1) resubmission in showing your competence with this unit.
Each onward attempt will incur a resubmission fee.
 If you are not sure about any aspect of this assessment, please ask for clarification from your
assessor.
 Please refer to the College re-submission and re-sit policy for more information.
 If you have questions and other concerns that may affect your performance in the Assessment, please
inform the assessor immediately.
 This is an Open book assessment which you will do in your own time but complete in the time
designated by your assessor. Remember, that it must be your own work and if you use other sources
then you must reference these appropriately.
 Student must submit the completed Assessments on Moodle

Re-assessment of Result and Academic Appeal Procedures

If a student is not happy with his/ her results, that student may appeal against their grade via a written
letter, clearly stating the grounds of appeal to the Chief Executive Officer. This should be submitted after
completion of the subject and within fourteen days of commencement of the new term.
Re-assessment Process:
 An appeal in writing is made to the Academic Manager providing reasons for re-assessment
/appeal.
 Academic Manager will delegate another member to review the assessment.
 The student will be advised of the review result done by another assessor.
 If the student is still not satisfied and further challenges the decision, then a review panel is formed
comprising the trainer in charge and the Academic Manager or if needed, an external assessor.
 The Institute will advise the student within 14 days from the submission date of the appeal. The
decision of the panel will be deemed to be final.
 If the student is still not satisfied with the result, he / she has the right to seek independent advice or
follow external mediation option with nominated mediation agency.
 Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in
that subject.

The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement
based on principles of assessment. These principles require assessment to be reliable, fair, practical and
valid.

Academic Appeal process

 If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal
through academic appeals handling protocol.
 To appeal a decision, the person is required to complete the IIS’s Request for Appeal of a Decision
Form with all other supporting documents, if any. This form is available at the admin office. The
completed Request for Appeal form is to be submitted to the Student Support Officer either in hard
copy or electronically via the following contact details:
 Student Support Officer: IIS Head Office at Leve 3, Suite 302, Macquarie St, Parramatta, NSW
2150. Email: [email protected]
 The notice of appeal should be in writing addressed to the Chief Executive Officer and submitted
within seven days of notification of the outcome of the re-evaluation process.
 If the appeal is not lodged in the specified time, the result will stand, and you must re-enrol in the
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 unit.
 In emergency circumstances, such as in cases of serious illness or injury, you must forward a
medical certificate in support of a deferred appeal. The notice of appeal must be made within three
working days of the concluding date shown on the medical certificate.
 The decision of Chief Executive Officer will be final.
 Student would then have the right to pursue the claim through an independent external body as
detailed in the students’ complaint / grievance policy.
Plagiarism and Collusion
Plagiarism: Plagiarism means to take and use another person's ideas and or manner of expressing them
and to pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, IIS staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which
includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the author or web
page
• Reproducing lecture notes without proper acknowledgement.

Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of someone
else.
Collusion may be with another RTO student or with individuals or students external to IIS. This applies to
work assessed by any educational and training body in Australia or overseas.
Collusion occurs when youwork without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit yourwork (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to IIS’s policy on Academic integrity, plagiarism and
collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage
in plagiarism and collusion as outlined in IIS’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead
to disciplinary actions.
Unit of Competency
The units of competency specify the standards of performance required in the workplace. This assessment
addresses the following unit of competency:
CHCCCS019 Recognise and respond to crisis situations
1. Identify imminent crisis situations
2. Address immediate safety concerns
3. Provide referral for crisis intervention support
4. Care for self

A complete copy of the above unit of competency can be downloaded from the TGA website:
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https://training.gov.au/training/details/CHCCCS019/unitdetails

The context of Assessment

Performance evidence: 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

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:
o duty of care
o privacy, confidentiality and disclosure
o work role boundaries, responsibilities and limitations
o mandatory reporting
o codes of practice
 organisation policies and procedures for responding to crisis situations
 types of crisis situations, including:
o potential suicide
o threats to harm others
o self harm
o received threats
o abuse, including child abuse
o domestic and family violence
 common indicators or signs of crisis in other people
 personal values, beliefs and attitudes that facilitate or impede crisis care:
o assumptions about who may be at risk
o common notions about crisis situations
 principles and practices of crisis intervention:
o critical incident procedures
o facilitating emergency interventions
o 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 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:
o interactions with people from a range of diverse backgrounds
o links to other services
o 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.

Assessment Requirements
You are required to complete and pass every task in the assessment in order to be deemed competent.

Written answer question guideline

The following written questions use a range of “instructional words” such as “identify” or “explain”, which
tell you how you should answer the question. Use the definitions below to assist you to provide the type of

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response expected.
Note that the following guidance is the minimum level of response required.
Analyse: when a question asks you to analyse something, you should do so in detail and identify
important points and key features. Generally, you are expected to write a response one or two paragraphs
long.
Compare: when a question asks you to compare something, you will need to show how two or more
things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are
expected to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues
or features and express some form of critical judgement. Generally, you are expected to write a response
one or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points,
Generally, you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
Pre-requisite Unit
None

Copyright Information
This resource is copyright. Apart from any fair dealing for the purposes of private study, research, criticism
or review as permitted under the Copyright Act 1968, no part may be reproduced by any process without
written permission as expressed in the RTO Works License Agreement.
The information contained in this resource is, to the best of the project team’s and publisher’s knowledge
true and correct. Every effort has been made to ensure its accuracy, but the project team and publisher do
not accept responsibility for any loss, injury or damage arising from such information.

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Contents
Assessment Task 1: Knowledge questions 9
Assessment Task 1: Checklist 15
Assessment Task 2: Portfolio 17
Assessment Task 2: Checklist 21
Final results record 44

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Assessment Task 1: Knowledge
questions

Information for students

Knowledge questions are designed to help you demonstrate the knowledge which you have acquired
during the learning phase of this unit. Ensure that you:
 review the advice to students regarding answering knowledge questions in the instruction section
 comply with the due date for assessment which your assessor will provide
 adhere with your RTO’s submission guidelines
 answer all questions completely and correctly
 submit work which is original and, where necessary, properly referenced
 submit a completed cover sheet with your work
 avoid sharing your answers with other students.

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Questions
Provide answers to all of the questions below:

1. Complete the following table by describing legal and/or ethical considerations relevant to the
work role of recognising and responding to crisis situations.

Describe how this consideration relates

Legal/ethical consideration to recognising and responding to crisis
situations

a. Duty of care

b. Privacy

c. Confidentiality

d. Disclosure

e. Responsibilities, boundaries and

limitations relating to your own role

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 Describe how this consideration relates
Legal/ethical consideration to recognising and responding to crisis
situations

f. Mandatory reporting

g. Codes of practice

2. For each of the crisis situations listed in the table, list a sign (direct or indirect) that can represent
that there is a crisis.

Crisis situation Director indicators of the Indirect indicators or

situation the situation

a. Potential suicide

b. Threats to harm others

c. Self-harm

d. Received threats

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 Crisis situation Director indicators of the Indirect indicators or
situation the situation

e. Abuse, including child

abuse

f. Domestic and family

violence

3. Discuss how your own personal values, beliefs and attitudes can impact on crisis situations,
including making assumptions about clients who may be at risk.

4. Think of a common notion about a crisis situation of your choice. Write about why that common
notion may not necessarily be true.

5. Discuss the importance of debriefing as part of critical incident procedures.

6. Explain the purpose of an emergency mobilisation plan.

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7. Describe a step by step procedures for addressing safety concerns for a client in crisis.

8. Describe a step by step process for referrals.

9. Complete the folowing table and indicate a service that you could refer a client to who is
experiencing the crisis listed.

a. Potential suicide

b. Sexual assault

c. Domestic and family

violence

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10. Explain why self-care is important for a crisis support worker.

11. Explain how supervision can assist with self-care.

12. List three practices that a worker involved in crisis situations could use outside of work to support
self-care.

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Assessment Task 1: Checklist

Student’s name:

Did the student provide a Completed

sufficient and clear answer successfully? Comments
that addresses the
suggested answer for the Yes No
following?

Question 1a

Question 1b

Question 1c

Question 1d

Question 1e

Question 1f

Question 1g

Question 2a

Question 2b

Question 2c

Question 2d

Question 2e

Question 2f

Question 3

Question 4

Question 5

Question 6

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Question 7

Question 8

Question 9

Question 10

Question 11

Question 12

Task outcome:  Satisfactory  Not satisfactory

Assessor signature:

Assessor name:

Date:

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Assessment Task 2: Portfolio

Information for students

In this task, you are required to demonstrate your skills and knowledge by responding to crisis
interventions. You will complete and submit a Portfolio which incorporates templates, a reflective
journal and, in some cases, third-party supervisor reports.
You will be able to complete this assessment based on real crisis interventions in the workplace or
based on the simulated clients pack included. If you are completing your assessment based on
simulated situations, your assessor will visit you in your workplace and role play three clients in order
that you can be involved in crisis interventions.
You will need access to:
 a suitable work placement
 your work placement’s organisational policies and procedures
 your supervisor and other staff in the placement organisation
 your learning resources and other information for reference
 Portfolio template.
Ensure that you:
 review the advice to students regarding responding to written tasks in the instruction section
 comply with the due date for assessment which your assessor will provide
 adhere with your RTO’s submission guidelines
 answer all questions completely and correctly
 submit work which is original and, where necessary, properly referenced
 submit a completed cover sheet with your work
 avoid sharing your answers with other students.

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Complete the following activities:

1. Carefully read the following information.

Successful completion of this assessment task requires you to demonstrate your

skills and knowledge by being involved in crisis interventions on at least three
occasions. If you are working in a crisis support setting, you may complete your
Portfolio based on real life crisis intervention activities. If you are not you will
complete the assessment based on simulated situations.
You will document evidence in a Portfolio Template.
You will collect most of your evidence and complete portfolio documentation during
the work placement phase of your course. You may also complete some of your
portfolio in the classroom. The rest can be completed in the classroom after your
work placement is finished.
Before you begin this task, meet with your assessor to discuss whether you will be
basing the assessment on your workplace or using the Simulation Pack.
If you are basing this on simulated situations, your assessor will visit you in the
workplace and will role play three clients. Make sure you review your Portfolio
thoroughly before participating in the role play so that you understand the evidence
you need to provide. During the role play you are to follow your workplaces
procedures for dealing with a crisis.
If you are basing this assessment on your workplace, you must also meet with your
workplace supervisor to discuss the crisis intervention activities that are most
suitable for you to be involved in to complete this assessment task. Keep in mind
that the privacy and confidentiality in regards to the clients you work with is
essential. There will be requirements around informed consent from these people
and, in some cases their family and/or significant others and your work placement
organisation. Your workplace supervisor and assessor will guide you in relation to
your informed consent requirements.
The skills and knowledge that you are required to demonstrate in relation to your
work three crisis interventions are all included in your portfolio – so look at this in
detail before you begin your work placement.
In addition to identifying the crisis intervention activities you will be involved in, you
will require access to all the necessary facilities, equipment and resources to
complete this task.
Remember, it is important to keep the privacy and confidentiality of the individuals
you work with as high priority. Therefore, you must deidentify the people who you
work with according to your organisation’s policies and procedures. If you are
unsure about how to do this, speak to your assessor or workplace supervisor.

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 Tips for completing your portfolio
 Read through this assessment and your Portfolio Template before you get
started and make sure you understand what you need to do. If you are unsure,
speak to your assessor and/or workplace supervisor.
 Stay up to date! Complete your portfolio entries as you go and ask your
supervisor to do the same. Providing organised, complete evidence forms part
of your assessment.
 Stay in touch with your assessor. Ask questions, raise issues, check in,
communicate.
Most importantly, ask for help if you are having trouble!
Important note: If you have permission to make copies of the following documents,
include these as part of your evidence by attaching them at the end of the portfolio.
If you are not allowed to remove any workplace documentation from your
workplace, then your assessor will be required to look at these documents when
they visit you in the workplace.
You must make sure you receive permission to include any documents from your
workplace and all private information must be redacted:
 relevant sections of each person’s case management plan as relevant
 workplace policies and procedures
If you are unsure – ask your supervisor!

2. Complete your portfolio.

Use the Portfolio Template to collect evidence for this assessment during your work
placement period.
There are three sections of your portfolio that need to be completed:
 Section 1 – Crisis intervention activities
In Section 1 you will describe the crisis intervention activities that you were
involved in including:
o Identifying imminent crisis situations.

o Addressing immediate safety concerns related to the crisis situation.

o Providing referrals relevant to the crisis situation.

You are required to fill in answers to all of the questions in Section 1 and have
your workplace supervisor endorse your evidence.
You must complete section 1 of the portfolio for each of the clients you work

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 with.

 Section 2 – Utilise self-care strategies

In Section 2 of the Portfolio, you will describe the self-care strategies that you
utilised through your work placement. You are required to answer every
question in Section 2 and have your workplace supervisor endorse your
evidence.
 Section 3 – Supervisor report
In Section 3 your workplace supervisor will complete a report summarising
your performance whilst being involved in crisis intervention activities. Ask
them to complete the report only after you have completed Sections 1–2.

3. Submit your completed portfolio.

Once you have been involved in crisis intervention activities on at least 3 occasions
at your work placement, completed all parts of your portfolio and had your
supervisor fill out the relevant sections required of them in the portfolio, you are
ready to submit it to your assessor. Ensure all sections are completed neatly and
clearly, all supporting evidence is attached and it has been deidentified to protect
the privacy of the people you worked with.

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About this document
This document is to be used as a portfolio to collect evidence for the unit CHCCCS019 Recognise
and respond to crisis situations.

Student details section

Fill in the table below:

Student name: ___________________________________________________________________

Name of RTO: ___________________________________________________________________

Trainer/assessor name: ____________________________________________________________

If this portfolio is found, please contact me using the details below:

Work placement information

Work placement provides you with an opportunity to learn and be assessed in a hands-on real-life
industry environment. Learning in the classroom is important, and you will engage in lots of classroom
discussion, practice and be involved in demonstrations and simulations before you are ready for your
work placement – but gaining practical experience during your work placement hours provides you
with the opportunity to put your new-found knowledge into practice and provides you with an
appropriate environment to be assessed in. It also provides you with opportunities to observe qualified
and experienced support workers and allows you to learn while under the close supervision and
guidance of a workplace supervisor and mentor.
You will not be paid for your work placement as it forms part of your training and assessment for this
qualification.

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Responsibilities
You are always expected to comply with all of your work placement’s policies and procedures for their
staff members and follow your supervisor’s instructions. You will receive the required information
about working hours, dress requirements and specific guidelines from your work placement before
you begin and will sign a work placement agreement prior to starting. If you’re unsure of anything then
speak to your trainer/assessor and ask questions when the placement arrangements are being made.
You may undertake more than one placement at a different facility – this will all be arranged with your
trainer/assessor and made clear to you during this time.
Your work placement supervisor will arrange an induction for you where the expectations will be
outlined and the limitations of what you are able to do while you are at your work placement.

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Evidence collection
In this section, the details of the evidence you need to collect are outlined along with instructions
about what you need to do.

ICON KEY

Assessor: this icon indicates that the assessor needs to observe this at the
workplace visit or will be asking the student questions directly (not applicable for this
unit).

Student: this icon indicates that the student needs to complete this section.

Supervisor: this icon indicates that the supervisor needs to do something.

Attach: this icon indicates that you need to attach something as evidence to support
what you have written.

There are three parts to this portfolio document:

 Crisis intervention activities
 Utilise self-care activities
 Supervisor report

Note to work placement supervisor: When you see this icon, action is required on your
part. Read the student’s account of events and make a comment to confirm the
truthfulness and accuracy as a form of evidence collection for the assessor. Please
make sure the student is suitably supervised and that they have permission from
everyone involved to engage with the client. This may be the person themself, or may
require permission from their family member, carer or advocate.
Section 1: Crisis intervention activities
If you are completing your assessment based on real life work place activities, you will document the crisis intervention activities you have been
involved in in this section. As the unit requires that you are involved in crisis intervention activities on at least three occasions, you must document your
experience with three clients. Crisis management can be through face-to-face, telephone or remote contact.
If you are completing this assessment based on the Simulation Pack, you are to complete this section based on the Simulation Pack and the meeting
with your assessor where they role play each client.
Please note that you may be able to identify much of the information below through following your workplace’s procedures for regarding crisis
management. For example, crisis support services administer a mental health assessment initially and which covers a multitude of areas.

Client 1

Name of work placement: Name of supervisor:

Client Identifier: Age:

Write a summary of the imminent crisis situation including:

 Summary of client details, including type of crisis situation.
 Signs that you identified that indicated that safety issues were present for this client, including both direct and indirect signs.

What questions did you ask the client to identify the safety issues that were presenting for them. Write the questions down or provide the mental health
assessment form as per your workplace procedures. While the client was providing the information, what did you do to show that you were listening empathetically
to the details of their crisis situation?

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Client 1

As part of the imminent crisis situation, discuss how you affirmed and strengthened links to safety and living for the client.

Describe the structure and strategies that you used to help the client to deal with the crisis. Make sure you address how you enabled the client to come up with
their own thoughts and behaviours to deal with the situation.

How capable was the client of making decisions? Discuss how you balanced collaborating with the client to come up with their own solutions, as well as providing
clear direction for them.

Describe the actions that were agreed upon to reduce immediate danger and risk to both the client and others. If emergency assistance was required, please
describe this and how it was organised. If this scenario did not occur, write your response on the emergency assistance you would consider would have been
appropriate.

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Client 1

Give a brief description of your workplace procedures for managing crisis situations. Also describe how you ensured that the actions identified and agreed upon as
documented above are in accordance with your workplace procedures, are legal, ethical, consistent with workplace procedures and meet duty of care
requirements.

Did you need to seek advice or assistance from your supervisor in managing the crisis? If so, describe the advice or assistance you sought. If this scenario did not
occur, write down your thoughts on what advice or assistance it might be useful for your supervisor to provide if it was needed.

As most client’s involved in crisis situations require referral you are to:
 Describe referral options that are appropriate for this client.
 Explain how you worked with your client to identify suitable options.
 Describe the strategies you used to overcome possible barriers to seeking or accepting help.
 Describe the plan that you came up with your client to access support services identified.

List the documentation that you completed as part of the crisis intervention activities. How did you maintain this documentation?
Make sure you also attach them to your Portfolio.

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Client 1

Comment on and endorse Section 1.

Attach evidence of your work with this person here.

Evidence may include:
 Workplace policies and procedures for dealing with crisis situations.
 Mental health assessment.
 Referral letters.
 Diary entries of conversations or meetings
 Notes from own research

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Client 2

Name of work placement: Name of supervisor:

Client Identifier: Age:

Write a summary of the imminent crisis situation including:

 Summary of client details, including type of crisis situation.
 Signs that you identified that indicated that safety issues were present for this client, including both direct and indirect signs.

What questions did you ask the client to identify the safety issues that were presenting for them. Write the questions down or provide the mental health
assessment form as per your workplace procedures. While the client was providing the information, what did you do to show that you were listening empathetically
to the details of their crisis situation?

As part of the imminent crisis situation, discuss how you affirmed and strengthened links to safety and living for the client.

Describe the structure and strategies that you used to help the client to deal with the crisis. Make sure you address how you enabled the client to come up with
their own thoughts and behaviours to deal with the situation.

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Client 2

How capable was the client of making decisions? Discuss how you balanced collaborating with the client to come up with their own solutions, as well as providing
clear direction for them.

Describe the actions that were agreed upon to reduce immediate danger and risk to both the client and others. If emergency assistance was required, please
describe this and how it was organised. If this scenario did not occur, write your response on the emergency assistance you would consider would have been
appropriate.

Give a brief description of your workplace procedures for managing crisis situations. Also describe how you ensured that the actions identified and agreed upon as
documented above are in accordance with your workplace procedures, are legal, ethical, consistent with workplace procedures and meet duty of care
requirements.

Did you need to seek advice or assistance from your supervisor in managing the crisis? If so, describe the advice or assistance you sought. If this scenario did not
occur, write down your thoughts on what advice or assistance it might be useful for your supervisor to provide if it was needed.

As most client’s involved in crisis situations require referral you are to:
 Describe referral options that are appropriate for this client.
 Explain how you worked with your client to identify suitable options.

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Client 2

 Describe the strategies you used to overcome possible barriers to seeking or accepting help.
 Describe the plan that you came up with your client to access support services identified.

List the documentation that you completed as part of the crisis intervention activities. How did you maintain this documentation?
Make sure you also attach them to your Portfolio.

Comment on and endorse Section 1.

Attach evidence of your work with this person here.

Evidence may include:
 Workplace policies and procedures for dealing with crisis situations.
 Mental health assessment.
 Referral letters.
 Diary entries of conversations or meetings
 Notes from own research

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ABN: 23 610 424 336 | RTO CODE: 41568 | CRICOS CODE: 03944E Version: 2.0
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Client 3

Name of work placement: Name of supervisor:

Client Identifier: Age:

Write a summary of the imminent crisis situation including:

 Summary of client details, including type of crisis situation.
 Signs that you identified that indicated that safety issues were present for this client, including both direct and indirect signs.

What questions did you ask the client to identify the safety issues that were presenting for them. Write the questions down or provide the mental health
assessment form as per your workplace procedures. While the client was providing the information, what did you do to show that you were listening empathetically
to the details of their crisis situation?

As part of the imminent crisis situation, discuss how you affirmed and strengthened links to safety and living for the client.

Describe the structure and strategies that you used to help the client to deal with the crisis. Make sure you address how you enabled the client to come up with
their own thoughts and behaviours to deal with the situation.

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Client 3

How capable was the client of making decisions? Discuss how you balanced collaborating with the client to come up with their own solutions, as well as providing
clear direction for them.

Describe the actions that were agreed upon to reduce immediate danger and risk to both the client and others. If emergency assistance was required, please
describe this and how it was organised. If this scenario did not occur, write your response on the emergency assistance you would consider would have been
appropriate.

Give a brief description of your workplace procedures for managing crisis situations. Also describe how you ensured that the actions identified and agreed upon as
documented above are in accordance with your workplace procedures, are legal, ethical, consistent with workplace procedures and meet duty of care
requirements.

Did you need to seek advice or assistance from your supervisor in managing the crisis? If so, describe the advice or assistance you sought. If this scenario did not
occur, write down your thoughts on what advice or assistance it might be useful for your supervisor to provide if it was needed.

As most client’s involved in crisis situations require referral you are to:
 Describe referral options that are appropriate for this client.
 Explain how you worked with your client to identify suitable options.

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Client 3

 Describe the strategies you used to overcome possible barriers to seeking or accepting help.
 Describe the plan that you came up with your client to access support services identified.

List the documentation that you completed as part of the crisis intervention activities. How did you maintain this documentation?
Make sure you also attach them to your Portfolio.

Comment on and endorse Section 1.

Attach evidence of your work with this person here.

Evidence may include:
 Workplace policies and procedures for dealing with crisis situations.
 Mental health assessment.
 Referral letters.
 Diary entries of conversations or meetings
 Notes from own research

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Section 2: Utilise self-care strategies
In this section, you will describe how you have applied self-care strategies throughout your work on crisis situations.

Application of strategies

Describe the risks to yourself in your work in crisis support. Describe at least three risks.

Describe the supervision/debriefing you have received in relation to your work in crisis support. Explain how this supported in your work and any changes you
might make.

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Detail the strategies (at least three) that you have applied outside of work to show self-care.

Comment and endorse Section 2.

Attach evidence of your work self-care strategies

Evidence may include:
 Photos of fun activities outside of work
 Diary entries of supervision/debriefing sessions with support personnel or outside work activities

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Section 3: Supervisor report
Your supervisor needs to complete this section once all of the tasks have been completed and they have endorsed sections 1, 2 and 3.

Supervisor report

The information provided by the student in their Portfolio is an accurate reflection of their actions. Yes No

During the activities described in their Portfolio, the student:

 Recognised and responded to direct and indirect signs of a crisis situation? Yes No

 Used empathetic listening skills to obtain details of a client’s crisis situation? Yes No

 Identified and agreed upon actions to take, including reducing immediate risk and danger to the client and others? Yes No

 Check with supervisor to make sure that all actions are in accordance with the workplace’s procedures, are legal and ethical and Yes No
meet duty of care requirements?

 Seek advice/assistance form supervisor to assist in managing crisis situations as required? Yes No

 Collaborate with the client to identify suitable referral options? Yes No

 Complete and maintain required documentation? Yes No

 Participated in supervision and debriefing as part of a self-care strategy? Yes No

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Provide the details of three crisis intervention activities that the student was involved with.

Do you have any feedback for the student? Please document.

The student has permission to submit the information contained within the portfolio for the purposes of assessment. Yes No

Tick one only:

The student has permission to submit workplace documentation to support their portfolio. Yes No

The student does not have permission to submit workplace documentation – the assessor can view these files on site. Yes No

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Full name:

Position:

Contact details:

Signature:

Date:

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Assessment Task 2: Checklist

Student’s name:

Completed
successfully? Comments

Did the student: Yes No

Identifying imminent crisis situations on

at least three occasions including:
 Recognising signs of client safety
issues including through indicators
from direct and indirect
communications
 Asking clients directly about safety
issues whenever there are grounds
for concern
 Responding to the signs and taking
immediate action according to
workplace procedures?

Addressing immediate safety concerns

on three occasions including:
 Listening empathetically to details
of the client’s crisis situation
 Affirming and strengthening links to
safety and living using appropriate
strategies
 Providing the client with structure
and strategies for the client to deal
with the immediate crisis
 Assisting the client to develop
enabling thoughts and behaviours
to deal with the crisis
 Assessing the client’s capacity for
decision making and balance
collaborating with the client versus
providing specific directions

 Identifying actions to be taken to

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Student’s name:

Completed
successfully? Comments

Did the student: Yes No

reduce immediate danger and risk

to others
 Agreeing with the client on the
actions to be taken
 Mobilising emergency assistance as
required
 Checking that all actions meet with
workplace procedures and are legal
and ethical and meet duty of care
requirements
 Seeking advice or assistance from
supervisor as required

Providing referral for crisis intervention

support including:
 Using relevant strategies to
empower the client to make
informed choices about further help
they require
 Explore possible barriers to seeking
or accepting help with the client
 Developing responses to barriers
 Developing a plan with the client
including initial steps to access and
use informal supports and
professional help
 Referring clients to appropriate
professionals as required

 Completing and maintaining

accurate documentation as required
by the workplace?

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Caring for self by:
 Recognise risks to self associated
with working in crisis support
 Responding to these risks in an
appropriate manner
 Identifying the need for supervision
and debriefing based on crisis
support work
 Participating in supervision and
debriefing?

Task outcome:  Satisfactory  Not satisfactory

Assessor signature:

Assessor name:

Date:

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Final results record

Student name:

Assessor name:

Unit code and title:

Date

Final assessment results

Result

Task Type Satisfactory Unsatisfactory Did not submit

Assessment Task 1 Knowledge questions S U DNS

Assessment Task 2 Portfolio S U DNS

Overall unit results C NYC

Feedback

 My performance in this unit has been discussed and explained to me.

 I would like to appeal this assessment decision.

Student signature: _________________________________________ Date: _________________

 I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.

Assessor signature: _______________________________________ Date: _________________

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