Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver HLTAHW009, 'Provide information about social and emotional support'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide information about social and emotional support' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Identify social and emotional needs of clients | 1.1 Use effective and culturally appropriate and safe communication skills to gain an understanding of the client’s concerns 1.2 Maintain client confidentiality at all times according to organisation procedures 1.3 Record findings according to organisation procedures |
2. Provide information about available social and emotional support services | 2.1 Provide accurate information about counselling options, which are targeted to identified individual and community needs 2.2 Adapt delivery of information as required to facilitate understanding and address need 2.3 Obtain further information as required to address identified needs 2.4 Support clients in taking a self-care approach to health, in line with individual needs and organisation and community requirements |
3. Assist clients to receive support for social and emotional wellbeing | 3.1 Consult other health professionals to clarify required care and support services, including referral to other service providers or allied health professionals 3.2 Provide immediate support to clients in crisis, in consultation with the health team and supervisor and in line with organisation procedures 3.3 Provide clients with details of social and/or emotional support service providers in line with identified needs 3.4 Offer immediate help to bereaved family members |
4. Follow up clients after accessing social and emotional supports | 4.1 Consult individual and/or community about effectiveness of support services and associated support provided 4.2 Investigate and provide additional referrals as required |
5. Apply self-care strategies | 5.1 Acknowledge limits of own personal ability, authority and role 5.2 Seek debriefing as required 5.3 Use ongoing self-care and stress management practices to manage work-related stress |