Lear And Ass4

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: Jose Cortizo

Due Date: Monday, 6th October, 2008

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Student Details

Student Name: Jose Cortizo

Home Phone: 55451530 Work Phone:

Mobile Phone: 0428451531 Email Address: info@theorgcon.com

Postal Address: 11-15 Siganto st Mt Tamborine qld 4272

Workplace Details

Name of Organisation:

Your Role Description:

Phone: Mob:

Fax: Email Address:

Postal Address:

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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

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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?

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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

Developing an agency approach to young people in crisis:
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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

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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

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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

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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

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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

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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

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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

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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

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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

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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):

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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?

 What is the youth work context of this event?

Is to take year 9 and 10 boys in the school who are “at risk” of disengaging from school (e.g.
they have been either truanting or receiving suspensions from school for various behavior
issues). After meeting for the last four weeks it is thought to create a challenging but enjoyable
situation.

 What are the objectives or proposed outcomes of the event?

The aim is to move a step further and create a team building experience, and helping them
develop self reliance.

 What is the actual environment that the event takes place in?

The actual environment is in nature, and covers a 5 km up the source of the YMIS river,
including 100mts drops, swimming in a water whole along the river. Most of the walk is on the
borders of the river.

 What are the strengths of the young people involved?
The strengths of the young people involve, range from being determine, friendly, physical
strength and sporty, curious.

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 What are the needs of the young people involved?
The needs are family issues, lack of healthy self image, aggressiveness, lack of self control,
anger, sense of rejection, lack of positive reinforcement, issues with authority, lack of direction.

 Who are the stakeholders who need to be involved?
Students, Parents and carers, school management, SU, teachers, local ranger, Chaplain

 What activities make up the event?
Walking, tracking, climbing, swimming, rock hoping, carrying on food and water, following leader
directions, reading compass.

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

 Brainstorm with stakeholders: What are the risks?
The possible Risks are physical , psychological or emotional injury.

What can happen?
For physical injury –falling, cut and bruises, broken limbs, snake poisoning, twisting ankles,,
dehydration, sun burnt, blisters, and death.
Psychological—and emotional injury can came come from a sense of failure, rejection from
group, not being able to make the walk unaided, an accident that could permanently damage
child’s future.

How can it happen?

From walking, climbing, rock hoping, falling from cliffs, being attacked by snake, running out of
water, not using sun screen, wrong type or new shoes, by being pick on by others.

Environmental Factors

The walking track is unmarked, uneven terrain, 100mts drop in areas, river depth and water
speed, sun and heat, rain, wind, rocks, types of trees(some drop branches unexpectedly), away
from build up areas.

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Human Factors

Physical challenge, issues when relating with others, personalities clashes, emotional strength,
state of mind, attitude to authority, lack of team building attitude, individual reaction and
management of the challenges.

Equipment Factors

Running out of water, loss or broken compass, loss or damage of topography map, not enough
food, damage of carry bags, walking shoes, first aid equipment, mobile phone not working,
either no signal or flat battery, not carrying insect repellent, loss or forget to take prescribe
medicine.

2.3.3 - Step Three: Analyze 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 “Analyze 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

(You can use a template like this and the box provided over the page, or just the box provided)

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Activity Risks Control Likelihood of Consequences Level of risk
risks
Falling, cuts Must follow Almost moderate moderate
Walking and bruises, leader, certain
broken bones appropriate
shoes
Anger, clashes Set rules of Likely moderate moderate
Peer , rejection how to
relationship relate
Snake bite poisoning Taking unlikely Poss. major Low risk
care,
advised
others
Swimming Drowning Supervise, unlikely catastrophic low
swing
together
Falling, broken Follow possible Catastrophic, high
Climbing, bones, death leader, major
rock hoping distance
from cliff

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2.3.4 - Step Four: Evaluate the Risks
Priorities 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?

Is the risk acceptable or unacceptable?

The risks are unacceptable.

What is the criteria for determining the risk’s acceptability?

The criteria is the level of risk, if the risk is high or to high then the risk taken is not acceptable.

What priority will be given to what risks and their management?

Priority should be given to the high risk situation, how it is manage and action should be put in
place to minimize and remove the risk. This could include the change of area so that the walk
goes in a challenging area but so high risk.

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

Falling, cuts and bruises, broken bones—Make sure all have proper shoes, chose best path to
walk, set clear safety rules to be follow,

Peer relationship—To avoid issues set rules of relationship what is allow and what is not allow,
maybe small groups or two by two helping each other, have exercises or games to develop trust
in each other.

Snake bite – Every one must may sure to look where they walk, practice action to be taken if a
snake is spotted, like not allow to chase or provoke in any way. All must walk in line following
each other.

Swimming – Swimming is only allow as a group in a determine area as per the leader, no
allowing any one to play or physically handle any other student while in the water. Any body
breaking the rules misses out in swimming, not diving allow. Leader or helpers must know first
aid.

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Climbing, rock hoping—Rock hoping must be minimized by choosing safer path to walk,
minimal distance must be kept from cliff, leader or assistant must stand between students and
cliff at a safe distance. Ropes might be taken in case of accident, mobile to call for assistance.

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?

Risks may change by different weather conditions, the group may get lost, students do not follow
instructions, walking shoes get damage, a member of the group may get sick or injure. Water or
food has run out, creating a risk of dehydration, first aid kit is lost or damage got wet or has been
dropped. A student gets lost, students may fight and push or punch each other. Unexpected
obstacles, meet wild dogs, map get lost.

How could a review of the risks be best done?

Review potential threats when the group stops or if a safety issue arises, ask questions based
on safety to refresh and emphasis safety, clarify along the way what is expected and what could
be ahead. Remind all their responsibilities.

 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

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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

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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

At this stage the basis of preparation and prevention are set out to deal with a possible
emergency.

The critical incident management team meets at set times to review and plan identified and
required changes
The purpose is to reduce the likelihood of any actual emergency happening, by taken basic
practical measures much risk can be reduce.

This is also achieved by educating the student body in identifying and prevention of potential
dangers.

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

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1) Those in charge of such event meet, to identify and source potential threats, and decide the
steps to be used to prevent the different emergencies.
2) Identify and establish contact with those that may become debriefers in case of an
emergency, this is done to establish procedure to be follow in case of an emergency.
3) Extend the consultation process to students, staff, volunteers, etc, this is done by way of feed
back, reporting identified issues and set out regular meetings.
4) identifying all the required emergency services, having the numbers handy and in the
possession of a number of staff, and those engage in everyday activities.
5) Have a list of basic emergency equipment, and regular checks are conducted to made sure
the required items are present and in working order.

3.2.2 Managing a Critical Incident and the Immediate Response

Definition of Stage

In the event of an emergency the set procedure are followed and the planed actions are apply,
at this stage those involve directly and indirectly in the emergency are affected by the events.
At this stage many might be experiencing physical and psychological symptoms and or are
victims in which case requires immediate action.

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

1) Those who are able to come together, should be brought together to inform, clarify,
encourage and to be able to identify those requiring help immediately
2) While all are together encourage those with questions to be able to inform further as to the
events.
3) Drawing a plan of the steps to be follow from now onwards, no forgetting the needs and
present mental situation of those involve.
4) Short term arrangements, calling parents, chaplains and all those that can play a very
important roll at this time. So that care and support is abundant.
5) Setting a way of communication so that all those involve can have up to date information as to
the issues and needs of those affected.
.

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3.2.3 Follow Up (including demobilization, defusing and debriefing)

Definition of Stage

This stage is define as the stage where the issues are confronted and dealt with, it is endeavour
to bring normality soon as possible and this implies the restoration of services, and peoples life
as much as possible.


1) Defusing is administered by a qualify staff member and is designed to take the experience of
the
incident to a conclusion and provide immediate personal support. The goal is to normalised the
responses of workers involved in the incident and allow an opportunity for them to express any
immediate concerns.

2) Recovery is a way of returning to a normality as soon as is possible, this is done by way of
restoring much of the way things where before the event. In practical terms, materials things can
be restore very quickly but the physical or emotional scars are much more difficult to bring to
normality.
3) Set up a place where those involve are able to meet, ask and gather information, including
services offered.
4) Qualify staff is available for those who need them, and lists of contacts of all possible
services and support agencies appropriate to this event’s outcome.
5) Supply actual physical requirements to all those affected by the event, such as food, blankets,
areas to rest, transport, access to phones, or any other element that will make this stage easier
to handle.

3.2.4 Review of CIM Procedures

Definition of Stage

At this stage a review of procedures is conducted to determine the progress or otherwise made
by the action taken. This should a least be done within a few weeks of the event, so that the
input is relevant and critical to improve future actions.

Page 25



1) A review should be conducted close to the event to make the necessary adjustments, the idea
is to go over what action was taken, what was relevant, what did’t work, who was missing.
2) An annual review should also be conducted so that the possible change of staff, facilities, new
circumstances, and any other change is taken into account.
3) An Operational review meeting is also valuable, in which situation those directly involve in the
event can contribute first hand and therefore making the plans more relevant when dealing with
such events.
4) A Stock take should be carried out to determine the needs, and restoration of items used or
missing.
5) An updated list of emergency services, and all those contributing to the different stages
should be created, along with drills to tune everyone’s areas of responsibilities.

1

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)

In the case of a possible event I see my self involve in the stage of immediate response.
Is at this time that great help is needed as the event just happen and there will be many affected
either physically or emotionally.
There will be a need of showing care and support to those affected, it is possible that first aid
might be the first thing is needed to be administered until the specialized people arrived.
After this there will be a need to call parents, support staff, and other available chaplains.

The situation will required a place and the need of communicating with those gather, updating
the information as it comes available.
Identifying path and actions to be taken from now on, specially catering for those in great need
at this time.

The situation will also required that those still under shock are taken care of by providing hot
drinks, blankets or any thing that will make the experience a little more easily to deal with.

It might be required to secure some areas depending on the nature of the event and the people
involve.
It might also include the visitation of hospitals to see those affected by the event, contacting
relatives or driving people to and fro.

It may also involve talking to the emergency services the police or rescue unit, or the ambulance
services.
This stage is a crucial one, specially as we are dealing with a recent occurring event, that
has impacted many lives, so the action taken now will affect for good or bad the life of many
students.

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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.

1)The first stage of CIM is preparation and prevention of critical incidents.
My contribution at this early stage, could be in brain storming for ideas necessary to contribute in
the formation of plans and times to build the necessary structure to deal with potential issues.
Putting forward ideas that can help reduce the likelihood of incidents.
As part of that committee it will be possible to suggest elements that can be consider dangerous,
help identify the support network that will contribute in case of emergency.
Gather information from all those in the school, as to what they consider as potential threats for
all those at the school.
Maintaining records of equipment needed, people involve, and much needed liason between
interested parties.
Those in charge of such event meet, to identify and source potential threats, and decide the steps to be
used to prevent the different emergencies. A responsibility that could be to perform at this stage is the
checking on the condition of emergency equipment.

2) Managing a critical incident and the immediate response(above 250 word exercise)

3) Follow up of a critical incident (including – demobilization, debriefing and defusing)

In the area of managing a critical incident and the immediate response the possible activities I
could contribute are in the area of quick response in helping those affected.
Immediately after an emergency event there is a great need of safely dealing with those that
required first aid, then those that have been affected emotionally.
This is follow by the required back up by professional staff, therefore they need to be advice so
that the back up plan goes ahead. Also there will be a need of calling parents, other
chaplains,SU,Parents groups and other that may play an important roll is this critical moment.

4)Review of CIM

In this review process there will be a great need of going over the events leading to and the
events during and after the emergency. It is necessary at this stage to understand how effective
the plans worked, what didn’t work and what should be done to improve the whole approached
to CIM in the future.
I could play a part in the updating of information and experiences to the new staff at the school.
Participating in such a meeting will also allow me to contribute to my particular experience in the
event so that I can contribute to changes if necessary. There will be a need of making sure stock
has been order and restored for future emergencies, including any new equipment consider
important for the future. Checking and updating the list of emergency services, and other support
staff, so that the telephone number of every one is properly store.

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

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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 into consideration these 5 stages.

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

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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”

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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”

Suicide has become a word that has the power to impact more today then it did a generation
ago.
Even though suicide has been around for generations, in today’s world it has become a common
word and event, touching many more lives then ever before.
It is perhaps the fact that young and very young people are following victims to this 21 century
curse that it has become a concerning issue for all of society.
Many are the reason of why young people are going down this road, there are today many
challenges that were not experience before.

Young people seem to be facing numerous situations that put unbearable pressure on their
lives, some of this situation are from outside a person others are from the inside of each
individual.
There seem to be a great number of young people with mental disorders, including personality,
anxiety and schizophphrenia.
The abundance of legal and illegal drugs, the emptiness of today’s young people sexual
experiences, the break down of the family structure and the consequences it brings to all.

As the family breaks down in turn it creates trauma, situations of abuse, lack of a support
network and the sense that no one cares.
Inherited traits can also delivered a road that is hard to be avoided by young people, such as
psychological, emotional and personal scars lead young inexperience young people to
destruction.

Access to information and the glamorous use of the internet gives young people the sense that
Is a good thing to commit suicide, finding easy access to ways and means to achieved the
desire ends.

Some times these young people are immature, lonely, confused and hurt by life experiences and
unexpected events that break the delicate balance of reality.
Therefore events of major significance tip over the scales of desperation, leading many to
commit suicide.
Some of the events are the loss of recognition in the immediate community group, a sense of
failure, the loss of a love one through the break down of relationships, death, or suicide.
The loss of a job, an income, of an accident that leads to physical challenges, young teen
pregnancy and the new consequences.

Some times young people feel totally alone and rejected, and is not cool to ask for help, the
social, cultural and economical background also plays a major part in the outcome of suicide.
Unfortunate through the easy access of the internet and the glorification of suicide many have
committed suicide as seen in Japan recently.

Page 30


While the reasons are many never the less the challenge remains to reduce suicide, and create
a sense that all issues are manageable in people’s lives.

Protective factors can play an important role in curving the number of suicide incidents.
These are perhaps opposite to the risk factors in that they help prevent and gives a positive
attitude to those facing challenges.
A stable home, where families member care, friends are supportive, where young people have a
healthy view of themselves and feel accepted.
Where there is no mental illness, and physical disabilities the challenges faced are dealt with in
a more manageable manner.
The rejection of drugs, legal or otherwise cuts back the dangers of following into despair and
contemplating suicide.
A normal self image and acceptance by peers, activities that bring emotional and physical
rewards, future plans and the desire to take challenges gives strength to the character of a
young person.
In fact external and internal factors that develop resilience in young people so that they are able
to face challenges without feeling overcome.

The understanding of the five stages allow us to identify, act, and prevent incidents of suicide in
young people.
These stages are actual elements present in people contemplating suicide so they give us a
warning to take quick and appropriate action.
Without clear understanding of theses stages many lives where lost in the past, the aim is to
identify those in risk so that action is appropriate to each stage.
The different signs within the stages need to be taken seriously as they are a least a call for
help, and they can develop into real crisis if ignore.

4.2.2 Primary Prevention

 Write your own definition and brief description of this stage
 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

Page 31


Primary prevention speaks of all those elements that play an important part in young peoples
lives that will strengthen character and reduces the tendency of viewing reality as a
hopelessness that can’t be escape from.
Five activities that can take place at this stage and are gear to build resilience in the life of a
young person could be:

1) Activities that presents self worth through sharing and listening to others.
2) Some one cares, an activity where participants make a list of people they can go when in
trouble, a good listener who is not judgmental.
3) Conflict resolution classes, teaching young people how to deal with inner and outer conflict,
including ways of communicating.
4) Ways that we can help each other, by reporting to those who care friends that are talking
about suicide, the different between what is confidential and what should be share with
someone.
5) Understanding what happens after a young person commits suicide, how are family and
friends affected, an activity that people can reason through and realized how much has been
lost.
This stage could in relation with CIM be use to prevent possible incidents of suicide by
developing a programme that will strengthen young people understanding and managing issues.
Primary prevention belongs to the “Preparation and prevention of critical incidents”

4.2.3 Early Intervention


Early intervention is a stage that has identified young people at risk and therefore action must
be taken to prevent it.
At this stage I would see as essential the following activities.
1) An activity to identify the source of the threat.
2) Identify and contact a support net work, in other words find those that care.
3) Set out regular meetings with the students concern as Chaplains
4) If necessary removed students from possible threats and further damage to the students
wellbeing.
5) Set out regular meetings with qualify staff in reference to the issues faced by student.
These should in fact be part of the CIM to the extent that they are implemented as part of the
CIM plans.
They should be part of the process of “Preparation and prevention of critical incidents” which is
the first stage of CIM.

4.2.4 Intervention

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Intervention:

In this stage children are identify as high risk and given immediate help in dealing with the
issues at hand.

Five possible activities be:
1) A way or process of identifying those in danger of suicide by teaching students the warning
signs in others
2) The contacting those closes to the student that really care for the student and are identify as
such by the student.
3) The removal of the student from the immediate threat that may be causing the desire of
escape by suicide.
4) Refer to a qualify counselor
5) Maintain student under supervision and support

If the student is consider to be in danger in view of CIM this should come under Managing a
critical incident and the immediate response.
As this stage clearly determines there is a need of managing the threat and immediate action
needs to be taken. This should be part of the overall part of CIM planning.

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?

The need to understand the stage in which she is and elements that speak clearly about her
state of mind and needs.
Perhaps she is at the stage of “Early Intervention” and action is required immediately.
First of all the indication that she has been crying determines that there is an emotional issue,
which could have the roots in other not yet seen circumstances.
She says she doesn’t know why she is crying and either she doesn’t want to say or there is a
mental health issue that needs to be investigated.

Secondly she has seek help, therefore this is also a sign that she needs help and is asking for it,
she has consider suicide as a solution therefore this needs to be taken seriously.
Thirdly to encourage trust and safety action needs to be taken to find people who care that will
be able to keep an eye on her, then it needs to be consider the possibility that she is under the
threat of harm and needs to be remove from it.
The main action is to show care and don’t dismiss her feelings and situation, so apart from
following procedure in reporting immediate action needs to be taken.
The specific skills to develop her trust are, listening without being judgmental, use emphatic
responding to share care, find people she identify as caring, take action straightaway, and give
assurance that she has done the right thing.

4.2.5 Treatment


Page 34


Treatment

This are the actions taken to deal with the actual issues identify under the umbrella of mental
health issues.
The consequences of the challenges faced by the student have either created or aggravated the
mental health of the student in question.
These issues could take a range of areas within the mental health of an individual.
Activities here could range between early treatment, standard, ongoing and long term
1) This could involve the first point of contact with specialized help, at this point a direction is
determine, and further help sought.
2) A number of professional help are selected to view, identify and treat the underlying issues
affecting the student
3) The building of a positive future for the student and endeavouring to move him to the next
stage and the continuation of specialized treatment.
4) The activities here could be in the area of building a stronger person, that is able to handle
new challenges, where the crisis have pass and is able to plan and look into the future.
5) In this particular activity I would like to see, those that have recover take on helping other
young people, so that have been le is reinforce for one and share with others.
arn

The stage that applies here is the “Follow up of a critical incident” would go alone with a revision
of the progress made by the student receiving treatment and support in the way for recovery.

4.2.6 Post-vention


Post-vention
Is seen as the action and support taken to help those directly involve in an attempted or suicide
event, the goal is to minimize the damage cause to all those affected by the actual event.
As the nature of the event would cause much grief it is important to deal with it as a community
immediately.
Some of the activities needed in this level could be

1) To bring immediate support and counselling to all those affected
2) Identify all those affected including students and staff
3) Identify all the aspects relating to a particular social/cultural group so that the appropriate approach is use in
dealing with those groups
4) Once identify it is important to provide long term support by the most needed and affected
5) Address the issues as a community when appropriate so that there is a healing as community and as individuals
when appropriate.

Once the action of supporting and helping those affected has commence it is important to review
the approach and action taken so far and this should be part of the final stage of CIM review

Page 35


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 behaviors. 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.

As a chaplain perhaps we can contribute at all stages and make a difference in the life of people
but the most valuable contribution will be at the levels of primary prevention, early intervention
and intervention.
Primary prevention because we can enhance the protective factors and reduce the risk factors
young people in the area of suicidal behavior.
We are set in a position that we can build a great number of foundations where young people
can benefit and develop resilience when facing challenges.
Positive models are missing from the life of young people because of the breaking down of
families and the disappearance of roll models such as absent fathers.

Early intervention is also crucial in managing the events of suicide and bringing down the
number of affected people.
As we relate to students at a different level then those professionals serving them we have the
opportunity to identify and support those affected by the thought of suicide
Here we need to develop the sense of where our young people are at, secondly the fact that as
Chaplains we are seen as supportive and non judgmental therefore students will feel able to
approach us to share their concerns and challenges.
This is perhaps develop over time, by building trust and friendship, soon others students will
share the fact that we are caring people and therefore opening the gates for support and
encouragement of those in need.
Intervention also plays an important part in the roll of a chaplain, as we are also able to be
where students are and identify those most at risk.
While we are not totally qualify to deal with all aspects of suicide, we are at the right place to be
supportive and at a crucial place where we can make the difference and show a very much
missing element today which is that “we care”.

 CHCYTH8B – 1.1; 2.3; 3.1; 3.4

Page 36


 CHCYTH7C – all criteria covered in this task
UNIT FOUR Assessor’s Marking Sheet

Assessor Name: Date:

Signature:

Comments:

Results Unit of Competency Outcome
CHCNET4A
CHCYTH3C

Feedback

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

Page 37

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