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Evidence Guide: HLTASEW002 - Assess and support the social and emotional wellbeing of clients

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

 

HLTASEW002 - Assess and support the social and emotional wellbeing of clients

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

Obtain client history and information about social and emotional wellbeing.

  1. Build trust and rapport with client by showing sensitivity and empathy during all interactions.
  2. Explain organisational requirements for maintaining confidentiality of information and permission for disclosure.
  3. Obtain and document client and family social history and discuss specific problems using culturally appropriate and safe communication.
  4. Utilise relevant assessment tools designed to evaluate emotional wellbeing.
  5. Seek information about critical incidents with sensitivity and respect for the physical, emotional and cultural safety and security of those affected.
  6. Respond to disclosures of past or current trauma or abuse using principles of trauma informed care.
  7. Observe client verbal and non-verbal behaviour to identify any indicators of emotional distress, trauma, abuse and mental illness.
  8. Encourage clients, as relevant, to discuss patterns of use of alcohol and other drugs and recognise signs that indicate dependence.
Build trust and rapport with client by showing sensitivity and empathy during all interactions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain organisational requirements for maintaining confidentiality of information and permission for disclosure.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain and document client and family social history and discuss specific problems using culturally appropriate and safe communication.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise relevant assessment tools designed to evaluate emotional wellbeing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information about critical incidents with sensitivity and respect for the physical, emotional and cultural safety and security of those affected.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to disclosures of past or current trauma or abuse using principles of trauma informed care.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe client verbal and non-verbal behaviour to identify any indicators of emotional distress, trauma, abuse and mental illness.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage clients, as relevant, to discuss patterns of use of alcohol and other drugs and recognise signs that indicate dependence.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate information and consult on outcomes.

  1. Evaluate information provided by client and client’s verbal and non-verbal behaviours.
  2. Assess responses to questions and assessment tools that indicate emotional distress and underlying causes.
  3. Consider the impacts of disclosed and indicated trauma and abuse on the client.
  4. Recognise signs and symptoms of mental illness and refer to multidisciplinary team members for further action.
  5. Participate in discussions with multidisciplinary team to assess the significance of the presenting social and emotional problem/s and the complexity of underlying cause/s.
Evaluate information provided by client and client’s verbal and non-verbal behaviours.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess responses to questions and assessment tools that indicate emotional distress and underlying causes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the impacts of disclosed and indicated trauma and abuse on the client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise signs and symptoms of mental illness and refer to multidisciplinary team members for further action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in discussions with multidisciplinary team to assess the significance of the presenting social and emotional problem/s and the complexity of underlying cause/s.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to issues of serious concern.

  1. Identify clients who are at risk of self-harm, suicide and violence.
  2. Respond promptly and supportively to facilitate referrals for crisis intervention according to client needs and preferences.
  3. Recognise situations requiring mandatory reports and complete according to procedural and legal requirements and within scope of own responsibility.
Identify clients who are at risk of self-harm, suicide and violence.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond promptly and supportively to facilitate referrals for crisis intervention according to client needs and preferences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise situations requiring mandatory reports and complete according to procedural and legal requirements and within scope of own responsibility.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss assessment outcomes and assist client with self-management approaches.

  1. Provide clear and accurate information about assessment outcomes in culturally safe ways and encourage client questions.
  2. Support and encourage client to express their needs, preferences and choices for emotional care.
  3. Assist clients to actively participate in the planning of their care.
Provide clear and accurate information about assessment outcomes in culturally safe ways and encourage client questions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support and encourage client to express their needs, preferences and choices for emotional care.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to actively participate in the planning of their care.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide resources and information about support services.

  1. Provide culturally appropriate consumer based education resources about managing social and emotional wellbeing to clients.
  2. Inform clients about available support services and facilitate access according to client needs and preferences.
  3. Advise clients about available therapeutic services, how these can be accessed and facilitate referrals.
Provide culturally appropriate consumer based education resources about managing social and emotional wellbeing to clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform clients about available support services and facilitate access according to client needs and preferences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise clients about available therapeutic services, how these can be accessed and facilitate referrals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client to cope with social and emotional wellbeing problems.

  1. Communicate consistently in culturally appropriate and safe ways.
  2. Identify and promote the use of client’s own support networks in managing and improving their wellbeing.
  3. Support the complementary role of traditional healers in maintaining and healing social and emotional wellbeing.
  4. Explain to the client the importance of self-monitoring emotional responses and using self-care practices.
  5. Advise on basic stress management techniques and other activities that enhance emotional wellbeing.
  6. Explain to client importance of regular reassessments in the management of their social and emotional wellbeing.
Communicate consistently in culturally appropriate and safe ways.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and promote the use of client’s own support networks in managing and improving their wellbeing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the complementary role of traditional healers in maintaining and healing social and emotional wellbeing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain to the client the importance of self-monitoring emotional responses and using self-care practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise on basic stress management techniques and other activities that enhance emotional wellbeing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain to client importance of regular reassessments in the management of their social and emotional wellbeing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation and provide follow-up support.

  1. Update client records to include details of assessment results, services, information and referrals provided to client according to organisational procedures.
  2. Plan and provide continuity of support in consultation with client and multidisciplinary team.
  3. Organise follow up support for clients using organisational client information systems and follow-up procedures.
  4. Identify risks to self that arise from work involving the social and emotional wellbeing of others.
  5. Recognise, evaluate and monitor own feelings and responses to client distress.
  6. Use techniques to manage own stress and identify need for social and emotional support, formal debriefing and supervision.
Update client records to include details of assessment results, services, information and referrals provided to client according to organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and provide continuity of support in consultation with client and multidisciplinary team.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise follow up support for clients using organisational client information systems and follow-up procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify risks to self that arise from work involving the social and emotional wellbeing of others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise, evaluate and monitor own feelings and responses to client distress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques to manage own stress and identify need for social and emotional support, formal debriefing and supervision.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge