Unit Four Portfolio Final08 Office 1997 2003

Scripture Union Queensland: CHC50502

Youth Ministry Internship Scheme
Diploma of Youth Work (CHC50502)

UNIT FOUR
Learning & Assessment Portfolio

Manage Service Response to
Young People in Crisis
(CHCYTH8B)
&
Respond to Critical Situations
(CHCYTH7C)

This portfolio belongs to: DELTRY DICKIE
Due Date: Monday, 6th October, 2008
Extension granted to 20th October, 2008

Page 1


Student Details

Student Name: Deltry Dickie

Home Phone: 4151 1605 Work Phone: 4127 6333

Mobile Phone: 0414 992553 Email Address: geodel5@bigpond.net.au

Postal Address: 5 Baldwin Crescent, Bundaberg 4670

Workplace Details

Name of Organisation: Biggenden SS , Burnett Heads SS, Rosedale SS

Your Role Description: School Chaplain

Phone: 4127 6333; 4130 2333: 4156 5777 Mob: 0414 992 553

Fax: Email Address: ddick25@eq.edu.au

Postal Address: Frederick Street, Biggenden

52 Burnett Heads Road, Burnett Heads

21 James Street, Rosedale

Page 2


CONTENTS

What is a Learning and Assessment Portfolio? 4

CHCYTH8B Unit Descriptor 6

CHCYTH7C Unit Descriptor 8

UNIT FOUR Suggested Unit Study Guide 12

Student Checklist 13

Assessment Task

AT1 Online Tasks 14

AT2 Risk Management for Activities 15

AT3 Critical Incident Management Planning 21

AT4 The 5 Stages of Suicide Intervention 27

Assessor’s Marking Sheet 34

Page 3


What is a Learning and Assessment Portfolio?

The Learning and Assessment Portfolio is a central recording tool for you as a student to collate
and record components of this course, which will serve as evidence in a judgment of your
competence in the various aspects of this course.

The material recorded and compiled in this document will be drawn from your experiences
across all aspects of this course, from your workplace through to in-class activities and
homework tasks. It also serves as a structured and reflective journal for your various
experiences throughout your youth work training. Each Unit within the course has a related
Portfolio to serve as a record; therefore, by the end of your training you will have completed all
the required portfolios.

This is an important document that should be kept safe and you as the trainee are responsible
for the care of this document and all material that is recorded in it.

In short the answer to this question is ‘a collection of an extensive range of tasks’. Each Portfolio
is quite different and will contain activities that are relevant to the various knowledge and skills
focused on in each Unit. Some of the components of the portfolios include:
 Personal diary like entries about your place of work and other training experiences
 Planning or Report forms for you to complete in relation to specified tasks
 Self-assessment or Peer assessment recordings
 Case-studies
 Homework tasks
 Examples of work or materials collected
 Third Party Reports for your work peers or senior staff to complete
It will be very clear for each page of the portfolio what is required of you so there should be little
confusion as to what you are required to complete and when.

How do I use this Portfolio?

Page 4


At times you may be directed to your portfolio by a specific lecture requiring you to complete a
task or a homework exercise that is contained within the portfolio. At other times you will be
completing personal entries in reflection on experiences from everyday aspects of your training.
Though there will be some clearly dictated activities at prescribed times throughout the term of
your training, you are alone responsible for directing the completion of each component of the
portfolio and its safe handling.

It is highly recommended that you read through this portfolio in detail when you receive it and
plan how it will be completed, especially when there are specified activities that require
organisation within the period of your training for the given Unit. Beyond that, the best way to
ensure its completion is to weekly peruse the portfolio, reflect and write about your experiences,
and of course complete relevant reports and tasks. Additionally, you should plan a regular time
to reflect with your peers, senior staff and trainers and give them opportunity to also write in the
sections that are relevant to them.

Important Note – Completion of all activities, questions, reports and reflections in this portfolio
is mandatory. You may not select to complete some pages and not others. If you do not submit
a completed portfolio you cannot be deemed Competent for this unit.

CHCYTH8B Unit Descriptor

Page 5


Developing an agency approach to young people in crisis:

ELEMENTS PERFORMANCE CRITERIA

1. Implement a framework for 1.1 A framework which addresses prevention and
preventing crisis situations response to critical situations is developed and
reflects consideration of beliefs, rights and needs
of the client and responsibilities of the
organisation within a legislative and statutory
context

1.2 Appropriate resources and mechanisms are
established to assist workers deal with crisis
situations

1.3 Details of the organisation’s responsiveness to
crisis situations is defined and articulated to
relevant personnel

1.4 All information related to crisis situations is stored
and maintained to maximise accessibility,
accuracy, currency and legibility

1.5 Procedures are implemented to ensure clients
have ready access to information which may
assist in resolving crisis situations

2. Support staff in responding to 2.1 Appropriate protocols are established for
a crisis managing potential and actual crisis situations

2.2 Procedures for the management of crises are
drafted, regularly updated and communicated to
staff and other relevant personnel

2.3 Crisis management procedures which are
developed are consistent with legal and
organisational obligations and constraints

2.4 Resources are allocated for the prompt and
effective response to crisis situations

2.5 Appropriate crisis response training and update
briefings are provided to workers on a regular
basis

Page 6



2.6 Appropriate advice is formulated for the upgrade
of organisational procedures including those
related to occupational health and safety and
other industrial and legislative requirements

3. Follow up crisis situations 3.1 All required reporting is completed and is
comprehensive, accurate and consistent with the
organisation’s policies and procedures

3.2 Debriefing procedures are defined and
implemented routinely

3.3 Opportunity is provide for participation in review
and evaluation of organisational responsiveness

3.4 Needs of all specific parties which arise from a
crisis situation are identified and strategies
developed to ensure they are addressed

CHCYTH7C Unit Descriptor

This unit is concerned with the competencies required to provide guidance and role models to
young people and their families to maintain positive and supportive relationships while
identifying problems and establishing goals for change based on maintaining support from family
and the general community

Page 7



1. Establish effective 1.1 Use interaction with young people to encourage personal
rapport with young reflection on relationships and personal responsibility
people and
families 1.2 Use a range of communication strategies to gather
information about the background and circumstances of
young people and their families
1.3 Information provided to young people and their families is
factual, clear and designed to promote positive responses
1.4 Identify issues arising from the circumstances of young
people and their families and the need for changes to
behaviour and relationships
1.5 Maintain clear, ethical and honest relationships with young
people and their families
1.6 All information relevant to intervention contact with young
people and their families is recorded and reported
according to the organisation's procedures and
consideration of confidentiality and discretion

2. Assess the needs 2.1 Identify and respond to the immediate needs of young
and circumstances people according to nature and degree of urgency
of young people
2.2 Provide young people and their families with information
which is tailored to their capacity to absorb and which is
designed to calm and reassure
2.3 Observe and note any signs of distress, anxiety, aggression
and apathy
2.4 Observe and note signs of impairment of functioning in
individuals and relationships

Page 8


3. Facilitate goal 3.1 Emphasise and negotiate clients' responsibility for
setting and action determining and achieving their goals
planning
3.2 Assess options for clients' goals and outcomes for change
and negotiate agreements based on realistic goals and
purpose
3.3 Check and confirm the information and resources required
by clients to set their goals
3.4 Negotiate suitable and available resources and support
3.5 Encourage clients to identify and prioritise long and short
term goals based on individual responsibility and personal
choice
3.6 Encourage clients to identify and analyse the factors which
have contributed to past behaviour and the obstacles to
achieving individual and family goals
3.7 Identify unrealistic expectations challenge negative attitudes
and unacceptable objectives and re-negotiate plans when
required

4. Provide targeted
assistance and 4.1 The type and nature of services available to clients are
referral identified and clearly communicated
4.2 Appropriate work is undertaken to ensure assistance
provided:
Is in an appropriate manner

Meets client needs

Is consistent with legal and statutory provisions

Meets resource and time constraints

Complies with organisational policy

Encourages young people to access alternative services and
resources and to be self managing as possible

Page 9


4.3 Systems are established to ensure information and referral
sources within the organisation are up to date,
comprehensive, accurate, accessible and relevant to clients
4.4 Procedures are implemented to ensure workers have
access to additional advice, expertise and support from
others as required
4.5 The effectiveness of service delivery is continually
monitored and problems of access, services or resources
are resolved as appropriate
4.6 All reporting is in accordance with organisational
procedures

5. Minimise the 5.1 Respond to incidents confidently, effectively, appropriately
impact of critical and in accordance with agreed processes
incidents
5.2 Identify the possible causes of incidents and assess these
for relevance to the safety and welfare of young people and
the service environment
5.3 Identify and provide information on potential responses to
the appropriate team members for action and support
5.4 Request assistance clearly and promptly
5.5 Use protective strategies according to instructions and
procedures

6. Prevent escalation 6.1 The persons behaviour pattern is routinely monitored to
of violent ensure aggressive or abusive behaviour is minimised
behaviour
6.2 A plan of care outlining ways to prevent, and respond to
clients expressions of violence against self or others, is
developed, communicated to relevant personnel, and
implemented
6.3 Individual response to crisis situations promotes calm and
reassurance
6.4 Procedures used to protect clients from endangering
themselves or others, are consistent with legal, ethical and
organisation requirements, and safety considerations
6.5 Appropriate judgements, in relation to physical restraint,
based on the balance of risk and the safety of all, are
enacted
6.6 First aid and other assistance is administered as necessary

Page 10


7. Secure the safety 7.1 Anticipate potential causes of conflict and harmful
of clients behaviour and make appropriate responses to prevent
escalation
7.2 Use calm, confident and assertive communication to
establish positive personal interaction and exchange
information
7.3 Provide information designed to promote positive decision
making based on the relationship between actions and
consequences

7.4 Provide information to all relevant individuals in a clear,
accurate and comprehensive manner.
7.5 Select response and action designed to minimise risk,
prevent escalation and to preserve the safety and security
of all involved
7.6 Responses and emergency action give priority to the
protection of individuals from severe harm.
7.7 Use of force for the maintenance of safety complies with
procedures and is applied with minimum force to establish
control

Page 11


UNIT FOUR Suggested Unit Study Guide

Week One

 Online Task One.
 Reading for Assessment Task Two

Week Two

 Online Task Two.
 Complete Assessment Task Two

Week Three

 Online Task Three.
 Reading for Assessment Task Three

Week Four

 Online Task Four.
 Complete Assessment Task Three

Week Five

 Online Task Five.
 Reading for Assignment Task Four

Week Six
 No Online Task
 Complete Assignment Task Four

School Holidays
 No Online Task
 Complete any Outstanding Assessment Tasks
 Submit Unit Portfolio for Assessment

Page 12


Student Checklist

This page has been provided for student use only as desired. It provides you with a
guide to help you manage the completion of the portfolio. As you plan and
Assessment Planned date to complete Complete
complete each assessment task in the portfolioactivities use this document to
you can
track your progress; it should provide a useful organizational tool for you. 
& details of any

AT1 - Online Tasks

AT2 – Risk
Management for
Activities

AT3 – Critical Incident
Management Planning

AT4 – The 5 Stages of
Suicide Intervention

Page 13


Task One Online Tasks

OLT1 – SU Qld Chaplaincy and Suicide Prevention

Performance Criteria Covered
 CHCYTTH8B - Various
 CHCYTH7C - Various

OLT2 – Crises Come in All Shapes and Sizes


OLT3 – Does Debriefing Trauma Victims Really Work?


OLT4 – Negotiation Skills for Crises

 CHCYTH7C – 6.1; 6.2; 6.3; 6.4; 6.5; 6.6; 7.2; 7.3; 7.4; 7.5; 7.6; 7.7

OLT5 – Funerals and Memorial Services


Task Two Risk Management for Activities

Page 14


Introduction to the Task

For an organisation like SU Qld, it is important that safe environments for children and young
people are created in all activities (EG - through chaplaincy services, camps or community
outreach programs etc). If SU Qld is not able to do this, it will not be able to achieve its vision
and mission with children and young people; will lose the confidence of the parents and
caregivers of children and young people; as well as lose its reputation in the community for
providing high quality child and youth programs and services.

Having said that, all activities carry some kind of risk and not all risks can be controlled. But the
aim of any organisation, particularly those that work with children and young people, should be
to minimize the risks and to manage them as best as they can. Risk Management then, is the
process by which an organisation identifies, analyses, evaluates and treats the potential and
actual risks they face in their activities. The goal of risk management is to avoid a critical
incident; to make the levels of risk acceptable so that the organisation can carry out its functions,
and achieve its vision and mission.

The Task

In this task, you are to design a Risk Management Plan for the activity outlined in the scenario
below, by following the process outlined below. This will involve:
 Reading the scenario
 Reading up on Risk Management Planning processes
 Responding to the questions in the various planning stages outlined below

2.1 Read the Following Scenario:

Day Trip Bush Walk:

You are the SU Qld school chaplain in the local high school and you have been asked to run a
program that supports the year 9 and 10 boys in the school who are “at risk” of disengaging
from school (eg they have been either truanting or receiving suspensions from school for
various behaviour issues). The group has been meeting weekly with you over the last four
weeks during Wednesday afternoon sport time, and you think its time for the group to do a novel
team building activity. The activity is aimed to be fun, but challenging, with an emphasis on
learning individual skills and working cooperatively as a group.

You have decided to take the boys on a day trip bush walk, with the boys back packing 5 km up
to the higher reaches of the YMIS River. The terrain around this river system often has
occasional drops of 100 metres down steep slopes (cliffs) and into gorges where the river runs.
The walk is an off track expedition that requires each student to follow a compass bearing given
to them by the leader. To limit rock hopping, the group will follow a course that keeps them up off
the river for most of the hike. The bush walk also includes swimming in a water hole along the
river. The boys need to supply and carry their own supplies and lunch.

2.2 Read Up on Risk Management Processes (all readings on Moodle):

Page 15


1. “CCYPCG Safe Environments for Young People – Child Protection – Managing the Risks
Resource Book”: (Part A: Section 3 – Risk Management & Part B: 3.2 Activities; 3.3 Special
Events; 3.6.5 Sample Risk Management Template

2. “CCYPCG Safe Environments for Young People – Child Protection – Managing the Risks
(Fact Sheet)”

3. “Queensland Government Risk Management Training Program” (8 Booklets including
Introduction; Steps 1 to 5; Review; and Summary)

2.3 Risk Management Planning Process

Write your responses to the bullet pointed questions in the boxes provided at each stage of the
Risk Management Process. You can respond to each bullet point specifically or by writing in
your own words.

2.3.1 - Step One: Establish the Context
The first step in the risk management process is to focus on the environment in which your event
operates. Consider this environment to establish the boundaries within which the risks must be
managed, and to guide your decisions on managing the risks:

 What is the youth work context of this event?
 What are the objectives or proposed outcomes of the event?
 What is the actual environment that the event takes place in?
 What are the strengths of the young people involved?
 What are the needs of the young people involved?
 Who are the stakeholders who need to be involved?
 What activities make up the event?

1. 14 to 15 year old boys at risk of disengaging from school

2. Personal challenges and encouraging team work through group cooperation. Building self
esteem by working through personal achievement.

3. Day hike / off track expedition; bush walk through upper reaches of the YMIS river. There are
some cliffs of 100 meters dropping into river system.

4. Young and active. They have been meeting together with the chaplain for a month in
preparation toward trip.

5. Need challenges to keep them involved. Taking responsibility. Need direction. Need to
develop team spirit/ be supportive/ looking out for one another. Need support in encouraging
good behavioural. Need to understand the expected outcomes.

6. SU Qld; Chaplain; volunteers; parents; EQ, school principal; Bronze medallion qualified
leader; rangers; GO

7. Transporting students to and from area. Back packing. Reading a compass/orienteering.
Swimming. Hiking over rough terrain. Eating BYO food.

Page 16


2.3.2 - Step Two: Identify the Risks
The second step is to identify the risks of the event, and to consider when and where the risks
may arise. A risk is anything that can cause harm, either physically, psychologically or
emotionally. In this stage, it is recommended that key stakeholders get together to discuss the
risks and the potential responses.

 Brainstorm with stakeholders: What are the risks? What can happen? How can it happen?
 Environmental Factors
 Human Factors
 Equipment Factors

Environmental factors; Human factors; Equipment factors
Risks:
Car travel to and returning from venue.
Rough terrain including steep slopes/cliffs, off track terrain, confusion of students
following compass directions.
Swimming: underwater hazards;
Adverse weather conditions.
Snakes/insects
Inappropriate or faulty equipment; e.g. compasses, shoes, clothing, backpacks, vehicles
What can happen:
Accident travelling to activity.
Students getting lost; injury falling down cliff into gorge; drowning; injury from underwater
hazards; dehydration from heat; sunburn; fatigue; snake / insect bites; rain/storms
How can it happen:
Lack of attention by driver or accident caused by other driver.
Lack of information to and preparation of the students, unqualified supervision and/or
lack of supervision; poor behaviour of students not following directions/ ignoring
supervisors. Low water intake.
Poor physical condition of students.
Inclement weather.
Faulty compasses, incorrect foot wear, backpacks & food, vehicles

2.3.3 - Step Three: Analyse the Risks
For the risks identified, assess the level of risk based on the likelihood they will occur and
consequence for children, young people and the organization (see CCYPCG templates on p17
for help with last three boxes of template below / NOTE – these templates appear under the
heading of “Evaluating the Risk”, not “Analyse the Risks”, but they belong here for our purposes)

 List the activities making up the event
 Description of Risks
 Existing Controls
 Likelihood of Risk Occurring – Almost Certain; Likely; Possible; Unlikely; or Rare
 Consequences – Catastrophic; Major; Moderate; Minor; or Insignificant
 Level of Risk – Extreme; High; Moderate; or Low

Page 17


Description of
Likelihood of risk Consequences
risk Level of risk
Almost certain, Catastrophic,
Activity Source of risk Existing control Extreme, high,
likely, possible, major, moderate,
Likely effect of moderate, low
unlikely, rare minor, insignificant
problem
Experienced,
licensed drivers
Car Breakdown
Mechanically
minor/moderate
sound vehicles
Travel to and from Car accident or
following Possible Low
venue breakdown Car accident
designated route &
Minor to
road rule adhered
Catastrophic
to
Seat belts worn
Monitor camper’s
progress and have Possible to
Hiking Fatigue Moderate Low
regular breaks as Unlikely
needed
First Aid bum bag
(ensure has
compressions
bandages for
snake bites and
Injury, Snake bite,
Hiking “rolled” ankles), Possible Major to Minor High to Low
skin protection
from insect bites
and appropriate
clothing; Qualified
First Aider
Heavy rain could
Checking current
Hiking contribute to Unlikely Moderate to Major Low
weather forecasts
slippery conditions
Information &
training session
conducted,
Bush walking off orienteering route
track over rough designed for the
Hiking Possible Major High
terrain, safest path,
Orienteering experienced
leaders
Pre checked
equipment
Leader with
Bronze medallion
Support staff with
water competence
Drowning, injury
and appropriate Moderate to
Swimming from underwater Unlikely to possible
ratio to Catastrophic Low to Moderate
hazard/s
participants.
Buddy system
Clearly defined
boundaries
Sunscreen applied
& reapplied at
regular interval’s
Sunburn,
Hiking Appropriate hats & Possible Minor Low
Dehydration
shirts worn
Monitor water
intake

Page 18


2.3.4 - Step Four: Evaluate the Risks
Prioritise the risks to minimise the impact, to focus efforts in treating identified risks and to guide
action planning and allocation of resources

 Is the risk acceptable or unacceptable?
 What is the criteria for determining the risk’s acceptability?
 What priority will be given to what risks and their management?

Activity Level of Risk Acceptable / Unacceptable
Travel to and from venue Low to moderate Acceptable
Hiking: Fatigue/ adverse
Low to moderate Acceptable
weather
Swimming Low to Moderate Acceptable
Hiking: injury Moderate to Low Acceptable
Hiking: Sunburn/Dehydration Low Acceptable
Hiking: Orienteering High Unacceptable
Criteria for Risk’s acceptability: • I would use an evaluation chart. If the risk is high or above
then it is unacceptable and the activity would have to be reassessed.

The Risks and their Management: By rating the risks on a highest to lowest scale, the risks
that had the highest rating would be the first ones to be assessed.

2.3.5 - Step Five: Treat the Risks
Consider the options for reducing the likelihood and / or consequences of each risk (EG - Stop
the activity; Eliminate the risk; Minimise the harm; or Transfer the liability)

 Brainstorm all possible solutions to treat the risks
 Select the most feasible and cost effective solution
 Develop and implement a strategy to implement that solution – What, How, Who, When?

Brainstorm all possible solutions to treat the risks:
The activity that has the highest risk is the orienteering, where the chance of a student having
an accident is highly probable. Therefore because of the high risk due to cliffs and the rough
and unknown terrain, transferring the risk to more highly qualified and insured organisation is
the best option.

Select the most feasible and cost effective solution

Develop and implement a strategy to implement that solution – What, How, Who, When?

I would therefore contact various adventure based organisations and have them assess the
proposed activity. After receiving their assessment, I would consult with the other members of
the team to choose and employ the best company to run the activity. It would be best to choose
the time of year where the least possible injury could be caused through inclement weather
conditions.

Page 19


2.3.6 - Step Six: Review and Revise Risks and Control Measures
The strategies used to mange risks need to be constantly monitored and evaluated, as the
factors that contribute to risks are constantly changing.

 How might some of the risks change over time?
 How could a review of the risks be best done?

How might some of the risks change over time?

Weather conditions; Experience of leaders on team; Numbers in group; experience of
participants; general behaviour/personality of participants.

How could a review of the risks be best done?

Analysis is a strategic planning method used to evaluate the Strengths, Weaknesses,
Opportunities, and Threats – SWOT.

I would also meet soon after the event with all leaders and run through what did or didn’t work.
It would be necessary to review any incident/accident reports and to formulate a plan to ensure
any mishaps could be minimised.
I would conduct a SWOT of team and activities with all leaders and plan/document any
improvement changes.

 CHCYTH8B – 1.1; 1.5; 2.1; 2.2; 2.3; 2.6; 3.1; 3.3; 4.3;4.4; 4.5; 4.6
 CHCYTH7C – 3.6; 4.2; 4.3; 4.4; 5.2; 5.3; 5.5; 6.2; 6.4; 7.1; 7.3; 7.4; 7.5

Page 20


Task Three Critical Incident Management Planning


A critical incident can be defined as a traumatic event which causes or is likely to cause extreme
physical and/or emotional distress to the people involved and to the surrounding community and
may be regarded as outside the normal range of experience of the people affected. It is any
event or series of events that is sudden, overwhelming, threatening or protracted.

Some examples of critical incidents that affect a community or school are:
 Fire
 Bomb threat or explosion
 Gas or chemical hazard
 Natural disaster – flood, earthquake, tsunami
 Transport accident
 Death
 Destruction of the whole or part of the school, church, workplace or town
 Break-in accompanied by major vandalism
 Person lost or injured on an excursion or event
 Person being taken hostage
 Person witnessing serious injury or death
 Robbery, violence or assault on a person
 Child sexual assault
 Suicide

Critical Incident Stress Management (CISM) or Critical Incident Management (CIM) is a
comprehensive series of strategies that organizations can put in place to assist in the recovery
of people experiencing distress after a critical incident. There are a number of stages to a CIM
process and they can be outlined in a few different ways, but essentially, the stages of CIM
involve:
 Preparation and prevention of critical incidents
 Managing a critical incident and the immediate response
 Follow up of a critical incident (including – demobilization, debriefing and defusing)
 Review of CIM

At each stage, there are a number of important activities and tasks that need to be completed.
The completion of these tasks at each stage increase the likelihood of a more positive response
from people to a critical incident, although there are other factors involved in this that are difficult
if not impossible to control. As in all Risk Management processes, it is important to go through
the process of doing all that is possible to identify the risks and effectively respond to them.

The Task

In this task, you are being asked to:
 Read up on CIM
 Define the different stages of CIM and give 5 examples of strategies for each of these
stages
 Write a student journal account of your involvement in one of these stages of
responding to a critical incident
 Describe how that involvement fit into the other stages

Page 21


3.1 Read Up on CIM (all readings on Moodle)

Essential Reading (you should read all of these):

1. Critical Incidents Management Guide for Newcastle University (Factsheet)

2. Workplace Health – Coping with a Critical Incident (Factsheet)

3. Resource Guide for Critical Incident Stress and Debriefing for Human Service Agencies

4. School Matters – pp 29 – 32 School Policy and Critical Incidents & pp 63 – 65 Tool 7 Critical
Incident Management Plan

5. Educating for Life – pp 29 – 33 Critical Incident Management & pp 42 – 45 Responding to
the Student who is Suicidal or Self Harming

Going Deeper Reading (you should read at least one of these):

6. Traumatic Incidents Affecting Schools

7. Responding to Traumatic Incidents: Supporting Documentation for Schools

8. Emergency / Disaster Planning for Principals

9. Crisis Management – Student Services Competencies – Appendix XVI (p63) onwards

3.2 Stages and Activities of CIM Stages

3.2.1 Preparation & Prevention of Critical Incidents:

Definition of Stage:

This stage is where you would prepare the necessary strategies for managing a critical
incident.

The designated organisations and supporting networks would be listed with all pertinent contact
details and how they would be attained.

Prevention would involve strategies to help people in times of stress; to recognize these
symptoms and provide the necessary emotional support. Another important aspect would be to
establish a supportive working environment.

The forming of a CIM team from the administration and other relevant personnel.

5 examples of what can happen at this stage and a brief description of each example

Page 22


Form a critical incident team: this should be comprised of senior administration staff, e.g.
deputy principal and senior teaching staff members, trained for their particular roles.

Identify tasks required & roles to be filled by each member: each member would have set
tasks, e.g. Identification of the persons affected by the critical incident.
Recommend the response in regard to the required personnel and resources
Arrange for the necessary pastoral care contact to victims and others affected
Arrange for a private area for those affected by incident
Provide accurate information to all parties
Check that the required paper work has been completed

Write up procedure document: These should be very clear guidelines of how to manage a
critical incident and would incorporate the debriefing process.

Communicate procedures to all staff: Raise staff awareness of procedures and provide the
any necessary training.

Fire drill emergency evacuation and lock downs: Practice procedures with whole school.

Liaise with welfare organizations: Have the necessary contact details of all support
organizations and relevant personnel.

3.2.2 Managing a Critical Incident and the Immediate Response

Definition of Stage

Page 23


This would be the first response and implementation of the Critical Incident Management plan to
minimize further harm.

5 examples of what happens at this stage and a brief description of each example

Follow the set procedures: Follow the pre discussed and agreed guidelines
Contact emergency services: This would be dependent on the particular CI
The CIM Team to start coordinating in their identified roles: All team personnel would follow
the previously identified procedures.
Start communication process: Ensure that all parties are aware of what has happened and
the steps that have been put in progress to handle the situation efficiently and appropriately.
Support the staff: reassure their right to be affected by CI and use the available support
services.

3.2.3 Follow Up (including demobilization, defusing and debriefing)

Definition of Stage

• Appropriate care and debriefing with all affected by the critical incident.


Page 24


• Set up quiet space/care room :
It is important to have an area where those affected can feel comfortable and supported
• Facilitate appropriate discussion of the event just past
Be there to answer any questions; acknowledge their confusion/emotions in relation to
the event
• Information sharing/available
Have brochures and website addresses that are appropriate to help people process what
they have experienced.
• Badges for easy identification of coordinators:
It is important for those affected to be able to easily recognize those to whom they can
talk about their experience.
• Communicate with parents:
Letting parents know what is or has happened is a priority in order to allay any fears, to
defuse any situation that may have occurred through misunderstandings.

3.2.4 Review of CIM Procedures

Definition of Stage

• Analyse all that took place during the critical incident and the responses to it and look to
see if there are areas that need improving and make the appropriate changes to those
areas

Page 25



• Meet with emergency services involved in the CI
Liaise with all those involved
• Examine our processes to see if they were effective or not
Reassess our procedures for future reference
• Ensure all those involved had accurate information about the incident
Get feedback from all parties as to see if they had received and were able to act on all
the necessary information. Check if there were areas that need to be improved
• Provide all those involved with established coping mechanisms on managing
future incidents
Improve the training and education of personnel in recognizing the after effects of stress
• Organize the debriefing counselling and support for those in need
This may take the form of short or long term support. Initially, working with trained
counsellors and ensuring ongoing training, support and acceptance.

3.2.5 – Student Journal Account of Participating in a Response to a Critical Incident

Write 250 words on a time when you participated in a response to a critical incident, with
particular reference to your involvement in one of the 4 CIM stages outlined. (If you haven’t
participated in a critical incident then consider how you might be involved in your current role as
SU Qld Chaplain in your school and community)

The critical incident I was involved in related to the death of one of the student’s grandfather.
The young boy, Year 4, was the first to find his grandfather when he had gone to visit him after
school, the previous day.

The principal had asked if they would like to speak to some support personnel and the principal
asked if I would assist the Youth Services Coordinator in speaking with them both. His mother
brought him with her to school the next day. I had not previously seen the young boy by himself
however; I had been in his classroom on a number of occasions and worked with him and some
other students on their class work.

The Youth Services Coordinator was appreciative of my support as I would be able to continue
seeing the student on a regular basis. It was good being able to sit in on her interview with the
student and his mother. This part of the CI would come under the heading of ‘Follow up’ which
was part of ‘defusing and debriefing’ – 3.2.3.

The YSC led the debriefing process through gentle questioning and then allowed the student to
talk about his experience. His mother was also grateful to talk openly about her relationship with
her father and what he meant to them both. Where initially her son was reticent to talk about his
experience, he began to feel more comfortable and was able to talk about his grandfather and
be more accepting of what he saw.

We allowed the mother and her son to choose when to end the session. She was extremely
grateful to have been able to process her experience and said she felt more at peace. Her son
seemed to be more settled and was keen to return to school the next day.

Page 26


Write 250 words on how your contribution fit in to what was going on or had gone on in the other
3 stages, making references to the other 3 stages of the CIM process.

In relation to the first stage, 3.2.1 Preparation & Prevention of Critical Incidents, the school
provided an environment where the mother and son felt confident of receiving support. This was
evidenced by the fact that when the school administration contacted the mother, she was very
grateful for the opportunity to speak to the Youth Support Coordinator and me.

Our immediate concern was for the young student who had been quite traumatised by being the
first to find his dead grandfather. This comes under the heading of 3.2.2 Managing a Critical
Incident and the Immediate Response. The school administration made every effort to contact
the family and provide the necessary emotional support by contacting the Youth Support
Coordinator. It was fortunate that I happened to be at the school that day and the principal was
grateful that I was prepared to assist the family where possible, under the guidance of the Youth
Support Coordinator.

The final stage, 3.2.4 Review of CIM Procedures: was followed up later that day by the principal,
after the mother and her son had left. The Youth Support Coordinator and I discussed with the
principal how we had managed the discussion and our assessment of the outcomes. We had
previously discussed with the mother the possibility of me being an ongoing support for the boy
after he returned to school. Both the mother and boy were happy with this proposal. In review,
this was seen as a positive use of my services to the school.

 CHCYTH8B – all criteria covered in this task
 CHCYTH7C – 2.1; 2.3; 3.1; 3.2; 4.1; 4.2; 4.3; 4.4

Page 27


Task Four The 5 Stages of Suicide Intervention


Suicidal behaviours are those that revolve around the desire and intention to end one’s own life.
The reasons why people think suicidal thoughts and engage in suicidal behaviours are complex
and interrelated with other broader societal factors. Many people who die by suicide are affected
by mental disorders, often combined with an adverse family situation and / or other social
disadvantage. Some suicides are impulsive and many who attempt it are not motivated by a
desire to embrace death, but to escape pain in life. There are many, many good arguments for
providing programs for the prevention and intervention of suicide, and the full scope and nature
of these interventions need to be as broad and interrelated as the causal factors.

The intervention strategies for suicidal behaviour can be divided into 5 stages:
1. Primary Prevention – General activities that enhance the protective factors and reduce the
risk factors for children and young people in the area of suicidal behaviour
2. Early Intervention – Activities that identify and support children and young people who are “at
risk” of engaging in suicidal behaviour
3. Intervention – Activities that assess the vulnerability of children and young people to suicidal
behaviour and provide immediate crisis support to those exhibiting suicidal behaviours
4. Treatment – Activities that treat the underlying mental health issues associated with suicidal
behaviours
5. Post-vention – Activities that provide support to those affected by a death by suicide or an
attempted death by suicide, seeking to minimise the potential for suicide contagion and to
support the personal and community grieving process

Any effective prevention and intervention planning process in the area of suicidal thoughts and
behaviours needs to take these 5 stages into consideration.

The Task

In this task, you will be reading up on suicidal behaviour and then writing a short paper (1000
words minimum) on how the 5 stages of intervention for suicidal behaviour apply in your role as
an SU Qld Chaplain in a Queensland state school. The paper will include:
 An introduction / overview on suicidal behaviour in children and young people
 Your own definition of each of the 5 stages of intervention for suicidal behaviour, a
description of each stage and 5 examples of activities that could take place at each of the
stages
 Your understanding on how these activities might relate to the CIM process in your school
 A reflection on which stage or stages your SU Qld Chaplaincy role is most likely to be
involved in during an intervention, and how this would fit into the work being done in the
other stages of intervention

Page 28


4.1 Read Up on Suicidal Behaviours and the 5 Stages of Intervention

4.1.1 Websites on Suicide

 Reach Out! - Wanting to End Your Life – A range of fact sheets: EG - “Wanting to Take Your
Own Life”, “If a Friend Threatens to Take Their Own Life”, “If a Friend Has Taken Pills or
Hurt Themselves” etc)
 Rethink - Suicide – A range of fact sheets: EG – “Suicide and Mental Illness”, “Helping a
Suicidal Friend or Relative”, “Myths about Suicide”, “If You Are Thinking of Suicide”
 www.suicidehelpline.org.au – home – (A range of headings: EG – “Understanding Suicide”,
“Helping Someone Who’s Suicidal”, “Coping with Suicidal Death” etc)
 itsallright : The Facts : Suicide – “Suicide” fact sheet
 www.kidshelpline.com.au – home – info about KHL – resources and research – info sheets –
“Suicide-Related Issues 2006” AND / OR home – info about KHL – resources and research –
publications – “Lives on the Line”
 Ybblue: A youth depression awareness campaign – Click on “download now” for “Fact sheet
19 – Suicide”

4.1.2 Readings on Suicide (on Moodle under “Unit 4 / Resources / AT4”)

Shorter Documents / Fact Sheets

 LIFE – Australian Suicide Statistics, 2004 – Key Findings

 Response-ability – (a range of fact sheets on suicidal behaviour and responses at the bottom
of the page) (Essential Reading)

 SANE – Suicide and Self Harm Fact Sheet

 Lifeline - Just Ask – Tool Kit

 Mind Your Mind – Suicide Fact Sheet

Longer Documents / Research Papers and Reports

 LIFE – Learnings About Suicide (Essential Reading)

 Mind Matters – Educating for Life Resource (Essential Reading)

 Understanding Youth Suicide – Information Kit

 Qld State Government – Suicide Prevention Strategy for 2003 to 2008

 Qld State Government – Reducing Suicide Action Plan

4.2 Short Paper on “The 5 Stages of Intervention for Suicidal Behaviours”

Page 29


4.2.1 Introduction to the Paper on Suicide

Write 350 words (minimum) by way of introduction to your paper that includes:
 A definition of suicidal behaviour
 Suicide and young people in Australia
 Individual and environmental risk factors
 Individual and environmental protective factors
 Why we need to understand the “5 stages of intervention”

Definition of Suicidal Behaviour
Suicidal behaviour can be defined as someone exhibiting an attitude of hopelessness and
helplessness and exhibiting a continued state of depression. They may show no care, interest or
concern in their own lives or the lives of others and may threaten to take their own lives.

 Suicide and young people in Australia
The Life fact sheet 1 states that over 2000 Australians commit suicide each year. The
data shows that more males than females commit suicide each year and in relation to
age, there is a wide variation in age groupings for males, with a steep rise in males aged
in their 80’s. The information in ‘A framework for prevention of suicide and self-harm
in Australia’ states the even though statistics indicate a general drop in the suicide rate
since the 1990’s, suicide has ‘dramatically increased among younger people. Rates for
males aged 15 to 24 have more than tripled over the past 40 years.’ Since 1973, there
has been a similar rise in rates for men aged 25-35. The rates for female suicide remain
steady at about ¼ of the male rate. In relation to statistics, there can be some variation in
the accuracy of the data as the coroner’s report is the only guideline as to the number of
suicides and does not take into account deaths undetermined deaths, single-vehicle
accidents or accidental overdoses.

 Individual and environmental risk factors
Statistics show that there are certain groups in the community who may be more prone to
suicide than others. Risk factors are those that increase the likelihood of someone
committing suicide. It should be noted that risk factors can be associated with things we
can or cannot change.
Individual risk factors
In relation to individual risk factors, a person’s mental and physical health, his/her lack of
self-esteem, the inability to deal with difficult circumstances, manage emotions, or cope
with stress can make him/her more vulnerable. Other risks can be genetic or linked to a
mental disorder. Lack of support for someone who has already attempted suicide is
another risk factor. The social risk factors can include the person’s relationships between
family, friends, work colleagues, involvement in community groups and how that person
relates those areas.
Environmental risk factors
These are more multi faceted and include the social aspects of a person’s life and the
impact of the forces at work in the wider community.
The broad based risk factors which may impact a person’ life includes the social, political,
environmental, cultural and economic circumstances that can determine what options are
available and quality of life people are experiencing.
People suffering from mental illness are more vulnerable where they have no support and
who are socially isolated. There is data that shows particular groups are more at risk than
others, for example, men, Aboriginal and Torres Strait Islander people and those living in
isolated and rural communities.

Page 30


 Individual and environmental protective factors
Protective factors can reduce the likelihood of suicidal behaviour and can help someone
cope through difficult circumstances.
Support from family and friends is an important preventative factor in a person’s life as is
strong connections with friends, extended family and social links, such as joining a
church, sporting or other community groups. Other individual protective factors can be
promoted through activities that help to build self-esteem, psychological strength and
personal competence. Life Factsheet 4 explained that by teaching young people ‘social
and emotional skills, fostering positive peer relationships and relationships with teachers
and other adults and encouraging help-seeking behaviours’ were strong protective
factors.

The importance of community support cannot be underestimated so groups and
organizations that are focused on helping someone who is struggling with their
circumstances can assist someone in need. These groups and organizations are geared
to respond to a person in need through personal counselling, providing the necessary
links to health and care support. Effective links with other agencies that can respond
quickly to a person in need is an important preventative factor, particularly at the local
level.

It should be noted that the absence or presence of the acknowledged risk or preventative
factors do not determine whether or not a person will choose to end his/her life. The
resiliency factor is appears to be more complex and everyone is different in the way they
respond to the various influences and situations being experienced.

 Why we need to understand the “5 stages of intervention”

By understanding the “5 stages of intervention”, we would be able to put into place
preventative measures that help address the risk factors and also be able to promote the
acknowledged protective factors such as using strategies in building a person’s resilience
in a supportive environment.
We will be better able to respond to the signs and symptoms that someone might be
contemplating suicide and take remedial action.
We are more prepared to help someone in need and have the networks to link them to
the appropriate support person or agency.
We would be able to assist in the promotion of effective links and cooperation among
support organisations and medical services.
We would be aware of the need of providing ongoing care for those who in recovery from
attempting suicide as well as understanding the support needed by the families and
friends affected by someone either committing or attempting suicide.
We would understand the importance of raising community awareness of how to assist
those in need and to recognise the signs and symptoms and thereby helping to remove
the stigma of those who attempt suicide.
Another aspect involves knowing who the key people are to contact in an emergency and
how the support services can be of immediate and ongoing assistance.

4.2.2 Primary Prevention

 Write your own definition and brief description of this stage

Page 31


 Five examples of activities that could take place at this stage of intervention
 Where these activities might fit into the CIM process in your school

Primary prevention:
Definition:
Incorporating activities and programs that encourage children’s resilience to adverse
circumstances in their lives and thereby help reduce the impact of other risk factors that could
lead to self harm.

5 Activities:
1. Promote programs that build up feelings of self worth and identify personal strengths
2. Encourage connections to social groups that have a strong community base
3. Develop positive thinking approach to life
4. Encourage physical activity
5. Build strong family/community support systems

How this relates to CIM process in school
This first area of CIM process can be likened to the planning by relevant personnel, such key
administration and staff to providing projects aimed at increasing the resilience of students. It
would be a school wide initiative that promotes a safe and supportive learning environment. It
would also incorporate a process for recognising students who may be at risk. The policies
would include increasing the students’ connection to school and raising their self esteem.

4.2.3 Early Intervention


Early intervention:
Definition: Preventative action to support the person who may be at risk of self harm.

Five activities:
1. Provide a safe and secure environment
2. Develop programs to help a person to develop personal strengths
3. All staff would be aware of the procedure to follow if they felt a student was at risk
4. All staff would know the relevant personnel to contact if they felt a student was at risk.
5. Provide links to community organisations and activities that give a sense of involvement and
belonging

The main activity would relate to having clear lines of communication so that the relevant
personnel are aware of students at risk and know what action should be taken and who to
contact in those circumstances.

Page 32


4.2.4 Intervention


Intervention:
Definition: Taking decisive action to ascertain a person’s vulnerability to self harm and providing
immediate support.

Five examples:
1. Ask if they are thinking of harming themselves
2. Ask if they have planned the way they would do that
3. Report to relevant authority, e.g. the principal, my concerns for this person’s safety
4. Stay with the person to ensure their immediate safety and to remove them from harm.
5. Reassure the person of your continued support and concern for their welfare and assure them
that only those who need to know will be informed

This relates to the CIM process of following the procedures already agreed upon and taking
immediate action. It also relates to supporting the people involved through acknowledging the
impact this can have on them and the organisation.

Page 33


Case Study:

You are an SU Qld School Chaplain at the local primary school. A Year 7 girl comes to see you in your
office and says to you that she can’t stop crying and she doesn’t know why. She says that if this
doesn’t stop, then she doesn’t want to live any more…

Think about this interaction: What knowledge and skills regarding suicidal behaviour will you need to
be mindful of to help her? What counselling skills will you need to apply to encourage trust and
safety?

If her emotional pain is not acknowledged or is treated in a casual way, it could lead to her self
harming.

Her behaviour indicates a feeling of helplessness and hopelessness so it would be vital to
assure her that you are there to help in whatever way you can.

It would be important to acknowledge the pain and distress she is feeling so she can see that
there is someone there who wants to support and help her.

Reassure her that you are not judging her in any way accepting her no matter what the problem
is or circumstances that are affecting her.

It would be important to let her know that if there is something happening to her where you need
to report to the principal, that you are there to support her through that. That you will only inform
those people who need know; that her privacy will be respected.

Assure her that there is help and support for her through the school and other agencies if she
needs that.

You will be an ongoing support for her.

4.2.5 Treatment


Page 34


Treatment:
Definition:
The actions needed to improve a person’s mental approach to life’s problems and reduce the
likelihood of self harm.

Five examples:
1. Assess the situation and circumstances where the person feels vulnerable
2. Provide contacts of agencies and community networks that can provide ongoing support
3. Offer ongoing emotional support
4. Provide education and activities to promote resilience in managing the challenges of life
5. Encourage the various supporting organisations to establish closer links, share relevant
information so that they can assess and respond quickly to a crisis.

This area relates to establishing strong counselling links and gaining the support of relevant
agencies and community groups who can be contacted quickly. It is connected to longer term
aims where a person is gaining skills to manage his life in a more positive way.

4.2.6 Post-vention


Post-vention:
Definition.
Providing help and follow up for people and communities affected by the trauma of suicide or
attempted suicide and assessment of existing procedures.

Five activities
1. Activities to aid the resilience of those affected by the trauma
2. Personal support and follow up and developing self help strategies
3. Connection to supporting social groups or agencies
4. Support for family and friends
5. Regular meetings of relevant agencies and community groups to assess the effectiveness of
their strategies and how to improve immediate response.

This aligns with the evaluation of the strategies and follow-up procedures of all involved
personnel and organisations to ensure the methods are effective and meet current needs.

4.2.7 Reflections on the Chaplaincy Role and the “5 Stages”

Given the nature of your role as an SU Qld Chaplain, it is likely that you will be involved
somewhere in a school’s response to the prevention and intervention of suicidal behaviours. In
this last section, reflect on which stage or stages you think your chaplaincy service would make
the most valuable contribution to and outline your thinking on behind that.

Page 35


How my chaplaincy service can relate to particular stages of the prevention and intervention
process.

I can see my chaplaincy service fitting into the 5 stages in the following ways:

The Early Prevention stage is represented in my work through forming strong relationships and
being supportive and encouraging to all students.
It is involved in providing programs and activities for building the self esteem and resiliency of
students and staff.
Networking with other community groups would provide resource personnel for referrals and
other program providers and it would also provide students and staff with relevant contact
details.

The Prevention stage is an area where I would be of definite assistance in providing personal
support to students who could be at risk due to individual and also environmental risk factors.
This would take the form of personal contact to provide ongoing emotional support. It would also
incorporate working with students at risk through class room interaction and providing programs
that instil self worth and explore ways to build on personal strengths.

Intervention is being involved in the identification of students at risk and reporting the situation
to the principal. It also involves being there and supporting the students in a current and on-
going basis.

Treatment
This is a mixture of working with relevant personnel from community organisations and also with
the students in providing activities to increase their feelings of self worth and resiliency to the
adverse events in their lives.

Post-vention
The family may also need support, particularly if the student has attempted suicide. This would
relate to the Post- vention stage. Post-vention is also the stage where I would support a student
who was the victim of abuse. So I would again be helping the student build up qualities of
resilience and personal strengths. This is the area where a student can be connected to outside
community groups and agencies to gain further support and skills.

 CHCYTH8B – 1.1; 2.3; 3.1; 3.4
 CHCYTH7C – all criteria covered in this task
UNIT FOUR Assessor’s Marking Sheet

Assessor Name: Date:

Page 36


Signature:

Comments:

Results Unit of Competency Outcome
CHCNET4A
CHCYTH3C

Feedback

Feedback given: yes
no
Feedback verbal
mechanism:
written
Notes:

Page 37

Unit Four Portfolio Final08 Office 1997 2003

Recomendados

Recomendados

Más contenido relacionado

Destacado

Destacado (9)

Similar a Unit Four Portfolio Final08 Office 1997 2003

Similar a Unit Four Portfolio Final08 Office 1997 2003 (20)

Último

Último (20)

Unit Four Portfolio Final08 Office 1997 2003