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Evidence Guide: PUARCV001 - Provide psychological first aid

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

 

PUARCV001 - Provide psychological first aid

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

Maintain self-care

  1. Awareness of the importance of self-care when helping others is recognised
  2. Self-awareness and self-care are consistently maintained
  3. Risk factors to wellbeing, including personal limitations, are recognised and addressed
  4. Own strengths and weaknesses are acknowledged and support from others is accessed as required
Awareness of the importance of self-care when helping others is recognised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Self-awareness and self-care are consistently maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Risk factors to wellbeing, including personal limitations, are recognised and addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own strengths and weaknesses are acknowledged and support from others is accessed as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conclude the support

  1. Professional boundaries are identified and adhered to
  2. Services are delivered in a way that ensures equity and sustainability
  3. Privacy and confidentiality are maintained according to organisation policies and procedures
  4. People whose needs exceed own role and organisational resources are referred to another service
Professional boundaries are identified and adhered to

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Services are delivered in a way that ensures equity and sustainability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Privacy and confidentiality are maintained according to organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

People whose needs exceed own role and organisational resources are referred to another service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare to engage in psychological first aid

  1. Crisis event information is accessed and reviewed in preparation for support engagement
Crisis event information is accessed and reviewed in preparation for support engagement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal physical and mental ability to assist is considered before engaging in providing psychological first aid

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Potential safety and security aspects are identified and addressed before engaging with individuals impacted by an event

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Roles and responsibilities of the agencies involved in disaster response and community recovery are identified and confirmed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate information on available services and supports are identified and provided to individuals impacted by an event

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential distress reactions in a crisis event

  1. Self-care and the care of others is identified and discussed with team members as necessary
Self-care and the care of others is identified and discussed with team members as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A range of potential reactions from affected individuals are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adverse psychosocial reactions associated with traumatic events areidentified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support and assistance required to address potential distress reactions are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Individuals are referred to additional or specialised support services in a timely way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine who needs support

  1. Appropriate self-introduction is made, including helper's name and organisation represented
Appropriate self-introduction is made, including helper's name and organisation represented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initial contact, rapport building and stabilisation techniques are used to determine support needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Needs of those experiencing psychological trauma are identified, assessed and prioritised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to individuals impacted by a significant event

  1. Communication techniques are used in a non-threatening, non-intrusive way that respects the individuality of the person in distress
Communication techniques are used in a non-threatening, non-intrusive way that respects the individuality of the person in distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Active listening techniques are used to communicate effectively with individuals who need support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Courtesy, consideration and sensitivity are applied at all times

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safety and security of self and clients is maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Connectedness with community and agencies is supported to ensure solutions are found to address immediate needs and problems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Basic client needs and access to the resources needed to cope with their situation are provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Positive language is used and a strengths-based approach is adopted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accurate and useful information is provided in a timely and appropriate way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cultural needs of the individual are identified and support is provided in an appropriate manner by appropriate individuals

  1. Awareness of the importance of self-care when helping others is recognised
Awareness of the importance of self-care when helping others is recognised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Self-awareness and self-care are consistently maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Risk factors to wellbeing, including personal limitations, are recognised and addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own strengths and weaknesses are acknowledged and support from others is accessed as required

  1. Professional boundaries are identified and adhered to
Professional boundaries are identified and adhered to

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Services are delivered in a way that ensures equity and sustainability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Privacy and confidentiality are maintained according to organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

People whose needs exceed own role and organisational resources are referred to another service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Prepare to engage in psychological first aid

1.1

Crisis event information is accessed and reviewed in preparation for support engagement

1.2

Personal physical and mental ability to assist is considered before engaging in providing psychological first aid

1.3

Potential safety and security aspects are identified and addressed before engaging with individuals impacted by an event

1.4

Roles and responsibilities of the agencies involved in disaster response and community recovery are identified and confirmed

1.5

Appropriate information on available services and supports are identified and provided to individuals impacted by an event

2

Identify potential distress reactions in a crisis event

2.1

Self-care and the care of others is identified and discussed with team members as necessary

2.2

A range of potential reactions from affected individuals are identified

2.3

Adverse psychosocial reactions associated with traumatic events areidentified

2.4

Support and assistance required to address potential distress reactions are identified

2.5

Individuals are referred to additional or specialised support services in a timely way

3

Determine who needs support

3.1

Appropriate self-introduction is made, including helper's name and organisation represented

3.2

Initial contact, rapport building and stabilisation techniques are used to determine support needs

3.3

Needs of those experiencing psychological trauma are identified, assessed and prioritised

4

Provide support to individuals impacted by a significant event

4.1

Communication techniques are used in a non-threatening, non-intrusive way that respects the individuality of the person in distress

4.2

Active listening techniques are used to communicate effectively with individuals who need support

4.3

Courtesy, consideration and sensitivity are applied at all times

4.4

Safety and security of self and clients is maintained

4.5

Connectedness with community and agencies is supported to ensure solutions are found to address immediate needs and problems

4.6

Basic client needs and access to the resources needed to cope with their situation are provided

4.7

Positive language is used and a strengths-based approach is adopted

4.8

Accurate and useful information is provided in a timely and appropriate way

4.9

Cultural needs of the individual are identified and support is provided in an appropriate manner by appropriate individuals

5

Maintain self-care

5.1

Awareness of the importance of self-care when helping others is recognised

5.2

Self-awareness and self-care are consistently maintained

5.3

Risk factors to wellbeing, including personal limitations, are recognised and addressed

5.4

Own strengths and weaknesses are acknowledged and support from others is accessed as required

6

Conclude the support

6.1

Professional boundaries are identified and adhered to

6.2

Services are delivered in a way that ensures equity and sustainability

6.3

Privacy and confidentiality are maintained according to organisation policies and procedures

6.4

People whose needs exceed own role and organisational resources are referred to another service

Required Skills and Knowledge

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Prepare to engage in psychological first aid

1.1

Crisis event information is accessed and reviewed in preparation for support engagement

1.2

Personal physical and mental ability to assist is considered before engaging in providing psychological first aid

1.3

Potential safety and security aspects are identified and addressed before engaging with individuals impacted by an event

1.4

Roles and responsibilities of the agencies involved in disaster response and community recovery are identified and confirmed

1.5

Appropriate information on available services and supports are identified and provided to individuals impacted by an event

2

Identify potential distress reactions in a crisis event

2.1

Self-care and the care of others is identified and discussed with team members as necessary

2.2

A range of potential reactions from affected individuals are identified

2.3

Adverse psychosocial reactions associated with traumatic events areidentified

2.4

Support and assistance required to address potential distress reactions are identified

2.5

Individuals are referred to additional or specialised support services in a timely way

3

Determine who needs support

3.1

Appropriate self-introduction is made, including helper's name and organisation represented

3.2

Initial contact, rapport building and stabilisation techniques are used to determine support needs

3.3

Needs of those experiencing psychological trauma are identified, assessed and prioritised

4

Provide support to individuals impacted by a significant event

4.1

Communication techniques are used in a non-threatening, non-intrusive way that respects the individuality of the person in distress

4.2

Active listening techniques are used to communicate effectively with individuals who need support

4.3

Courtesy, consideration and sensitivity are applied at all times

4.4

Safety and security of self and clients is maintained

4.5

Connectedness with community and agencies is supported to ensure solutions are found to address immediate needs and problems

4.6

Basic client needs and access to the resources needed to cope with their situation are provided

4.7

Positive language is used and a strengths-based approach is adopted

4.8

Accurate and useful information is provided in a timely and appropriate way

4.9

Cultural needs of the individual are identified and support is provided in an appropriate manner by appropriate individuals

5

Maintain self-care

5.1

Awareness of the importance of self-care when helping others is recognised

5.2

Self-awareness and self-care are consistently maintained

5.3

Risk factors to wellbeing, including personal limitations, are recognised and addressed

5.4

Own strengths and weaknesses are acknowledged and support from others is accessed as required

6

Conclude the support

6.1

Professional boundaries are identified and adhered to

6.2

Services are delivered in a way that ensures equity and sustainability

6.3

Privacy and confidentiality are maintained according to organisation policies and procedures

6.4

People whose needs exceed own role and organisational resources are referred to another service

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria on at least one occasion and include:

analysing and evaluating information

communicating effectively with people impacted by the event

determining and implementing response and support to meet needs of those seeking support

locating, interpreting and providing information that addresses requests for support

maintaining privacy and confidentiality

managing expectations when providing services to people

referring people to appropriate services

seeking assistance and support from others when necessary to provide support

using interpersonal communication skills

working with organisational information collection techniques and methods

working with individuals from diverse cultural backgrounds and ensuring they are respected and communicated with sensitivity.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:

active listening

causes of distress

confidentiality as it applied to psychological first aid

determinants of responses

distress responses

distressing events

diverse cultural backgrounds

elements of psychosocial support, including:

ensuring safety

instilling hope

promoting calm

promoting connectedness

promoting self-efficacy and group efficacy

ethical, legal frameworks, professional boundaries and standards

factors that influence an individual’s responses to a crisis event

grief, loss and trauma in psychological first aid

how people respond

interpersonal skills in crisis situations

mental health and psychosocial support service interventions

organisational professional standards

principles of effective communication

psychoeducation in own behaviour and feelings and those of other people

psychological first aid across different kinds of crises

psychological first aid principles

psychological support services

range of potential reactions individuals can display in response to a crisis event

roles and responsibilities of agencies involved in disaster response and community recovery

self-care techniques

situational awareness.

Range Statement

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Non-essential conditions may be found in the PUA Public Safety Training Package Companion Volume Implementation Guide.