STUDENT ASSESSMENT BOOKLET

CHCCCS019

R e c o g n i s e a n d r e s p o n d t o c r i s i s s i t u a ti o n s

Student first name: _______________________________________________________________________

Student last name: _______________________________________________________________________

Assessment Overview.......................................................................................................3
About Your Assessments................................................................................................3
How to Submit Your Assessments.................................................................................3
Assessment Task Cover Sheet........................................................................................3
Assessment Appeals......................................................................................................3
Assessment Attempts and Resubmissions.....................................................................3
Assessment Outcomes...................................................................................................4
Plagiarism, Cheating and Collusion................................................................................4
Guidance to Written Responses....................................................................................4
Reasonable Adjustment.................................................................................................5
Assessment Plan...............................................................................................................6
Assessment Task Cover Sheet – Assessment Task 1.........................................................7
Assessment Task 1: Written Questions.............................................................................9
Assessment Task Cover Sheet – Assessment Task 2.......................................................18
Assessment Task 2: Role Plays........................................................................................20

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Assessment Overview
This Student Assessment Booklet includes all your tasks for assessment of CHCCCS019
Recognise and respond to crisis situations.

About Your Assessments

This unit requires that you complete two assessment tasks. You must complete all
tasks to achieve competency for this unit.
Assessment About This Task
Task
Assessment Task Students must correctly answer all questions to show that they
1: Written understand the knowledge required of this unit.
Questions
Assessment Task Students are required to complete three role plays in which they
2: Role Plays are to demonstrate their ability to respond to clients in crisis.
Students will also be required to answer verbal questions,
complete incident reports and work with one client to develop a
crisis support plan.

How to Submit Your Assessments

When you have completed each assessment task you will need to submit it to your
assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your
assessor will put the documents you submit into your student file. These will not be
returned to you.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover
Sheet. Please fill it in for each task where you need to submit items for assessment,
making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will
write this on the back of the Task Cover Sheet.
Assessment Appeals
You can make an appeal about an assessment decision by putting it in writing and
sending it to us. Refer to your Student Handbook for more information about our
appeals process.

Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily.
If after the third attempt, you have not completed a task satisfactorily, your assessor
will make alternative arrangements for assessment, which may involve additional
training and time to consolidate your skills and knowledge. When you are required to
resubmit, you may be required to:
 Resubmit incorrect answers to questions (such as written tasks and case studies)
 Resubmit part or all of a project, depending on how the error impacts on the total
outcome of the task
 Redo a role play after being provided with appropriate feedback about your original
performance

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 Being observed a second (or third time) undertaking any tasks/activities that were
not satisfactorily completed the first time, after being provided with appropriate
feedback.
When you are required to resubmit, you’ll be given a due date for your
resubmission. For example, you may:
 Be given 30 days in which to resubmit incorrect responses to written tasks, projects
and so on
 Be provided with feedback on the day about your performance in a role play and
then redo the task during the next visit
Need to redo workplace-based tasks (if applicable) during the same workplace visit or
a follow-up observation may be required.
All re-submissions will be conducted in accordance with the RTO’s policies and
procedures.

Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not
Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall
outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not
Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a
Satisfactory outcome. In the case of resubmission, you will be given a date by which
you will need to resubmit, and you’ll be given feedback about what needs to be
addressed in your resubmission.

Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. The
definitions of each of these are below.
 Cheating – seeking to obtain an unfair advantage in the assessment of any piece of
work.
 Plagiarism – to take and use the ideas and/or expressions and/or wording of
another person or organisation and passing them off as your own by failing to give
appropriate acknowledgement. This includes material from any sources such as
staff, students, texts, resources and the internet, whether published or
unpublished.
 Collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic
misconduct involving plagiarism, cheating, and/or collusion, they will address this with
you in line with the RTO’s policies and procedures regarding this.

Guidance to Written Responses

The assessment task instructions may use a range of instructional words, such as
‘identify’ or ‘explain’. These words will guide you as to the level of detail you must
provide in your answer. Some questions will also tell you how many answers you need
to give – for example, ‘Describe three strategies…’.
 Analyse – when a question asks you to ‘analyse’, you should do so in detail,
identifying important points and key features. Generally, you are expected to write a
response of one to two paragraphs in length.
 Compare – when a question asks you to ‘compare’, you will need to show how two
or more things are similar, ensuring you also indicate the relevance of the
consequences. Generally, you are expected to write a response of one or two
paragraphs in length.

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 Contrast – when a question asks you to ‘contrast’, 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 of one or two paragraphs in length.
 Describe – when a question asks you to ‘describe’, you will need to state the most
noticeable qualities or features. Generally, you are expected to write a response of
two or three sentences in length.
 Discuss – when a question asks you to ‘discuss’, you are required to point out
important issues or features and express some form of critical judgment. Generally,
you are expected to write a response of one or two paragraphs in length.
 Evaluate – when a question asks you to ‘evaluate’, you should do so putting forward
arguments for and against something. Generally, you are expected to write a
response of one or two paragraphs in length.
 Examine – when a question asks you to ‘examine’, this is similar to ‘analyse’. You will
need to provide a detailed response with key points and features and provide a
critical analysis. Generally, you are expected to write a response of one or two
paragraphs in length.
 Explain – when a question asks you to ‘explain’, you will need to make clear how or
why something happened or the way it is. Generally, you are expected to write a
response of two or three sentences in length.
 Identify – when a question asks you to ‘identify’, you will need to briefly describe
the required information. Generally, you are expected to write a response of two or
three sentences in length.
 List – when a question asks you to ‘list’, this means you will need to briefly state
information in a list format, often with a specific number of items indicated.
 Outline – when a question asks you to ‘outline’, this means giving only the main
points. Generally, you are expected to write a response of two or three sentences in
length.
 Summarise – when a question asks you to ‘summarise’, this is similar to ‘outline’,
only giving the main points. Generally, you are expected to write a response of two
or three sentences in length.

Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of
vocational education and training across Australia. Under this framework, providers of
vocational education and training must take steps to ensure that students with
recognised disabilities have the same learning opportunities and same opportunities
to perform and complete assessments as students without disabilities. Sometimes
reasonable adjustments are made to the learning environment, training delivery,
learning resources and/or assessment tasks to accommodate the particular needs of a
student with a disability. An adjustment is reasonable if it can accommodate the
student’s particular needs while also taking into account factors such as: the views of
the student; the potential effect of the adjustment on the student and others; the
costs and benefits of making the adjustment.
RTOs are obliged by law to provide reasonable adjustment where required to ensure
maximum participation of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with
the expense or effort involved in making this change. If an adjustment requires a [1]
disproportionately high expenditure or disruption it is not likely to be reasonable.
Please discuss with your assessor if you believe a reasonable adjustment to an
assessment needs to be made on the basis of disability.


[1][1] From https://vetnet.education.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf

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Assessment Plan
The following outlines the requirements of your final assessment for this unit. You are
required to complete all tasks to demonstrate competency for the unit.
Your assessor will provide you with the due dates for each assessment task. Write
them in the table below.
Assessment Requirements Due Date
1. Written Questions
2. Role Plays

AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the
agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms  Yes  No
of assessment?
Have you read and understood the RTO’s policies and procedures  Yes  No
related to reassessment?
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or considerations to be made for  Yes  No
this assessment? If yes, what are they?
______________________________________________________________________
Do you understand your rights to appeal the decisions made in  Yes  No
an assessment?

Student name: ___________________________________________________________

Student signature: _________________________________ Date: _________________
Assessor name: __________________________________________________________
Assessor signature: ________________________________ Date: _________________

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Assessment Task Cover Sheet – Assessment Task 1

Students: Please fill out this cover sheet clearly and accurately. Make sure you have
kept a copy of your work.
Name:

Date of submission:
Unit:
 CHCCCS019 Recognise and respond to crisis situations
Assessor to complete
Satisfactory/ Is this a
Not reassessment?
Assessment Task satisfactory Date Y/N

Written Questions

STUDENT DECLARATION

I ________________________________________ declare that these tasks are my own

work.
þ None of this work has been completed by any other person.
þ I have not cheated or plagiarised the work or colluded with any other student/s.
þ I have correctly referenced all resources and reference texts throughout these
assessment tasks.
þ I understand that if I am found to be in breach of policy, disciplinary action may be
taken against me.

Student signature: ________________________________________________________

Student name: ___________________________________________________________

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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and
feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

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Assessor signature: _______________________________________________________

Assessor name: __________________________________________________________
Date: __________________________________________________________________

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Assessment Task 1: Written Questions

TASK SUMMARY
Students are to answer all written questions.

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Access to textbooks and other learning materials.
 Access to a computer and the Internet.

WHEN AND WHERE DO STUDENTS NEED TO COMPLETE THIS TASK?

 This task may be done in the student’s own time as homework or they may be
given time to do this task in class (where applicable).
 Provide students with the due date for this assessment so they can write it in their
Student Assessment Booklet.

WHAT DO STUDENTS NEED TO SUBMIT?

 Their answers to each question.

INSTRUCTIONS TO STUDENTS:
 This is an open book test – you can use your learning materials as reference.
 You need to answer all questions correctly.
 You must answer the questions by writing in the space provided.
 If you need more space, you can use extra paper. All additional sheets of paper
must include your name and the question number/s you are answering.
 You may prefer to use your computer to type your answers. Your assessor will
advise you if you can email your answers as a Word file, or if you must print and
submit hard copies.

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QUESTION 1
Describe what is meant by your duty of care to your clients in relation to crisis
management.
The duty of care is a standard in the law of negligence. This is something which come
when someone gets harmed in your care. It is a duty owed to use reasonable care; in
other words, one must act as a reasonable person. It is a duty to act the way a
responsible person should act in each set of circumstances, and a deviation from this
could result in negligence. This duty of care can be owed by an individual or by a
business to another entity.
Duty of care may be considered as a formalization of the social contract, the implicit
responsibilities held by individuals towards others within society. It is not a
requirement that a duty of care be defined by law, though it will often develop
through the jurisprudence of common law.
In the crisis many managements find the way to tackle that situation. The
organizational top leaders have a meeting and discuss the root cause of the crisis. In
my opinion to find the root cause of the crisis is the key step in any crisis
management. Then there is need to find the best possible solutions in the situations
as per the best available resources. Then there is need to make a proper plan
followed by the scheduling of the implementation of the plan as per the set
deadlines.

QUESTION 2
List five strategies which you could use to maintain professional boundaries with
clients and members of their care network.

Expectations
Set clear expectations with clients at the beginning of the process about what they
can expect from you, as the professional, and what you expect from them, as the
client. This includes acceptable behaviours, mutual respect, and a commitment to
the caring process.

Clear relationship
Only have one relationship at a time with a client, wherever possible. Having both a
professional relationship and a personal friendship with a client at the same time
can make it difficult to maintain boundaries and a safe and appropriate working
environment.

Unnecessary information

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Do not seek unnecessary information from the client that is not relevant to the
caring process.

Your role
Be clear about your role and its limits.

Assertiveness
Be assertive and let clients know if they are behaving inappropriately.

QUESTION 3
Describe two circumstances under which a worker can, in compliance with the law,
disclose confidential information to others.
It is totally illegal and unethical to share one's privacy with any other without the
consent. The confidentiality should be maintained to have a strong bond between
the health care staff and the patients. But sometimes the conditions demand to
change the rules. In some cases, like,
When the patient is in critical state, and the decisions to treatment go pending
because of the consent of patient to not to share his/her information. In such
conditions, the doctors consult the key members of the health care team, and the
client is informed about this step-in regard of community care. This is how the
sharing of information is done, without taking the consent of the patient.

In some conditions, the patient is not in clear mental status or due to the fear of
after effects of sharing, that is, he/she is abusive, dangerous or suicidal if their
information is shared, etc. In such cases, the third-party involvement is needed to
take the decision.

QUESTION 4
Refer to your state or territory’s legislation and identify five professionals who are
prescribed as mandatory reporters.

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QUESTION 5
For each type of crisis situation, identify at least two potential triggers or causes for
the crisis and common behaviours that may be seen by a person in such crisis.
Potential suicide
Triggers/causes  a relationship break-up
 the experience of discrimination, isolation and
relationship conflicts with family, friends and others
because the young person is gay or lesbian

Common  talking or writing about death or about feeling trapped

behaviours with no way out
exhibited by a  feeling hopeless and withdrawing from family, friends and
person in crisis the community

Threats to harm others

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Triggers/causes  Mental illness can sometimes be associated with
aggressive or violent behaviour.
 Violence is not a symptom of psychotic illness.

Common  They are more likely to harm themselves than others.

behaviours  are experiencing active psychotic symptoms (and are
exhibited by a responding to hallucinations or delusions)
person in crisis

Self-harm
Triggers/causes may be from mental illness, trauma, or psychological pain.
It can also involve abuse of drugs or alcohol, including
overdosing on prescription medications.

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Common  Deal with or stop negative emotions or pain such as
behaviours feeling hopeless, anxious, or rejected
exhibited by a  Punish themselves for something they have done or
person in crisis something they perceive as their fault

QUESTION 6
Before you did this course, what were your assumptions about crisis situations, and
how has your understanding of crises changed now you have more knowledge of the
subject?
Crisis situation is defined as a stressful time in an individual's life when they
experience a breakdown or disruption in their usual or normal daily activities or
family functioning. There are certain elements to call that situation, crisis situation.
Assume the problem is worse than it appears. Skip the denial and assume that the
issue is REAL and that it is SIGNIFICANT. Yes, you may end up overreacting, but far
better to expect the worse than to hope it’s not that big of a deal and be caught off
guard when more details surface.
Assume there are no secrets and the news will get out. Covering up the issue only
makes it worse. Not only will the story eventually surface – they always do, but you
will make yourself complicit for attempting to hide it.
The best way to realize the importance of having crisis management skills is to
imagine a scenario without it. Lack of crisis management skills is one of the most
crucial factors contributing to the escalated levels of stress that employees suffer
from. They feel pressurized due to their inability to handle a crisis through quick
decision making and limiting the potential damages. Consequently, the organization
suffers.
Having a crisis management plan is always a good idea for any organization.
However, most important of all is your ability to react and manage once the event
has taken place. You can improve your crisis management skills in the following
ways:
Focus on the situation at hand. As stressful as it may be, panicking is not the
solution. You must be able to take a moment to figure out what the real problems or
issues are. Once you are able to pinpoint the trouble-causing issues, you can
efficiently and effectively utilize your resources to address them.
Act promptly, not in haste. It is an undeniable fact that a crisis situation requires you
to respond and make decisions quickly. However, haste should always be relative to
the severity of the threats because unnecessary urgency to respond can cause
nervousness, undermining its effectiveness.
Provide perspective and manage expectations. As a leader, whether you decide to
stand back from the situation or be a direct part of the action, you must maintain

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your sense of perspective because you are the one everyone is looking up to. Those
with least crisis management skills will panic and want the crisis to be over soon.
You, however, must provide a perspective of the magnitude of the problem at hand
and address their concerns about it in order to avoid chaos.
Be flexible. One of the hallmarks of a crisis is its volatility. Improving your crisis
management skills essentially involves your ability to adapt to the changing
situations. Your first responses and strategies cannot be the last. They must be
changed or amended as any new information comes or new observations are made.

Question 7
a) What are some common assumptions that you have heard people make about
people who are at risk of crisis? List two notions people may have and why this may
be the case.

b) Why can assumptions about people at risk of a crisis be dangerous to believe?

QUESTION 8
Access your workplace or work placement’s policies and procedures for crisis
management and answer the following questions. Attach a copy of these if your
supervisor gives their permission.
a) Describe your workplace’s critical incident procedures.

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 A critical incident is an unexpected traumatic event, involving personal or
professional threat, which evokes extreme stress, fear, or injury. Providing
appropriate supports following a critical incident is part of emergency
management.
Where required, a meeting will be organised to determine issues and
responsibilities relating to:
 Assessing risks and response actions
 Liaison with emergency and other services
 Contact with the affected person’s relatives and other supports
 Liaison with other organisations
 Counselling and supporting staff, board members, volunteers, students and
 consumers not directly involved in, but affected by, the incident.
 Media management (if required)
Where appropriate organization may be required to provide
 support to the family in the form of:
 hiring interpreters
 making arrangements for hospital/funeral/memorial service/repatriation
 obtaining a death certificate
 assisting with personal items and affairs including insurance issues
c) Discuss your workplace’s policies and procedures for facilitating emergency
interventions.
Kinds of Emergencies in the Workplace

Emergencies can take a wide range of structures. Some influence the more
extensive network while others basically occur inside your workplace. Here are a
few models:

Ailment or Accident: at least one representative is harmed in a mishap or turns

out to be truly sick while at work.

Dynamic Assailant: at least one individual inside your workplace start an assault
on others.

Terrorism: Even if your place of business isn't legitimately focused by a

psychological militant assault, fearmongering in your locale can harm the
framework and present various dangers to your business and workers.

Industrial accidents: Chemical spills and radiation mishaps can have serious

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general wellbeing repercussion

• As you investigate this rundown, you'll presumably perceive the kinds of

catastrophes and crises you are destined to experience. This is on the grounds
that calamity hazard is area explicit. For instance, on the off chance that you live
in an area that is dependent upon dry seasons, you'll need to focus on getting
ready for clearing in the event of a rapidly spreading fire.

Preparing Facilities
Contact Property Manager

On the off chance that you rent your space, converse with property
administrator in regard to emergency and debacle arrangements. Lamentably,
there can be a distinction between offices workforce, including security groups,
and building inhabitants. Get some information about emergency forms just as
the support of caution frameworks, emergency lights and gear and building
security forms in the event of a health-related emergency.

Introduce Alert and Alarm Systems

On the off chance that you claim or deal with your own structure, it is dependent
upon you to introduce emergency ready frameworks. Numerous business alert
organizations give across the board arrangements that incorporate security
cautions, alarms and even carbon monoxide indicators.

Climate ready radios get signals from National Weather Service radio stations to
caution people in general of both climate and non-climate related watches and
crises. Like smoke alarms, these radios can be customized to sound an alert with
the goal that you and your staff know whether there is a risk or danger of threat
in your area.

Buy and Maintain Emergency Equipment

A few organizations are required to give wellbeing hardware, for example,

defensive rigging, to their representatives due to the idea of the work being
performed. Regardless of whether your business doesn't include taking care of
perilous synthetic substances or working overwhelming apparatus, you should, in
any case, keep fundamental emergency supplies in your office, for example, fire
dousers, defibrillators and medical aid packs.

It's likewise essential to keep up your security hardware. Check and recharge
emergency treatment supplies normally and test your flame quenchers. Your
neighborhood local group of fire-fighters may offer this administration for
nothing: Contact them on their nonemergency number to discover. Similar

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 remains constant for caution frameworks just as close to home defensive
apparatus

Assign Assembly Areas

In certain crises, for example, a modern mishap, fire or dynamic attacker

circumstance, you and your staff may need to empty your structure. Assign an
assembly area where everyone in the workplace will meet for a headcount and
further guidelines. In a perfect world, your assembly area ought to be effectively
open yet in addition safe. For instance, you may select to meet at an eatery or
supermarket over the road from your structure.

d) How does your workplace address safety concerns in their policies and procedures?

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 Safe work environment is very important for organization, management and
employees because having a safe work environment make sure that employees
are safe and secure, there are no accidents, there are not legal issues in
organization.

An organization have some ways by which it can have and promote safe work
environment. The first way is to have a culture which is focused on safe
environment. in this method, HR and low-level supervisor can lead by example by
supervising and helping workers and employees to be safe and focus on safe
working. HR should include safety and security related questions in interview for
candidates. this culture will create a base to promote safe work environment.

second method or way is to Encourage trust to promote safety. Managers must

maintain a two-way conversation with employees to stay current with workplace
safety issues. They build trust with workers so that they feel free to voice their
concerns over safety issues. Without this relationship, human resource managers
cannot promote workplace safety effectively.

Third way is to organize a safety training for all people in the organization.Human
resource managers are responsible for providing training to employees to
mitigate or eliminate workplace injuries. The managers educate staff members on
first aid procedures and provide first aid equipment for all work areas.

Manager’s must also make sure that employees follow emergency procedures. By
enforcing safety policies, human resource managers save firms from litigation
with personal injury lawyers and the associated injury compensation claims.

Fourth is to have risk mitigation and prevention plan in which organization must
count previous accidents and risk then make plan that such issues never arise in
future and how management can prevent such risk which are unforeseen with
better control.

This way, organization would be able to promote healthy and safe work
environment. Having such environment create positive relationship with
employees, good image in eyes of society and legal issues are none.

QUESTION 9
Look at a code of practice used in your workplace, or look up one on the internet, that
is related to crisis management. Write down the name of the code of practice and
where you accessed it from, and describe two responsibilities included in the code of
practice you have accessed and how this does, or will, apply to you at work.

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QUESTION 10
Imagine a man wielding a knife comes into your workplace. Discuss the steps involved
in assessing this situation; and provide an example of how this is done for each step.
Assess the
urgency of the
threat

Evaluate the
situation

Assess the area

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QUESTION 11
Discuss the referral process used at your workplace for clients and how you can
provide them with options to access services for additional support. Include the steps
involved in making a referral.

QUESTION 12
In a crisis, under what types of circumstances should you seek assistance from your
supervisor? Provide two examples.

There are various types of assistance that a supervisor/manager or colleague can

provide:

 assist with work demands, including clear work goals

 provide all workers with adequate information
 provide workers with training and development opportunities
 conduct performance reviews and include constructive feedback
 provide additional assistance when workers are undertaking challenging tasks,
such as new duties or roles
 where possible, ensure adequate backfilling of roles or redistribution of work
when workers are out of the office or away on leave

Information provision

 Hold regular team meetings that include discussions about pressures and
challenges within the work unit. Assist workers to come up with practical
solutions for any task-related issues that arise
 Provide sufficient information to enable workers to perform tasks

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 competently, particularly when workers are taking on new work

QUESTION 13
A) Explain the how a worker can be impacted by crisis situations and why debriefing is
so important. In your answer, discuss how group debriefings can also be beneficial.

E) Identify at least three things you can do to minimise stress-related responses and
symptoms after a crisis situation (excluding debriefing).

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Assessment Task Cover Sheet – Assessment Task 2

Students: Please fill out this cover sheet clearly and accurately. Make sure you have
kept a copy of your work.
Name:

Date of submission:
Unit:
 CHCCCS019 Recognise and respond to crisis situations
Assessor to complete
Satisfactory/ Is this a
Not reassessment?
Assessment Task satisfactory Date Y/N

Role Plays

STUDENT DECLARATION

I ________________________________________ declare that these tasks are my own

work.
þ None of this work has been completed by any other person.
þ I have not cheated or plagiarised the work or colluded with any other student/s.
þ I have correctly referenced all resources and reference texts throughout these
assessment tasks.
þ I understand that if I am found to be in breach of policy, disciplinary action may be
taken against me.

Student signature: ________________________________________________________

Student name: ___________________________________________________________

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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and
feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Assessor signature: _______________________________________________________

Assessor name: __________________________________________________________
Date: __________________________________________________________________

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Assessment Task 2: Role Plays

TASK SUMMARY:
Students are required to complete three role plays in which they are to demonstrate
their ability to respond to clients in crisis. Students will also be required to answer
verbal questions, complete incident reports and work with one client to develop a
crisis support plan.

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Role play scenarios (provided)
 Crisis Intervention Procedure (provided)
 Assessor to play the role of clients
 SD Incident Report (provided as a Word file)
 SD Crisis Support Plan (provided as a Word file)
 An area set up to reflect a waiting room/reception area (refer to role play
instructions for further guidance)
 An area set up to reflect an office (refer to role play instructions for further
guidance).

WHEN AND WHERE DO STUDENTS NEED TO COMPLETE THIS TASK?

 This task will be done in a simulated environment in the classroom or other suitable
location if the student is workplace-based.
 Provide students with the due date for this assessment so they can write it in their
Student Assessment Booklet.

WHAT DO STUDENTS NEED TO SUBMIT?

 Three completed Incident Reports
 Crisis Support Plan for Colman.

INSTRUCTIONS TO STUDENTS:
You are to assume that you work for a community services organisation, New
Beginnings, which provides support to clients with mental health issues.
This task requires you to complete three role plays with your assessor playing the role
of a client in crisis. Your clients are Denise, Serena and Colman.
You will be provided with some information about each client below; however, in
order to replicate real workplace situations, you will not know the circumstances that
have led to your clients being in crisis until the role play begins and you interact with
your clients and the reasons for the crisis unfold.
You will need to complete an incident report for each role play. A template has been
provided.
Colman’s crisis situation has two parts – the first where you handle the crisis situation,
and the second where you work with Colman to determine a crisis intervention plan. A
template has been provided for the plan.
After Serena’s role play and Colman’s first role play your assessor will ask you a series
of verbal questions. Provide as much detail as you can. You may be required to answer
a question as though you were talking to your clients.
Before you start, read the Crisis Intervention Procedure below – you will need to
ensure you follow this for each role play. (If you are in your own workplace, you will
need to follow its own crisis procedure).

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Read the Crisis Intervention Procedure below – you will need to follow this for each
role play.

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 NEW BEGINNINGS
CRISIS INTERVENTION PROCEDURE
The people (and their families) who we interact with at New Beginnings may
sometimes be in crisis. It is likely that there has been a triggering event that has
caused a trauma-based response or behaviour. This response can be behavioural,
physical, cognitive, emotional or a combination of any or all of these.
A person in crisis will be overwhelmed by their emotions and will often not be able
to solve their problems using their normal problem-solving techniques (that is, their
usual coping mechanisms will not work for them). It is the role of staff to be able to
recognise when a person is in crisis and take action to not only address any
immediate safety concerns, but to assist them to access relevant support services
after the event.
Crisis intervention will be required where there is a need to:
 Prevent property damage
 Prevent a client from causing self-harm
 Protect oneself or others from risk of harm
 Address a person’s aggressive or violent behaviour
Indicators that a person is in crisis may include:
 Aggression, including property damage, physical assault
 Behaviour that is abnormal for the person
 Verbal abuse
 Distress
 Threats to harm others (either in the immediate surroundings or elsewhere)
 Expression of suicidal thoughts or intent
In any incident, the most important step is to ensure the safety of all people who are
in the vicinity of the situation:
 The person in crisis
 Any family members present
 Yourself
 Other staff
 Any others in the environment
Steps to take include:
 Determining the level of risk – is the person acting violently or threatening
violence, or are they upset/distressed to the point their distress is impacting their
ability to think clearly and problem solve
 Calling 000 (where the person is acting violently or threatening to hurt

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 themselves or others, or damage property) or requesting another person to do so
– not all situations will require emergency services
 Ensuring there is an exit between yourself and the person in crisis at all times
 Ensuring others in the environment are able to leave with as little disruption as
possible
 Not manoeuvring the person into a corner or allowing them to do the same to
you
 Not making any sudden movements or movements that the person could deem
to be aggressive or restrictive
 Observing the environment for items that could be used to cause harm
 Using body language that shows you are calm and trying to help (this includes
being aware of your facial expressions and other non-verbal cues)
 Not making assumptions about the person’s prior behaviours and any pre-existing
relationships – a person in crisis can be unpredictable
Effective communication with a person in crisis in many cases can calm the person
down and help determine what they need. A person in crisis is at their most
vulnerable, therefore engage them in a supportive, non-judgmental way. Reassure
them that they are safe.
Consider the volume and tone of your voice. Try to keep it even and at a pleasant
volume.
Allow the person to express their feelings. Where appropriate, discuss the
precipitating event (for example, the person begins to talk about the event). This
includes the how, what, why and when. This can help the person unpack and process
the event.
Do not argue or challenge the person. Remember to maintain professional
boundaries. Do not touch the person or move into their personal space.
At all times maintain awareness of the situation and the fact that it can quickly
change. Try to anticipate what the person may do next. Think before you take any
action, as your reactions and words may have significant impact on the person.
Staff must always first use the least restrictive method of intervention. Physical
restraint must only be used where other approaches have failed. Staff must not use
physical restraint unless they have received training in its application.
The New Beginnings Incident Report Form must be completed by the staff member
who led the intervention.

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ROLE PLAY – DENISE
Denise has been attending your service for several months. She is in her early 40s
and was diagnosed with post-traumatic stress disorder after her drug-affected
partner attempted a murder–suicide. Denise was shot in the leg as she tried to
escape. Her partner attempted two more times to shoot her before shooting
themselves. Denise lives in a small country town and coming to your service in a
busy suburb is often an emotionally and physically exhausting event for her.
You are in the reception area with Denise after she has finished her appointment.
You are bidding her farewell.

During the role play your assessor will be looking to see that you can:
 Identify and respond to signs of crisis
 Observe Denise carefully for signs of safety issues
 Determine the safety of others involved in Denise’s situation and whether
emergency assistance is required
 Follow procedures to ensure safety of self and others in the environment
 Follow procedures to apply appropriate communication techniques
 Enable positive thoughts and behaviours
 Consider the impact on Denise’s coping mechanisms at this time
 Consider the impact on Denise’s ability to make decisions at this time
 Demonstrate legal and ethical conduct at all times

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ROLE PLAY – SERENA
Serena is a young woman who has experienced domestic violence. She suffers from
anxiety and panic attacks. Serena, with the help from family and friends, left her
boyfriend and moved to a suburb three hours’ drive away. She has the support of a
childhood friend and their family.
After she moved away, her boyfriend stalked her family and friends and made
threats to try and force them to give up her location. A personal safety intervention
order is currently in place and no one has heard from him since.
Serena arrives at your service an hour ahead of her appointment.

During the role play your assessor will be looking to see that you can:
 Identify and respond to signs of crisis
 Observe Serena carefully for signs of safety issues
 Determine the safety of others involved in the situation and whether emergency
assistance is required
 Follow procedures to ensure safety of self and others in the environment
 Follow procedures to apply appropriate communication techniques
 Enable positive thoughts and behaviours
 Consider the impact on Serena’s coping mechanisms at this time
 Consider the impact on Serena’s ability to make decisions at this time
 Demonstrate legal and ethical conduct at all times

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ROLE PLAY – COLMAN (PART 1)
Colman Neuman is a relatively new client who has been assigned to you. He has
presented as nothing less than a gentleman and has been well spoken and respectful
during your few meetings. His mental health issues stem from a childhood of
physical abuse and neglect. He has admitted to abusing alcohol when he is not
feeling in control.
Colman has a wife and two young children. His wife has been incredibly supportive
and has attended a number of appointments with him, although she has been
absent from the last few. Colman said this was due to conflicts with their children’s
after-school activities.
Colman enters your service just as a delivery person is walking out the door. He
smells of alcohol and is stabbing his finger at his phone, either trying to text message
or call someone. He stumbles into the delivery person and begins to verbally abuse
them for being in his way. When the delivery person responds, he shoves them into
the doorframe.
There are a number of clients in the waiting area as well as the receptionist.
You are to respond to this role play with your assessor playing the role of Colman.
During the role play your assessor will be looking to see that you can:
 Identify and respond to signs of crisis
 Observe Colman’s actions and words carefully for signs of safety issues
 Determine the safety of others involved in Colman’s situation and whether
emergency assistance is required
 Ask Colman directly about the safety of others involved in the situation
 Follow procedures to ensure safety of self and others in the environment
 Follow procedures to apply appropriate communication techniques
 Enable positive thoughts and behaviours
 Provide links to safety and living
 Consider the impact on Colman’s coping mechanisms at this time
 Consider the impact on Colman’s ability to make decisions at this time
 Demonstrate legal and ethical conduct at all times
After this role play is over, you will need to sit with Colman and discuss referral
options. You will be given time to research local services that would meet Colman’s
needs. Print out (or bookmark if you are using a computer) three options. Use the
Crisis Support Plan template to guide your discussion with Colman.
ROLE PLAY – COLMAN (PART 2)
The crisis has been managed and Colman has calmed down considerably. He is open
to talking about his issues and agrees to work with you to identify a range of
supports and professional help that he can access. You will work with him to develop

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a Crisis Support Plan.

During the role play your assessor will be looking to see that you can:
 Use a range of empowering techniques when communicating with Colman
 Demonstrate effective communication strategies
 Discuss barriers that may lead to Colman refusing help
 Work with Colman to determine informal supports
 Provide Colman with relevant information to assist him in making informed
decisions about professional support services

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 CRISIS INTERVENTION PLAN
Client name:

Client DOB:

Client phone
number:
Name of GP:

Current living
arrangements:

History of self-harm:

History of harm to
others:
Crisis assessment
(include how the
client reacts and
feels)

Triggers that lead to

a crisis situation:

Barriers:

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Client goals:

Support network

Actions the client

will take to help
themselves:

Actions the support

network can take
when in crisis:

What doesn’t work

during a crisis
situation:

Reason for living:

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Professional
support:

Practitioner
signature:
Practitioner date:

Client signature:

Date:

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