Course Title: Increase the safety of individuals at risk of suicide

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: HWSS6100C

Course Title: Increase the safety of individuals at risk of suicide

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4364 - Certificate IV in Alcohol and Other Drugs

Course Contact: Chris Walters

Course Contact Phone: +613 9925 8268

Course Contact Email: chris.walters@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 110

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit describes the skills and knowledge to identify and manage immediate suicide risk and work with the individual to achieve safe outcomes. It includes the requirements for developing a clear safety plan for addressing any immediate danger to the person at risk or others, mobilising access to emergency medical help when needed and facilitating links with further support.

This unit applies to people in formal helping roles in any community service context. Suicide safety may involve face-to-face, telephone or remote contact with the person involved
 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCCS003 Increase the safety of individuals at risk of suicide

Element:

1. Identify and assess the person’s current suicide risk

1.1 Recognise and respond to signs indicating that a person may be considering suicide
1.2 Explore any indications, direct or indirect, that the person may be considering suicide
1.3 Ask specifically about thoughts of suicide whenever there are grounds for concern
1.4 Inform and facilitate the intervention by seeking understanding of why the person is considering suicide and what links them to life

Performance Criteria:

1.1 Recognise and respond to signs indicating that a person may be considering suicide 1.2 Explore any indications, direct or indirect, that the person may be considering suicide 1.3 Ask specifically about thoughts of suicide whenever there are grounds for concern 1.4 Inform and facilitate the intervention by seeking understanding of why the person is considering suicide and what links them to life

Element:

2. Collaborate to increase immediate safety


2.1 Build a collaborative empathic helping relationship that acknowledges how thoughts of suicide and the pain behind them may affect their safety
2.2 Listen to what lies behind any thoughts of suicide while affirming and strengthening life connections and safety support
2.3 Work with the person to develop and implement a safety plan that reduces immediate danger to the person and others
2.4 Mobilise access to emergency services when needed
2.5 Comply with all laws, relevant ethical guidelines and policy requirements that affect duty of care and seek any advice from workplace supervisor

Performance Criteria:

2.1 Build a collaborative empathic helping relationship that acknowledges how thoughts of suicide and the pain behind them may affect their safety 2.2 Listen to what lies behind any thoughts of suicide while affirming and strengthening life connections and safety support 2.3 Work with the person to develop and implement a safety plan that reduces immediate danger to the person and others 2.4 Mobilise access to emergency services when needed 2.5 Comply with all laws, relevant ethical guidelines and policy requirements that affect duty of care and seek any advice from workplace supervisor

Element:

3. Facilitate links to further support

3.1 Empower the person at risk to make informed choices about further help
3.2 Maintain rapport to encourage discussion of on-going concerns
3.3 Help the person identify coping strategies to manage recurrence of suicidal thoughts
3.4 Determine whether underlying mental health concerns or personal circumstances are present and facilitate access to appropriate help
3.5 Explore possible barriers to seeking or accepting help and develop responses
3.6 Explore what has helped the person survive any previous suicide attempts
3.7 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help
3.8 Refer to appropriate professionals as required
 

Performance Criteria:

3.1 Empower the person at risk to make informed choices about further help 3.2 Maintain rapport to encourage discussion of on-going concerns 3.3 Help the person identify coping strategies to manage recurrence of suicidal thoughts 3.4 Determine whether underlying mental health concerns or personal circumstances are present and facilitate access to appropriate help 3.5 Explore possible barriers to seeking or accepting help and develop responses 3.6 Explore what has helped the person survive any previous suicide attempts 3.7 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help 3.8 Refer to appropriate professionals as required

Element:

4. Review and report on support provided

4.1 Document suicide safety plan and follow up action according to evidence informed standards of care and relevant organisation requirements
4.2 Communicate relevant information to work colleagues and other people working with the person
4.3 Reflect on own role in providing support and use learning to enhance future practice
4.4 Identify and respond to the need for own supervision and debriefing
 

Performance Criteria:

4.1 Document suicide safety plan and follow up action according to evidence informed standards of care and relevant organisation requirements 4.2 Communicate relevant information to work colleagues and other people working with the person 4.3 Reflect on own role in providing support and use learning to enhance future practice 4.4 Identify and respond to the need for own supervision and debriefing


Learning Outcomes


On successful completion of this course you will have developed the skills and knowledge required to demonstrate competency in the above elements


Details of Learning Activities

 

In Class: Class lectures and exercises, group discussions and practical demonstrations

 


Teaching Schedule

 

 

Suicide assessment and intervention CHCCCS003

Class

Topic

Content

Assessment details

Week 1

21/9/2016

Understanding self-harming behaviours

Introduction to and understanding of Non-suicidal self injury and suicide

 

Week 2

28/9/2016

Identify and Assess the person’s risk of suicide

Identifying and responding to people at risk of self-harm

 

Week 3

5/10/2016

Collaborate to increase immediate safety

Working effectively with other services to reduce the risks to clients

Develop response plan

Response plan for fictional clients completed in class

Week 4

12/10/2016

Facilitate links to further support

Identifying appropriate services and understanding referral processes

 

Week 5

19/10/2016

Review and report on support provided

Assertive follow-up of clients involvement in treatment and evaluating effectiveness of intervention

 

Week 6

26/10/2016

Recap and Role-play

Undertake assessments – role Plays

Role plays of effective client management around suicidality scenarios, in class

 

 


Learning Resources

Prescribed Texts


References


Other Resources

None


Overview of Assessment

 

Assessment 1 : completion of a response plan for a fictitious client

Assessment 2 : role plays of fictitious scenarios, completed in class


Assessment Tasks

 

 

Assessment 1: conducted in delivery week 3: completion of a response plan for a fictitious client

Assessment 2: conducted in delivery week 6: role plays of fictitious scenarios, completed in class


Assessment Matrix

 

You 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 you have: ◾responded to at least 3 different situations where there is risk of suicide  

The assessment matrix demonstrates  alignment of assessment tasks with the relevant unit of competency. These Matrix’s are available through program administration.

 

Other Information

 

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students

Cover Sheet for Submissions You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.

Attendance It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for an Extension Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.

Applying for Special Consideration If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration

Academic Integrity Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing

Plagiarism and Collusion Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include: • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation; • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation; • Piecing together text from one or more sources and adding only linking sentences; • Copying or submitting whole or parts of computer files without acknowledging their source; • Copying designs or works of art and submitting them as your original work; • Copying a whole or any part of another student's work; and • Submitting work as your own that someone else has done for you. • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence. For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93

Plagiarism Software The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com

Complaints Procedure: RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22 Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf

 

Police Checks Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.

The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.

Where required by the workplace, students shall provide a copy of their police check on request.

If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate: - advise the student of the outcome; and - discuss placement options with the student; and/or - provide program and career counselling.

RMIT will not store Police Checks on student files.

Early Termination of Placement

Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.

Possible reasons for such decisions may include, but are not limited to-

• failure to follow processes required for safety • breach of client or patient confidentiality • failure to comply with the instructions of supervisors • or other unprofessional behaviour

Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.

 

Course Overview: Access Course Overview