Recognise and respond to suspected abuse of vulnerable people Evidence Guide

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Evidence Guide: CHCICS409A - Recognise and respond to suspected abuse of vulnerable people

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

CHCICS409A - Recognise and respond to suspected abuse of vulnerable people

What evidence can you provide to prove your understanding of each of the following citeria?

Support improved awareness of the nature of abuse

Identify the types of abuse that might occur in relation to the setting and the range of needs of the client
Identify indicators and behaviours of clients that might raise suspicion of possible abuse
Identify the range of relevant people who may need to be aware of the suspected abuse
Identify appropriate strategies to manage or report abusive behaviour without harm to the person and relevant others
Identify organisation policy and guidelines relevant to the setting to manage a response to suspected abuse
Identify government policy and guidelines relevant to the setting to address abuse

Identify the types of abuse that might occur in relation to the setting and the range of needs of the client

Completed
Date:

Teacher:

Evidence:

Identify indicators and behaviours of clients that might raise suspicion of possible abuse

Completed
Date:

Teacher:

Evidence:

Identify the range of relevant people who may need to be aware of the suspected abuse

Completed
Date:

Teacher:

Evidence:

Identify appropriate strategies to manage or report abusive behaviour without harm to the person and relevant others

Completed
Date:

Teacher:

Evidence:

Identify organisation policy and guidelines relevant to the setting to manage a response to suspected abuse

Completed
Date:

Teacher:

Evidence:

Identify government policy and guidelines relevant to the setting to address abuse

Completed
Date:

Teacher:

Evidence:

Identify suspected abuse

Establish and maintain a supportive relationship with the person, identifying signs and possible reasons for suspected abuse
Work in a sensitive manner with the person and relevant others using awareness raising methods to determine the level of understanding of suspected abuse
Work with the person and relevant others in a way that empowers them to seek clarification of relevant procedures, information and advice
Comply with all relevant government policy, legal and organisation requirements including reporting
Clearly record concerns and actions taken relating to the care and support of the person and the suspected abuse, according to organisation requirements

Establish and maintain a supportive relationship with the person, identifying signs and possible reasons for suspected abuse

Completed
Date:

Teacher:

Evidence:

Work in a sensitive manner with the person and relevant others using awareness raising methods to determine the level of understanding of suspected abuse

Completed
Date:

Teacher:

Evidence:

Work with the person and relevant others in a way that empowers them to seek clarification of relevant procedures, information and advice

Completed
Date:

Teacher:

Evidence:

Comply with all relevant government policy, legal and organisation requirements including reporting

Completed
Date:

Teacher:

Evidence:

Clearly record concerns and actions taken relating to the care and support of the person and the suspected abuse, according to organisation requirements

Completed
Date:

Teacher:

Evidence:

Implement systems and procedures to respond to suspected or alleged abuse

Demonstrate understanding of organisation's systems and procedures for managing suspected abuse and disclosure of abuse, in a range of settings
Identify and report any problems with systems and procedures established to manage suspected abuse
Participate in the establishment of systems and procedures to identify, record and manage suspected and disclosed abuse
Work with relevant people to ensure awareness of their responsibilities to act on suspicion and disclosure of abuse, including use of appropriate systems and procedures
Monitor to ensure records of suspected and disclosed abuse are compiled and maintained correctly, including review of the person's care plan

Demonstrate understanding of organisation's systems and procedures for managing suspected abuse and disclosure of abuse, in a range of settings

Completed
Date:

Teacher:

Evidence:

Identify and report any problems with systems and procedures established to manage suspected abuse

Completed
Date:

Teacher:

Evidence:

Participate in the establishment of systems and procedures to identify, record and manage suspected and disclosed abuse

Completed
Date:

Teacher:

Evidence:

Work with relevant people to ensure awareness of their responsibilities to act on suspicion and disclosure of abuse, including use of appropriate systems and procedures

Completed
Date:

Teacher:

Evidence:

Monitor to ensure records of suspected and disclosed abuse are compiled and maintained correctly, including review of the person's care plan

Completed
Date:

Teacher:

Evidence:

Act to support person experiencing suspected abuse

Review all available relevant information
Explore person's understanding of the situation and interpretation of what has happened or is happening to them
Assess the actual and potential effects of suspected abuse on the person
Work with the person and relevant others to determine whether a course of action is required and if the person agrees to this
Obtain informed consent, if appropriate, from the person or their legal representative, for any action to be taken on their behalf
Follow strategies, where appropriate, that have been developed to manage the perpetrator
Identify any legal requirement for reporting and/or other action
Ensure action is monitored and reviewed in accordance with organisation policy and procedures

Review all available relevant information

Completed
Date:

Teacher:

Evidence:

Explore person's understanding of the situation and interpretation of what has happened or is happening to them

Completed
Date:

Teacher:

Evidence:

Assess the actual and potential effects of suspected abuse on the person

Completed
Date:

Teacher:

Evidence:

Work with the person and relevant others to determine whether a course of action is required and if the person agrees to this

Completed
Date:

Teacher:

Evidence:

Obtain informed consent, if appropriate, from the person or their legal representative, for any action to be taken on their behalf

Completed
Date:

Teacher:

Evidence:

Follow strategies, where appropriate, that have been developed to manage the perpetrator

Completed
Date:

Teacher:

Evidence:

Identify any legal requirement for reporting and/or other action

Completed
Date:

Teacher:

Evidence:

Ensure action is monitored and reviewed in accordance with organisation policy and procedures

Completed
Date:

Teacher:

Evidence:

Complete reporting documentation

Comply with the organisation's and legal reporting requirements
Complete, file and maintain documentation according to organisation policy and protocols

Comply with the organisation's and legal reporting requirements

Completed
Date:

Teacher:

Evidence:

Complete, file and maintain documentation according to organisation policy and protocols

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide



The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to: appropriate workplace where assessment can take place relevant organisation policy, protocols and procedures relevant government policies and guidelines

Method of assessment may include:	Observation in the workplace Written assignments/projects Case study and scenario analysis Questioning Role play simulation Interactive discussion Demonstration of critical thinking

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Understanding of own work role and responsibilities

Understanding of the values, rights and ethics concerning consent and confidentiality and tensions which may arise between an individual's rights and the organisation's responsibility to the individual

The rights of people to make decisions for themselves and take risks in the context of their own lives

Legal reporting requirements associated with suspected or alleged abuse

When and how to obtain informed consent from vulnerable people and how to confirm that sufficient information has been provided on which to base this judgement

How to recognise when a person is unable to exercise their rights to make informed choice and strategies to deal with suspected abuse situations

How to deal with issues of confidentiality and who has the right to access information

Key legislation and government policy relating to abuse

How to obtain information to assist in working with people in abusive situations and authoritative resources and sources of guidance

Types of abuse and how to identify them

The nature of people who may be more vulnerable to abuse

Statistics and characteristics of abuse

Key issues and debates relating to abuse

Indicators of abuse

Different interpretations of abuse and the importance of recognising different value systems in relation to abuse

Actions to take if abuse is suspected

How to conduct an investigation into possible abuse

Systems and procedures for monitoring and identifying abuse

Evaluation of abuse safeguards

Methods to raise awareness of abuse

The social model of disability

The impact of social devaluation on an individual's quality of life

Competency and image enhancement as a means of addressing devaluation

The application of 'human rights', particularly in relation to older people

Essential skills:

It is critical that the candidate demonstrate the ability to:

Follow organisation policies and protocols

Access supervision, advice, support and debriefing

Manage the tension between the rights of the person and responsibility to the individual

Develop systems and procedures to identify and manage abuse

Identify key indicators of abuse

Implement support strategies for suspected and alleged abuse

Apply understanding of government policies in relation to abuse

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Use communication strategies to:

develop a trusting relationships

provide appropriate information

engage all relevant people

work cooperatively with a range of stakeholder organisations

work within legal requirements and scope of own work role

Range Statement



The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Abuse may include:	Financial and material Neglect Physical Psychological Sexual Social isolation Misuse of power toward vulnerable people, such as those with disabilities

Relevant people may include:	Workers from within own organisation/service Workers from other organisations/services Spouse or partner Other family members Friends, neighbours and social contacts Managers Other people in the setting Organisations such as: Police Health consumer and/or complaints organisations Relevant government departments Health services such as general practice, hospital, allied health

Setting may include:	School After school care Own home Social groups Group home Residential aged care Respite care Recreational activities Community environments Health services

Signs of possible abuse may include:	Change in behaviour of person, carer and/or family members Failing to thrive Social withdrawal Observable evidence Verbal and written complaints Aggression, discomfort, fear

Awareness raising methods may include:	Demonstrations Events and meetings Leaflets, video, audio messages Publicity campaigns Training courses Supervision/mentoring Work practices Local public discussions and forums

Information and advice on abuse may include:	Government policies Legislation Organisation policy Research findings Specialist service advice, such as legal, guardianship, cultural and linguistic diversity, Aboriginal and Torres Strait Islander

Support may include:	Investigation Maintain status quo Referral Removal of possible abuser Removal of the person Action appropriate reporting requirements

Problems with systems and procedures may include:	Absence of systems and procedures Failure to implement systems and procedures Inadequate guidance and training Lack of equipment and resources Misunderstanding of the systems and procedures Time constraints Systems and procedures not maintained or updated

NTISthis.com

Evidence Guide: CHCICS409A - Recognise and respond to suspected abuse of vulnerable people

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCICS409A - Recognise and respond to suspected abuse of vulnerable people

Support improved awareness of the nature of abuse

Identify suspected abuse

Implement systems and procedures to respond to suspected or alleged abuse

Act to support person experiencing suspected abuse

Complete reporting documentation

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _