Course Title: Respond to critical situations

Part B: Course Detail

Teaching Period: Term2 2017

Course Code: HWSS6019C

Course Title: Respond to critical situations

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4352 - Certificate IV in Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: +61 (3) 9925 4454

Course Contact Email: dianne.mackay@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 100

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

In this unit students will develop the skills and knowledge to maintain safety through effective response to potential or actual critical situations. This unit applies to youth workers working in specialist services and in residential work sites or in the community.

This unit is delivered and assessed with:

CHCMHS007 Work effectively in trauma informed care

and

CHCPRT001 Identify and respond to children and young people at risk


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCYTH004 Respond to critical situations

Element:

1. Implement risk-minimisation strategies

Performance Criteria:

1.1 Establish framework for dealing with potential crisis situations

1.2 Undertake timely risk assessment of potential crisis situation, with due consideration for the safety of young people and others

1.3 Identify, assess and implement a variety of possible strategies to minimise risk in accordance with organisational procedures

1.4 Recognise the possible causes of incidents and assess these for relevance to the safety and welfare of young people and the service environment

1.5 Seek and provide information on potential responses to the appropriate team members for action and support

1.6 Request assistance clearly and promptly

Element:

2. Maintain a safe environment for young people

Performance Criteria:

2.1 Identify and routinely implement organisation’s policies, procedures and practices designed to maximise physical and emotional safety of young person

2.2 Maintain healthy and safe environment to minimise potential for harm

2.3 Ensure all legislative and ethical requirements are met by self and those who supervise

Element:

3. Prevent escalation of violent behaviour

Performance Criteria:


3.1 Routinely monitor person’s behaviour pattern to ensure aggressive or abusive behaviour is minimised

3.2 Develop plan of care outlining ways to prevent, and respond to clients’ expressions of violence against self or others, communicate it to relevant personnel and implement the plan

3.3 Anticipate potential causes of conflict and harmful behaviour and respond in a manner that promotes calm and reassurance, to prevent escalation

3.4 Use procedure to protect clients from endangering themselves or others that are consistent with legal, ethical and organisation requirements, and safety considerations

3.5 Make appropriate judgements relating to physical restraint, based on balance of risk and safety of all

3.6 Provide assistance as necessary and appropriate to the situation

3.7 Complete relevant documentation, as required

Element:

4. Secure the safety of clients

Performance Criteria:

4.1 Use calm, confident and assertive communication to establish positive personal interaction and exchange information

4.2 Provide information designed to promote positive decision-making based on the relationship between actions and consequences

4.3 Present information to all relevant individuals in a clear, accurate and comprehensive manner

4.4 Select response and action designed to minimise risk, prevent escalation and to preserve the safety and security of all involved

4.5 In responses and emergency action, give priority to the protection of individuals from severe harm

4.6 Ensure use of force for maintenance of safety complies with procedures and is applied with minimum force to establish control

4.7 Complete all necessary documentation in an accurate and timely manner


Learning Outcomes


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


Details of Learning Activities

This course learning activities will be supported and complimented by RMIT’s on line learning management tool “Blackboard.  Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies.  Some learning activities that you will undertake in the workshops are:

  • Class discussion
  • Documentary viewing and discussion
  • Guest speaker
  • Group work projects
  • Questioning


Teaching Schedule

Class

Topic

Content

Elements of Competency

Assessment Due Dates

 

1

 

Introduction to work practices which support the protection of young people.

Intro into identifying children and young people at risk. Understanding observing signs and symptoms, asking appropriate non-leading questions, understanding child protection.

 

How to effectively respond to the disclosure of information.

Working in accordance with state legislative responsibilities.

 

CHCPRT001 1.1, 1.2

CHCMHS007 1.5,

 

 

2

 

Introduction to work practices which support the protection of young people and communication.

 

Implement risk-minimisation strategies

Employ communication and information-gathering techniques with children and young people in accordance with current recognised good practice

 

How to routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision-making

 

Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures

 

Discuss frameworks for dealing with potential crisis situations and risk assessment procedures

 

CHCPRT001 1.4, 1.3, 1.5

CHCYTH004 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,

CHCMHS007 1.5,

           

 

3

 

Report indications of possible risk of harm

Recording relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics.

Understanding the importance of keeping records and reporting risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures

How to write non-judgemental reports

Working collaboratively with relevant agencies to ensure maximum effectiveness of report

CHCPRT001 2.1, 2.2, 2.3,

CHCYTH004 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,

CHCMHS007 1.5, 1.6, 1.7.

 

 

4

 

Risk Assessment

 

Maintain a safe environment for young people

 

Assessment Task 1- Risk Assessment Questionnaire

 

Implement work practices which support the protection of children and young people

Report indications of possible risk of harm

Recognise and report indicators for potential ethical concerns when working with children and young people

Apply ethical and nurturing practices in work with children and young people

 

 

CHCPRT001 1.1 – 2.4, 3.4

CHCYTH004 2.1, 2.2, 2.3.

CHCMHS007 1.5, 1.6, 1.7.

 

Assessment Task 1-

Risk Assessment Questionnaire

5

 

Apply ethical and nurturing practices in work with children and young people

Understanding and protecting the rights of children in the provision of services

 

CHCPRT001 3.1

 

6

 

Prevent escalation of violent behaviour

 

Secure the safety of clients

Understanding supervision support for issues of ethical concern in practice with children and young people

Explore professional boundaries when working with children and young people

Monitoring  person’s behaviour pattern and developing plan of care outlining ways to prevent, and respond to clients’ expressions of violence against self or others, communicate it to relevant personnel and implement the plan

Using calm, confident and assertive communication to establish positive personal interaction and exchange information including the use of restorative practice.

 

 

 

CHCPRT001 3.2, 3.3.

 

CHCYTH004 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7.

CHCMHS007 1.2, 1.3, 1.4, 1.5, 1.6, 1.7.

 

7

 

CHCPRT001 Assessment task 2- Knowledge Quiz

Implement work practices which support the protection of children and young people

Report indications of possible risk of harm

Apply ethical and nurturing practices in work with children and young people

 

CHCPRT001 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4

CHCMHS007 1.5, 1.6, 1.7.

Assessment Task 2- Knowledge Quiz

8

 

Revision and assessment preparation

 

 

9

Task 3: Self-care plan

Discuss and establish ways of to embed trauma informed care and practice in service delivery

Identify barriers to implementing trauma informed care

Participate in organisation policy development on trauma informed care according to job role

How to respond to consumer feedback on trauma informed practices and service deliver

Work effectively in trauma informed care

Utilise self-care strategies

Contribute to continuous improvement

CHCMHS007 3.1, 3.2, 3.3, 3.2, 3.5.

Assessment Task 3- Self-care plan

10

Work from a trauma informed care perspective

Principles of trauma informed care trauma informed care

Promoting safe environments and relationships with those affected by trauma, including preventing traumatisation and re-traumatisation in the context of service use

Respond to difficult behaviours

 

CHCMHS007 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,

 

11

 

Utilise self-care strategies

Understanding self-care strategies in managing re-traumatisation and applying self-care strategies in managing vicarious trauma

CHCMHS007 2.1, 2.2.

 

12

Contribute to the continuous improvement of trauma informed care in services

 

Task 4: Group case study/role play and Critical incident report

Discuss and establish ways of to embed trauma informed care and practice in service delivery

Identify barriers to implementing trauma informed care

Participate in organisation policy development on trauma informed care according to job role

How to respond to consumer feedback on trauma informed practices and service deliver

Work effectively in trauma informed care

Utilise self-care strategies

Contribute to continuous improvement

 

CHCMHS007 3.1, 3.2, 3.3, 3.2, 3.5.

Task 4: Group case study/role play and Critical incident report

13

Task 5: Therapeutic Case Study

Discuss and establish ways of to embed trauma informed care and practice in service delivery

Identify barriers to implementing trauma informed care

Participate in organisation policy development on trauma informed care according to job role

How to respond to consumer feedback on trauma informed practices and service deliver

CHCMHS007 3.1, 3.2, 3.3, 3.2, 3.5.

CHCMHS007 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,

Task 5: Therapeutic Case Study

 

14

Review of learning

 

 

 


Learning Resources

Prescribed Texts


References


Other Resources

You will be provided with the resources and tools for learning in this course.  These resources will also be provided in Blackboard.  They include recommended texts, relevant learning materials from subject experts and websites, DVD’s, class notes, case studies.


Overview of Assessment

To demonstrate competency in this course you will need to complete all of the following pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria).

Assessments will include:

Assessment Task 1

Risk Assessment Questionnaire (written response to questions)

Assessment Task 2:

Knowledge quiz (verbal response to questions in class)

Assessment Task 3:

Self-care plan (written in class)

Assessment Task 4:

Group work: including individual responses to a case study, role-play and a written critical incident report.

Assessment Task 5:

Responses to a therapeutic Case Study and a presentation to the class

Assessment Task 6

Work place assessment including 120 hours of WIL placement

-       assessment requirements aligned to WIL activities.

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca

 


Assessment Tasks

Task 1- Risk Assessment Questionnaire

Assessment 1 is designed to assess the students’ ability to appropriately identify and respond to indicators and / or disclosures of risk for a Young Person in their care. Students are required to complete a Schedule of questions related to identifying and responding to indicators of risk. The questions will be based on theory and activities covered during class as well as the templates that will be available during the unit. 

Task 2: Knowledge quiz

Assessment 2 is designed to assess students understanding and knowledge of core principals of working with children and Young people at risk.
The assessment will be run in a quiz show style in knock out rounds. Teams will consist of 4-5 students. Students will name their teams. Teams will compete two at a time by being asked a series of five questions, each member had to suggest an answer to the team and then the group chose the answer they were going to go with. Teams write down the answer and show the 'audience' (the class and assessor). Teams are knocked out until there are just two teams left competing for the grand finale. Teams that came third down to last will compete for a second contest this time in teams of 2-3 students to further assess their knowledge.

Task 3: Self-care plan

Assessment 3 requires students to complete a self-care plan. Care plan must include domains of mind, body, emotions and spirit. Students must refine ideas and show an understanding of personal values and self-care strategies. 

Task 4: Group case study/role play and Critical incident report

Assessment 4 will be completed in a simulated workplace environment during class time.
Students are required to work from a case study and demonstrate their knowledge in an in class role play followed by an individual written incident report.

Task 5: Therapeutic Case Study

This assessment task requires students to work in groups to develop a therapeutic plan based on a case study.   Content must include identifies of trauma informed behaviour and demonstrate an understanding of how to respond appropriately to barriers. Students will present their case studies in class time.     

Task 6: Work Integrated Learning Work placement

This assessment includes 120 hours of WIL placement in a youth work agency, assessment in the workplace, a written report of 1000-1200 words and a third party report from the workplace supervisor.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant course. These are available from the Program Co-ordinator.

Other Information

Work Integrated Learning

This is a Work Integrated Learning course in which you will complete a 240 hour placement in an organisation, undertaking the kinds of professional tasks you could expect in your work after graduation.

Police Check

You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and will need to pay the associated costs.

or

You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.

Working with Children

You must provide evidence of a satisfactory Working with Children check before undertaking work placements and will need to pay the associated costs.

or

You may be required to obtain a satisfactory Working with Children Check at the request of their placement agency.

Immunisation

You may be required to provide evidence of immunisation for certain diseases before undertaking work placement. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for immunisation.

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 work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.

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 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

Assessment Appeals

If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:

  1. a) You believe an error has occurred in the calculation of the grade; or,
  2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
  3. c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).

Full details of the procedure (including appeals procedure) can be located at this RMIT site: http://www1.rmit.edu.au/policies/academic#assessment

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 (unresolved) – 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

Course Overview: Access Course Overview