Course Title: Respond to critical situations
Part B: Course Detail
Teaching Period: Term2 2024
Course Code: HWSS5772C
Course Title: Respond to critical situations
Important Information:
Please note that this course may have compulsory in-person attendance requirements for some teaching activities.
To participate in any RMIT course in-person activities or assessment, you will need to comply with RMIT vaccination requirements which are applicable during the duration of the course. This RMIT requirement includes being vaccinated against COVID-19 or holding a valid medical exemption.
Please read this RMIT Enrolment Procedure as it has important information regarding COVID vaccination and your study at RMIT: https://policies.rmit.edu.au/document/view.php?id=209.
Please read the Student website for additional requirements of in-person attendance: https://www.rmit.edu.au/covid/coming-to-campus
Please check your Canvas course shell closer to when the course starts to see if this course requires mandatory in-person attendance. The delivery method of the course might have to change quickly in response to changes in the local state/national directive regarding in-person course attendance.
School: 535T Social Care and Health
Campus: City Campus
Program: C4429 - Certificate IV in Youth Work
Course Contact: Dianne Mackay
Course Contact Phone: +61 3 99254454
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
This unit describes the performance outcomes, skills and knowledge required to maintain safety through effective response to potential and actual critical situations.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCYTH016 Respond to critical situations |
Element: |
1.1. Identify and establish workplace framework for avoiding and dealing with potential crisis situations. 1.2. Undertake timely risk assessment of potential crisis, with consideration for the safety of young people and others. 1.3. Identify, assess and implement strategies to minimise risk in accordance with organisational policies and procedures. 1.4. Recognise possible causes of incidents, including self and colleagues, and assess causes with respect to the safety and welfare of young people. 1.5. Provide opportunities for young people to explore new experiences that provide positive outcomes. 1.6. Seek and provide information on potential responses to team members for action and support. 1.7. Request assistance clearly and promptly. |
Performance Criteria: |
1.1. Identify and establish workplace framework for avoiding and dealing with potential crisis situations. 1.2. Undertake timely risk assessment of potential crisis, with consideration for the safety of young people and others. 1.3. Identify, assess and implement strategies to minimise risk in accordance with organisational policies and procedures. 1.4. Recognise possible causes of incidents, including self and colleagues, and assess causes with respect to the safety and welfare of young people. 1.5. Provide opportunities for young people to explore new experiences that provide positive outcomes. 1.6. Seek and provide information on potential responses to team members for action and support. 1.7. Request assistance clearly and promptly. |
Element: |
2.1. Identify and routinely implement organisational policies, procedures and practices designed to maximise physical, social and emotional safety of young persons. 2.2. Maintain a healthy and safe environment to enhance opportunities for healthy behaviour while minimising and diverting potential for harm. 2.3. Evaluate relevance of self, colleagues and work context for young person as they change and progress. 2.4. Support young person's agency and right to self-determination. 2.5. Seek opportunities to engage the young person with Playfulness, Acceptance, Curiosity and Empathy (PACE). 2.6. Ensure legislative and ethical requirements are met when carrying out work with young people. |
Performance Criteria: |
2.1. Identify and routinely implement organisational policies, procedures and practices designed to maximise physical, social and emotional safety of young persons. 2.2. Maintain a healthy and safe environment to enhance opportunities for healthy behaviour while minimising and diverting potential for harm. 2.3. Evaluate relevance of self, colleagues and work context for young person as they change and progress. 2.4. Support young person's agency and right to self-determination. 2.5. Seek opportunities to engage the young person with Playfulness, Acceptance, Curiosity and Empathy (PACE). 2.6. Ensure legislative and ethical requirements are met when carrying out work with young people. |
Element: |
3.1. Routinely monitor young person's behaviour pattern to ensure aggressive and abusive behaviour is minimised. 3.2. Seek opportunities for the young person to engage in positive activities and relationships that enhance the present environment and offer transition to a positive alternative environment. 3.3. Develop an action plan of care that outlines enhancement of positive and healthy behaviours and prevents or responds to young person's expressions of violence against self or others. 3.4. Communicate and implement care plan with relevant personnel. 3.5. Anticipate potential causes of conflict and harmful behaviour and create opportunities for calm and reassurance, or activities that avoid escalation. 3.6. Prepare the environment before escalation, by diverting the young person to a safer environment or removing potential harmful objects and people from their current environment. 3.7. Use procedures to protect young people from endangering themselves and others consistent with legal, ethical and organisational policies and procedures, and safety considerations. 3.8. Make judgements relating to physical restraint based on balance of risk and safety of all. 3.9. Provide assistance and diversion as necessary for the situation. 3.10. Complete relevant documentation according to organisational policies and procedures. |
Performance Criteria: |
3.1. Routinely monitor young person's behaviour pattern to ensure aggressive and abusive behaviour is minimised. 3.2. Seek opportunities for the young person to engage in positive activities and relationships that enhance the present environment and offer transition to a positive alternative environment. 3.3. Develop an action plan of care that outlines enhancement of positive and healthy behaviours and prevents or responds to young person's expressions of violence against self or others. 3.4. Communicate and implement care plan with relevant personnel. 3.5. Anticipate potential causes of conflict and harmful behaviour and create opportunities for calm and reassurance, or activities that avoid escalation. 3.6. Prepare the environment before escalation, by diverting the young person to a safer environment or removing potential harmful objects and people from their current environment. 3.7. Use procedures to protect young people from endangering themselves and others consistent with legal, ethical and organisational policies and procedures, and safety considerations. 3.8. Make judgements relating to physical restraint based on balance of risk and safety of all. 3.9. Provide assistance and diversion as necessary for the situation. 3.10. Complete relevant documentation according to organisational policies and procedures. |
Element: |
4.1. Use calm, confident and assertive communication to establish positive personal interaction and exchange of information. 4.2. Provide information to promote positive decision making based on the relationship between actions and consequences. 4.3. Present clear, accurate and comprehensive information to all relevant individuals. 4.4. Select response and action designed to minimise risk, prevent escalation and preserve the safety and security of all involved. 4.5. Prioritise the protection of individuals from severe harm in responses and emergency action. 4.6. Ensure use of force for maintenance of safety complies with organisational policies and procedures. 4.7. Debrief and support workers according to organisational policies and procedures. 4.8. Complete documentation in an accurate and timely manner. |
Performance Criteria: |
4.1. Use calm, confident and assertive communication to establish positive personal interaction and exchange of information. 4.2. Provide information to promote positive decision making based on the relationship between actions and consequences. 4.3. Present clear, accurate and comprehensive information to all relevant individuals. 4.4. Select response and action designed to minimise risk, prevent escalation and preserve the safety and security of all involved. 4.5. Prioritise the protection of individuals from severe harm in responses and emergency action. 4.6. Ensure use of force for maintenance of safety complies with organisational policies and procedures. 4.7. Debrief and support workers according to organisational policies and procedures. 4.8. Complete 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.
1. Implement risk minimisation strategies. |
1.1. Identify and establish workplace framework for avoiding and dealing with potential crisis situations. 1.2. Undertake timely risk assessment of potential crisis, with consideration for the safety of young people and others. 1.3. Identify, assess and implement strategies to minimise risk in accordance with organisational policies and procedures. 1.4. Recognise possible causes of incidents, including self and colleagues, and assess causes with respect to the safety and welfare of young people. 1.5. Provide opportunities for young people to explore new experiences that provide positive outcomes. 1.6. Seek and provide information on potential responses to team members for action and support. 1.7. Request assistance clearly and promptly. |
2. Maintain a safe environment for young people. |
2.1. Identify and routinely implement organisational policies, procedures and practices designed to maximise physical, social and emotional safety of young persons. 2.2. Maintain a healthy and safe environment to enhance opportunities for healthy behaviour while minimising and diverting potential for harm. 2.3. Evaluate relevance of self, colleagues and work context for young person as they change and progress. 2.4. Support young person’s agency and right to self-determination. 2.5. Seek opportunities to engage the young person with Playfulness, Acceptance, Curiosity and Empathy (PACE). 2.6. Ensure legislative and ethical requirements are met when carrying out work with young people. |
3. Prevent escalation of violent behaviour. |
3.1. Routinely monitor young person’s behaviour pattern to ensure aggressive and abusive behaviour is minimised. 3.2. Seek opportunities for the young person to engage in positive activities and relationships that enhance the present environment and offer transition to a positive alternative environment. 3.3. Develop an action plan of care that outlines enhancement of positive and healthy behaviours and prevents or responds to young person’s expressions of violence against self or others. 3.4. Communicate and implement care plan with relevant personnel. 3.5. Anticipate potential causes of conflict and harmful behaviour and create opportunities for calm and reassurance, or activities that avoid escalation. 3.6. Prepare the environment before escalation, by diverting the young person to a safer environment or removing potential harmful objects and people from their current environment. 3.7. Use procedures to protect young people from endangering themselves and others consistent with legal, ethical and organisational policies and procedures, and safety considerations. 3.8. Make judgements relating to physical restraint based on balance of risk and safety of all. 3.9. Provide assistance and diversion as necessary for the situation. 3.10. Complete relevant documentation according to organisational policies and procedures. |
4. Coordinate the prevention of harm. |
4.1. Use calm, confident and assertive communication to establish positive personal interaction and exchange of information. 4.2. Provide information to promote positive decision making based on the relationship between actions and consequences. 4.3. Present clear, accurate and comprehensive information to all relevant individuals. 4.4. Select response and action designed to minimise risk, prevent escalation and preserve the safety and security of all involved. 4.5. Prioritise the protection of individuals from severe harm in responses and emergency action. 4.6. Ensure use of force for maintenance of safety complies with organisational policies and procedures. 4.7. Debrief and support workers according to organisational policies and procedures. 4.8. Complete documentation in an accurate and timely manner. |
Details of Learning Activities
This course will have face to face on campus sessions
In-class activities:
- Teacher directed classroom learning activities
- teacher directed group activities/projects
- group discussion
- class activities to review discussions/lectures
- role play
- Guest Speakers
Out-of-class activities:
- independent assessment -based work,
- Reading and research
- independent study
Teaching Schedule
| Day 1 |
|
Learning activity |
| Day 2 |
|
Assessment task 1: Risk management plan (Practical) |
| Day 3 |
|
|
| Day 4 |
|
Assessment task 2: Potential crisis response & debrief (Role play) |
| Day 5 |
|
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| Day 6 |
|
|
| Day 7 | In class delivery of Assessment task 3 | Assessment task 3: Crisis response to safety (Role play) |
| Day 8 |
|
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| Day 9 |
|
Learning Resources
Prescribed Texts
References
Other Resources
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The Learning Lab
https://www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
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.
Assessment will include:
1 of 3 Risk Management Plan- Practical Assessment
2 of 3 Potential crisis response and debrief Role Play
3 of 3 Crisis response to safety Role Play
Assessment Tasks
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task. You will be given two (2) attempts for each assessment to demonstrate the required skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available through Program Administration if required.
The assessment Rubric is Available in Canvas.
Other Information
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully
information about your studies:
You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc.
https://www.rmit.edu.au/students
Extensions of time for submission of assessable work:
If you are prevented from submitting an assessment on time by circumstances outside your control you may apply for an extension of up to seven (7) calendar days in writing (email) to your Program Coordinator one working day BEFORE the due date. Eligibility criteria for application and the form is available from the link: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work
Where an extension of greater than seven days is needed, you must apply for special consideration.
Special consideration:
If due to illness or other unforeseen circumstance, you are unable to attend on the due date of an assessment (e.g. test, examination, oral, etc.), you may submit an application for special consideration within 5 working days of the due date. If special consideration is granted, you will be given the opportunity to complete/repeat the assessment task at a later date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration or speak to your Program Coordinator.
Academic Integrity and Plagiarism:
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview