Assessments

Competency based assessment involves gathering and evaluating evidence to make a decision on whether you can perform to the standard of competency required for a unit of competency. A unit of competency describes the skills and knowledge needed to perform effectively in the workplace.

As you work through this unit of competency there will be Knowledge Tasks to test the knowledge required for this unit. 

There will also be Assessment Performance Tasks to demonstrate your skills. Specifically there must be evidence you have:

1. Provided information to three people presenting with multi-faceted needs

2. Collected and documented identifying information for three people accessing the service

3. Used communication and problem solving skills to respond appropriately to the behaviours of each of the following individuals at least once:

• A person demonstrating aggressive behaviour

• A person who is distressed

• A person with a cognitive impairment

You will find review questions also at the end of each topic in the Google Page. These are not assessed. 

Refer to the Mapping at the end of this Google Page for specific requirements to be met for this unit of competency for both Knowledge and Performance evidence.

Your teacher/assessor will provide comment on workplace performance demonstration. They will record the context in which you are observed, detailing any relevant evidence. 

To be awarded competency all tasks must be completed and marked satisfactory. If any assessment task is marked not satisfactory, your teacher / trainer will provide supportive feedback and you will be given further opportunity to fulfil the requirement of the task.   

Your teacher will provide you access to any additional resources required to complete these Assessment Tasks.

Click here to access and make a copy of the  Student Guide Assessment (SGA) or complete the Assessment tasks in the hardcopy Student Guide Assessment (SGA) provided to you by your teacher / assessor.

You will need to sign the Declaration of Authenticity at the time of submitting your completed work which means you are declaring that the assessments you complete are genuinely your own work. 

Reasonable Adjustment: 

Reasonable adjustments can be made to ensure equity in assessment for people with disability or with special needs. If this applies to you, discuss this with your teacher / assessor. 

Complaints and appeals:

If you believe an assessment result is inappropriate or incorrect you have the right to appeal and if you choose to do so, speak with your teacher / assessor or the RTO coordinator at BSSC.

First point of contact job positions include Receptionists, Call centre operator or Intake workers in community service organisations such as a child care centre, emergency housing support service, refugee support service, child, youth and family support service or an employment agency. 

As the first point of contact, you will be the first person the client sees and speaks to in a range of ways:

•  over the telephone

•  in a virtual live chat or virtual meeting such as a Meet/WebEx or 

• face-to-face

A person contacts a community services organisation because they are seeking support in for example accessing crisis support housing accommodation, food support, aged care support, youth support, mental health support or support with finding appropriate child care. 

The person may have been nervous about asking for support and therefore need to feel they made the right decision to make contact with an organisation to receive the care they need. 

A negative first point of contact experience might result in the person not returning to the organisation and possibly not seeking support.

A client needs to feel welcome from the moment they enter the service, speak to you on the phone or in a virtual meeting. Therefore, you should listen to and greet clients in a friendly, non-judgemental and welcoming manner. 

You can demonstrate a welcoming manner by:

• Introducing yourself and your role and doing this with a warm tone and friendly smile

• Asking the client their name, preferred name, and using this throughout your communication 

• Finding out about the client's needs to then give accurate and simple information about your organisation and the services it provides

• Focusing on the client not other distractions like a colleague who is seeking your attention or your personal mobile ringing

• Ensuring your physical environment is welcoming and inviting (inclusive visuals, clean and tidy and neither too warm or too cold)

• Asking questions to find out relevant background information from the client. e.g. closed questions or open ended questions

• Not interrupting or making judgements about what the client believes or about the way they are dressed or speak

• Summarising the main ideas to show the client you have been listening and provide opportunities for the client and you to clarify anything

• Avoid using jargon - industry terminology that you would use with colleagues but not with clients because it can be confusing and create misunderstandings (e.g. don't use the abbreviation SW rather say social worker or don't use the abbreviation MH rather say mental health)

When welcoming a client over the telephone consider the following greeting format:

• A welcome or thank-you for calling such as 'Good morning, welcome to,' or 'Thank-you for calling..'

• Your organisation's name

• Your name such as 'you are speaking with...'

• An offer of assistance such as 'How can I help you?'

As discussed in earlier units of competency, your tone of voice also is important when answering the phone. I am sure you've heard the saying, "It's not what you say, but how you say it." 

So following the format above, you could say: Good morning, welcome to Bendigo Community Health Centre, Bendigo. You are speaking with Hannah. How can I help you?'

When communicating over the phone, 86 percent of the impact is in your tone, and 14 percent of the impact is based on your words.*

When you or your employees are upset and hurried, that comes through over the phone. 

When you are indifferent and distracted, that also comes across. 

You don't need to have a great phone voice to show the client you are focused, concerned and happy to serve them. Your greeting communicates a lot to the caller.

Example 1: First impressions on the telephone: 

Receptionist: Kalianna School Bendigo, how can I help you?"

Caller: "I would like to arrange a time to tour Kalianna for my child who has special needs."

Receptionist: "OK, I'll have a look at what days  and times we have available."

Example 2: First impressions on the telephone: 

Receptionist:  "Thank you for calling Kalianna School Bendigo, this is Ajay. How can I help you?"

Caller:  "I would like to arrange a time to tour Kalianna for my child who has special needs."

Receptionist: "Great, I will be happy to help you with that. May I get your name please and your child's name?"

There is a slight difference in the first and second example. What is it? 

The personalisation in the second example (using their name and asking for the caller and their child's name) takes almost no extra time, but it can leave a big impact on your caller.  Use a greeting that will make a difference, leaving a positive impact on your caller so they know they called the right place.

Welcoming a client in person or face-to-face:

When we communicate in person, 55 percent of the impact is made with body language, 38 percent with tone and seven percent with words. *

When you speak with the client, your conversation should be sincere, confident and personal. 

For example, "Welcome to Bendigo Community Health Services, my name is Andeon. How can I help you?" That is much more effective than glancing at the client or a simple, "How can I help you?" 

When a client enters the organisation you should try and greet them within a short few seconds. If you are attending to another client or on the telephone you should still try to acknowledge the client through a smile and say, "I will be with you soon." When you enter a organisation or store, you probably feel disappointed if you are ignored. Your clients have the same emotions. 

When greeting people face-to-face your tone should be warm and positive.  

• For example, you could say, 'hello', 'good morning' and 'good afternoon' to start with using your name. Welcome them to the community services organisation so they are clear they are in the right organisation. 

• Ask them their name and then ask them how you can be of assistance to them. They may have a scheduled appointment or may want information about the services your organisation provides. 

• Smile and provide eye contact (remembering though not to force this.) 

• Address the client by their preferred name

Active Listening

When providing a first point of contact you should show clients that you are listening to them by being an active listener. 

Listening is different from hearing. Hearing involves receiving the information provided to you. Listening means paying attention to what is being said or not being said. Active Listening involves:

• verbal and non-verbal behaviours displayed by the listener that communicate they are paying attention and are interested in the speaker's message. For example, referring to the speaker by their name / preferred name; using encouraging statements like 'uh huh,' 'I see,' and 'go on;' facial expressions that show interest and concern, avoiding distractions and maintaining culturally appropriate eye contact.

• Using questions like closed, open and probing: the focus should be on asking rather than telling. You might say, 'What are some of the specific things you have tried?' 

• Summarising: summarise the main details which can reassure the client, as they know that you have paid attention and understand their situation. 

AVOID:

• Don't point out errors the client may have made. For instance, it's not helpful to anyone for a triage mental health nurse to criticise a parent or caregiver of a young person displaying 'at-risk' behaviors for waiting too long before seeking help. 

• Don't give unrealistic promises, such as telling a client they will be called in for their appointment in around 10 minutes when you know the support worker is running more than thirty minutes behind schedule.

Sources * https://learn.devereux.org/nd/guides/qs-Listening.html#:~:text=%E2%80%9CAttending%E2%80%9D%20Behaviors%20are%20verbal%20and,%E2%80%9D%20%E2%80%9CI'm%20listening%E2%80%9 

Triggers or sources of distressed behaviour

There are different triggers for distressed behaviour, including:

• fear or embarrassment

• frustration with a situation

• depression

• no other way to express themselves

• loss of judgement

• they might be in pain but cannot communicate this effectively

• experiencing sensory overload (loud noises, bright lights, strong smells)

The importance of identifying a clients triggers or sources when responding to distressed clients

If a client is presenting in distress - perhaps they are talking very quickly, present as confused and are having problems answering questions - you will need to help them calm down so that you can assess their needs. 

• Focus on finding the source or trigger: Try and recognise and address triggers of client distress early. This is important to prevent escalation (the situation worsening) and prevent similar issues in the future. For example, did the client become distressed after they arrived? What might have caused this? e.g. sensory overload.

You could do this by:

• Offering the person a seat and water, tissues if they have been crying and repeat key phrases like, 'this is a safe place,' and 'I am here to help you,' 'let's go to a quieter area over there where you can have a drink of water and we can talk.'

Tips to respond calmly and intelligently when confronted with an angry client:

• Try to remain clam with deep breathing: Remember even if the client's anger seems personal it is not, they are responding to their distress. The tone of your voice is important here with a low-pitched voice more calming than trying to match your volume to theirs or interrupting them.  

• If speaking in person, use active listening - listen without interrupting and avoid negative body language. Let the angry client say everything they need to. Then, take a breath before speaking. Slowing down the pace of the conversation will help bring calm to the situation. 

• When responding via email or chat, proofread your response to ensure you avoid any aggressive language. If time allows, step away for a few minutes and come back to your drafted response before sending it to the client. A quick break and a fresh perspective can help filter any harsh words.

• Empathise: Show respectfully that you understand why they are upset and try to put yourself in their position to see how you might feel in a similar situation. For example, I'm really sorry you have had to experience that...'

• Build a connection: Saying the client's name and introducing yourself can be helpful because it creates a human connection. Use positive phrases like “Let me find out for you” instead of “I don’t know” and “I need to check with my co-worker” instead of “I’m new here”.

Distressed / Aggressive Clients: How to acknowledge a client's distress without accepting blame

Managing a client's expectations is important in problem-solving. Be honest with your client about what you can and cannot do to address their concerns. If you make promises you can't keep, you'll only make the situation worse.  

You should remain calm, not getting into an argument with them even if you know what they are saying is not true. 

Clients may try to blame you for their situation. For example, a client walks up visibly upset and says:

"I've been standing here for 10 minutes and no one even acknowledged me! This is terrible service!"

This kind of statement implies blame, accusing the team of ignoring them and providing poor service. It’s emotionally charged and positions you defensively, even if the claim isn't accurate or fair. 

Focus on solutions and using language that demonstrates your willingness to help. For example, saying "Let's work together to find a solution" instead of "That's not my problem" or using negative language like 'no and cannot  or “let me be clear”, “for your information”, and “actually”. This tends to make people feel silly and can often be seen as aggressive.

You could say in a calm tone:

"I can see this has been really frustrating for you. I appreciate you sharing how you’re feeling. I'd like to help you. I will assist you as soon as possible, please take a seat." Repeat this as needed. 

A further example might be when a person says three people have come in after them and have been seen but they are still waiting an hour later. You might know this is not correct from your sign in system but try and avoid correcting them.  You should acknowledge their frustration without agreeing or disagreeing with what they are saying and advise they will be seen as soon as possible. If you can, offer the person water or something to eat while they wait.  

You could say, "I can see this wait feels long, and I completely understand how frustrating that can be. We’re working through everyone as efficiently as we can, and you’ll be seen as soon as possible. Can I get you a water or a magazine to help pass the time?  Repeat as needed. 

If a person is yelling or raising their voice at you don't try to talk over them, don't react emotionally, rather:

• Wait for them to finish and then speak to them quietly and calmly in a low voice. 

• Don't tell the person to 'calm down.'  When someone is experiencing a lot of emotion the emotional centres of the brain dominate. So until the emotion eases, it's nearly impossible to access reasoning centres of the brain to have a logical conversation. So saying to an emotionally upset or distressed person, 'calm down,' can have the opposite effect.  

• If you are standing up ensure you position your body in an open and non-aggressive way with feet hip width apart and your arms at your sides and palms facing outwards. 

• Do not surprise a client by approaching them from behind without telling them or rush toward them. Stay at least an arms length away from them (out of striking range) to protect your safety and to give the person breathing space. If you are talking to a person on the telephone ask the person if there is someone there with them to offer support. 

• The person may be experiencing confusion so talk clearly making one point at a time as too much information will not be understood. 

• Give the person thinking time (pause for a few seconds) before asking more questions and consider taking a step backwards to give them the signal of there being no pressure. 

Repeat phrases to offer reasurance with distressed / aggressive clients like:

• 'I am here to help. Please stop yelling.... swearing... and I can then try to help you. 

• 'I am here to help. What I need you to do first is stop yelling.... swearing... slamming your hand… it makes me feel unsafe / uncomfortable. I can then try to help you. 

•  ‘I can hear how upset you are.’

• “it’s okay, you’re safe here. I’m here to help.”

•  'I’m here to listen but first I need you to...’

Assertive communication: "I" Statements

This can be helpful in responding to issues of personal safety and in resolving conflict because it can help workers to express opinions and solve problems. It can involve using 'I' statements that:

• State what the worker has observed ("I" statements)

• The workers feelings about that

• What the worker would like to see happen / the other person do

For example, 'I can see you are frustrated.'  (what the worker has observed)

I'd like to help you but shouting at me is making it difficult to understand you and help you. (workers feelings)

What I need you to do is stop shouting at me so I can try to help you.' (what the worker needs to see happen)

However, sometimes this may not help manage the situation and sometimes you won't be able to provide a quick fix. For example, you can't change the 'wait time,' to been seen by a counsellor, but you can offer something to pass the time, a magazine or turning on the t.v. 

• Try and see aggressive / distressed clients in a visible but more private area.

Seek assistance as required

Distressed clients can be uncooperative. 

Face-to-face situation: Inform the person of what your role is and what you can and can't do and advise them that abusive behaviour is not tolerated and will walk away if they continue to act abusively toward you. 

In line with your community services organisation's policies and procedures, you should:

• contact a more senior colleague or supervisor who may have more experience in managing these difficult situations. 

• you should tell the client of this need to organise further support where possible. You could say, “I want to make sure you get the best support possible. I’m going to bring in someone who can assist further.”  When leaving do so calmly and do not turn your back on the client, rather turn to a 45 degree angle for safety.

• or contact security or the the police if feeling threatened. However, this should be done discreetly and out of the client’s sight to avoid further escalation. If possible, delegate someone else to make the call.  

Your safety and the safety of other clients, staff and other people in the organisation is important too, therefore removing yourself from the situation and if speaking on the phone hanging up the telephone is an appropriate action when:

• The client makes personal insults toward you

• The client makes physical threats

• The client refuses to stop yelling or using inappropriate language.

Let the client know it is your intent to hang up the phone, don't just hang up.

2.1.4 cognitive impairments

As a first point of contact you may work with diverse clients with cognitive impairments

This means a person may have difficulty:

• remembering past information or events

• learning new things

• concentrating and making simple decisions

• Difficulty speaking

• find new environments stressful and confusing

It is not an illness rather a description of someone's current condition. They may have problems with speaking, or find new environments challenging. This can be mild to severe.* An example of this is an a person experiencing Alzheimer's (a form of dementia).

When communicating with someone facing cognitive impairment, you can use the following strategies:

• Try and gain their attention by positioning yourself directly in front of them or at eye level.

• Assist them in understanding their surroundings by explaining who you are using straightforward language, stating the name of your service and the support it offers.

• Use clear and concise language, presenting one idea or question at a time, and be patient while awaiting their response.

• When possible, use closed-ended questions that require a yes or no response to reduce confusion and support their comprehension.

• Don't speak loudly, rather use a natural speaking pace, repeating information and repeating questions

• If it appears that the client doesn't grasp what you've said, attempt to rephrase your statements.

• Consider scheduling a longer appointment and providing the client with a pamphlet to take home for reference.

If you have exhausted strategies to communicate with a person who may have a cognitive impairment you should:

• ask if there is a family member, friend, support worker or someone else that they would like to support them and help them to contact that person if they provide consent. This might also mean with their consent checking their mobile phone for a contact person

• seek the assistance of a more experienced colleague or supervisor who may have experience in communicating with clients experiencing cognitive impairments

Source * https://www.cdc.gov/aging/pdf/cognitive_impairment/cogimp_poilicy_final.pdf

2.1.5 Discuss any concerns or problems with supervisor

If you are concerned about any aspect of your responsibilities including duty of care obligations, face difficulties in establishing successful communication with a client (example, cognitive challenges) and gathering the essential information for assessing their needs, seek support from a more experienced colleague or consult your supervisor. They can provide direct assistance or suggest a relevant service that might be of help. 

Supervisors can assist employees by drawing on their own past or observed encounters with clients, maintaining enough objectivity to explore alternative solutions. Additionally, in times of crisis, supervisors can offer support and step in to manage the situation on behalf of the employee. 

2.2 Follow Organisational Procedures To Collect Routine Client Information

Gathering and recording information must meet the specific guidelines and privacy standards set by the organisation. 

Clients might be required to complete a physical form, or they could be verbally interviewed with their answers recorded in an electronic database. 

Depending on the organisation, clients might be asked to complete a personal information form emailed to them before coming in for their appointment or if they have come into the organisation to make an appointment, asked to fill in a hardcopy given to them and return this when they come back for their scheduled appointment.

Provide assistance if the client requires it:

A client might struggle with memory, focus, speaking, or comprehending, possibly due to a cognitive impairment. In such cases, you can be of aid by posing questions and writing / typing their responses onto the form. 

Clients with disabilities: Employees may have to read information to clients who have visual impairments or give written information to a family member on their behalf. They might also need to offer additional time and assistance to clients facing cognitive challenges, like difficulties in thinking, remembering, or reasoning. For clients with hearing impairments, using sign language or jotting down questions to understand their needs may be necessary. Additionally, staff members could step out from behind the reception counter to assist clients in wheelchairs, ensuring their service needs are met. 

Client Consent: 

Your organisation may request clients provide their consent by signing a Disclosure statement usually found at the end of the Personal Information Form. This consent typically relates to agreeing to the terms and conditions outlined by the organisation. It primarily involves allowing an organisation to generate and store a client file within a computer database. Additionally, it might cover other purposes as detailed below. It's essential to clarify the intended use of the data so that clients fully understand what they are agreeing to when granting their consent. 

CONFIDENTIALITY - collection and storage of personal information

To uphold privacy and confidentiality within a community services organisation, the following MEASURES should be taken:

• Safeguard all client data in a secure location, accessible only to authorised personnel (those who need to know). This MEANS storing physical records in a locked and protected area

• using a passphrase - a sentence-like string of words used for authentication (that you are an authorised person) that is longer than a traditional password, easy to remember and difficult to crack. 

Recent guidance (May 2021) from the National Institute of Standards and Technology (NIST) advises that password length is much more important than password complexity. Instead of using short complex passwords, use passphrases that combine multiple words and are longer than 15 characters. For example TechTuesday2021Strengthen! and applying passwords OR PASSPHRASES to electronic files.

• Respect clients' privacy when they fill out forms that require their personal details. Don't ask the client questions about their personal details in front of others. Rather, give them a seat and allow the client to fill the form away from others unless they need support in which you would try and help them fill this out in a private room.

• All employees should have clear guidelines on sharing client information strictly with individuals who require such information within the professional context. Employees must refrain from discussing clients outside the workplace. All staff members must sign a confidentiality agreement upon joining the organisation. Breaching confidentiality should result in serious consequences, including termination of employment.

• Destroy unnecessary information by shredding it securely.

      2.2.1.2 The Limitations to the boundaries of confidentiality

Confidentiality might be set aside in the following circumstancces:

• Child Protection: Should you become aware that a child is at risk of significant harm (physical / sexual abuse), it becomes necessary to report your beliefs under Mandatory reporting obligations (certain professionals) to the Department of Families, Fairness and Housing (DFFH)

• Serious Criminal Offence: If the client discloses their involvement in a severe criminal act

• Protection from Self-Harm: When the client is in need of safeguarding from significant self-inflicted harm, confidentiality might be overridden to ensure their safety.

• Threats to Others: In situations where the client's actions pose a real threat of serious harm to others, confidentiality may be set aside to protect potential victims

• Court Subpoena: If a court issues a subpoena instructing a community services worker to produce information about a client, the duty to maintain confidentiality might be overridden

• Collaboration with Professionals: Instances where collaboration with other professionals, such as a care team, is required in the client's well-being, the sharing of information could be necessary. 

Sources * https://www.oaic.gov.au/privacy/privacy-legislation/the-privacy-act

https://www.acwa.org.au/wp-content/uploads/2021/03/PPS-2-Keeping-records-and-client-confidentiality.pdf

Recording and checking Client Information for accuracy 

When entering information into client records, this should occur as soon as possible (either before, during or after a client's appointment) and staff should check for accurate spelling and grammar. It's crucial to input client details with accuracy so they can be contacted, the right services provided and for billing purposes. 

A client's personal information can alter due to various factors, such as moving to a different address, getting a new landline or mobile phone number or updating their emergency contact information. 

Regularly confirming the contact information of clients is essential, and this can occur through two primary methods: 

• when an existing client gets in touch with the organisation or 

• when the client visits the organisation. 

In such instances, employees should kindly request clients to provide their current contact information, cross-reference it with the details stored in the client's record, and make necessary updates to the organisation's records if any changes are identified.

Sources *https://www.ahpra.gov.au/Resources/Managing-health-records.aspx#:~:text=You%20must%20keep%20good%20health%20records&text=This%20means%20accurate%2C%20up%2Dto,discriminatory%2C%20racist%20or%20culturally%20unsafe

https://www.safetyandquality.gov.au/standards/nsqhs-standards/communicating-safety-standard/documentation-information

https://www.oaic.gov.au/privacy/privacy-guidance-for-organisations-and-government-agencies/health-service-providers/guide-to-health-privacy/chapter-5-correcting-health-information 

Voluntary Versus Statutory Clients

Clients may not always willingly engage in a service or seek assistance. 

An intervention occurs when one or more individuals seek professional assistance from an agency or community service. This intervention can be either voluntary or mandated by law. Voluntary intervention is when a client acknowledges a problem, such as mental health issues or addiction to substances or gambling or the need to seek parenting strategies, and  seeks support willingly. 

In contrast, statutory intervention happens when a worker or service is legally obligated to get involved, such as in cases of child abuse or significant self-harm. Statutory intervention can also be court-ordered, meaning an individual is compelled to engage with the service and participate, under the risk of legal consequences, including potential imprisonment.

This is important to understand so you can evaluate whether the client is likely to engage with your service and to help determine if the client has connected with the most appropriate service for their needs. If you think the client has selected an unsuitable service or if there's a better option out there, it's a good idea to suggest an alternative. Share information about the alternative service and give them the contact information. Clarify how this other service can more effectively meet their requirements. 

It could be beneficial for you to directly get in touch with the alternative service and arrange an appointment on the client's behalf. This shows your dedication to aiding them and supports those who may be reluctant to access support in the first place. It's important the client doesn't interpret this as you redirecting them because you're unwilling to assist. 

Source * https://www.legalaid.vic.gov.au/mental-health-and-your-rights

Ways organisations can explain client rights and responsibilities include:

• Organisations can create a  Client Rights and Responsibilities Statement which they either showcase on a wall or in a visible place including on a website or provide to their clients. This document serves to inform clients about what they are entitled to and what is required of them. 

• Sitting down the client and verbally explaining these 

• Providing a pamphlet in a range of languages

• Talking through a Client Rights and Responsibilities statement

• Giving examples of behaviours that demonstrate particular rights and responsibilities 

The first point of contact should also confirm the client has understood their rights and responsibilities by asking the client if they have any questions about these. 

Source * https://www.health.vic.gov.au/home-and-community-care/statement-of-rights-and-responsibilities

What am I required to do?

In Victoria, under the Children, Youth and Families Act 2005, mandatory reporters must make a report to child protection, if:

• in the course of practising their profession or carrying out duties of their office, position or employment 

• they form a belief on reasonable grounds that a child is in need of protection from physical injury or sexual abuse.

When do I have to report?

Make a report to Child Protection as soon as practicable after forming your belief. Make a report each time you become aware of any further reasonable grounds for your belief. 

If you are worried about a child’s wellbeing but do not believe they are in need of protection, refer to the below section on how to make a referral to The Orange Door in Bendigo here.

What is a belief on reasonable grounds?

A belief is a belief on reasonable grounds if a reasonable person, doing the same work, would have formed the same belief on those grounds.

Grounds for forming a belief are matters of which you have become aware, and any opinions in relation to those matters.

When is a child in need of protection?

A child may be in need of protection if they have experienced or are at risk of significant harm, and their parents have not protected, or are unlikely to protect them from that harm. Significant harm may relate to:

• physical injury

• sexual abuse

• emotional or intellectual development

• physical development or health 

• abandonment or parental incapacity.

Mandatory reporters are required to report in relation to significant harm as a result of physical injury or sexual abuse. They may choose, as can anyone, to report in relation to other types of significant harm.

What will Child Protection do?

The best interests of the child are the paramount consideration. Child Protection will decide when follow up is required and how to classify the report. This may mean providing advice to the reporter, progressing the matter to an investigation, referring the family to support services in the community, or taking no further action.

Source *https://providers.dffh.vic.gov.au/mandatory-reporting 

You can also assess a client's understanding by restating or summarising the information shared during the conversation. 

You could say, "Would it be okay if I review this once more to ensure we are both clear about what we have discussed?'or "I'll briefly go back over this to make sure I haven't overlooked anything important." 

By using these phrases, you shift the attention to yourself, avoiding any implication that the client wasn't attentive or didn't grasp the information. 

Finding out about the organisation's requirements:

Community service organisations will have workplace documents like:

• job descriptions

• codes of conduct (how workers are expected to behave) and

• policies (general guidelines about carrying out workplace actions like privacy, security, communication, health and safety, use of social media) 

• procedures (the detailed instructions on how how to carry out the policies such as the steps workers need to follow everytime they plan an outing with aged care residents)

Workers are usually given information about the organisation's legal requirements during induction; through reading policies and procedures; at team meetings and at training sessions.

Failure to follow duty of care may result in forseeable injury meaning it could have been prevented with due care taken. 

If the worker's actions do not follow the stardard of care expected / haven not followed policies and procedures, their's
and / or the organisation's actions may be considered negligent and could be subject to workplavec, civil and criminal action. 

Source  * https://www.health.gov.au/sites/default/files/2023-07/duty-of-care-introduction-to-aged-care-facilitator-guide.pdf

(trigger warning)  Urgent cases are those where a person may be in immediate need. This includes people engaging in self-harm, experiencing severe physical distress requiring hospitalisation or being unable to provide self-care such as an elderly person.

Additionally, there will be instances where you'll need to direct clients to external services.

Failure to recognise a client's urgent need for assistance can have negative effects on their health and well-being. 

Consequently, many organisations have developed guidelines to aid workers in assessing the urgency of a client's needs and determining their placement on waiting lists for immediate need; high priority and low priority. 

Source * https://www.housing.vic.gov.au/sites/default/files/documents/201808/Priority-access-application.pdf

Look at the guidelines for the following organisations for categories in immediate; high and low priority: 

(Trigger warning) For example if a Residential Care worker was in a situation where they have to restrain a young person to protect the safety of the young person, carer or others, they are required to follow the Guide to the emergency use of physical restraint in out-of-home care which sets out the Department of Families, Fairness and Housing's expectation for carers and community service organisations providing out-of-home care regarding the use of reasonable physical restraint in an emergency in line with their duty of care and the Children Youth and Families Act 2005. 

Reasonable physical restraint may only be used as an emergency, must never be used as a form of punishment and it must be the least restrictive option. When physical restraint is used, the person must use the minimum force necessary and for the shortest duration necessary to reduce the present risk to the child, carer or others. 

Source * https://providers.dffh.vic.gov.au/guide-emergency-use-physical-restraint-out-home-care

Threats to personal safety in the community service industry and some ways to deal with each threat include:

Aggressive behaviour

You might come across situations where you need to use your sklills in defusing and managing aggressive or violent behaviour.

When confronted with an aggressive client, start by trying to ease the tension. The client may be displaying behaviours like intense staring, sneering, rolling their eyes, clenched fists, pacing, invading your personal space or offensive language. You can do this by:

• Active listening: Trying to remain calm and build a connection while maintaining open body language (arms to your sides, palms facing outwards). Slow things down as much as possible. When they speak, listen to what they say, and show them you understand e.g., “that must be really upsetting."

• Listen with your eyes and ears and use a low and friendly tone, placing some distance between you and the person to give them some space and protect yourself.

e.g. You might say, the person’s name, and tell them that you're there to help. For example, “I can see how upset and angry you are right now, [person’s name]. I don’t mean to upset you and I just want to help you.” 

• Assertive communication using 'I" statements:

I can see how angry you are. Your behaviour is scaring me at the moment, and I’d really like to help. I need you to step back from me and stop waving your fists in the air. Then I would like to help you.'

• Give the person some physical space to minimise their feelings of confinement. If possible, remove furniture or objects that the person might use agressively. Turn down the lights as this may calm them down. Explain what you are doing, e.g., “I am just moving some things out of your way, so that you don’t hurt yourself.”

• If the behaviour intensifies, give the person a choice to help them feel like they are still in control. For example, “if you continue like this, I’ll have to leave and call the police. But if you stop (name the behaviour), maybe we can find another way to help."

However, if you can see the situation escalating (example, the clients is making verbal threats to harm or cause damage, increased offensive language) prioritise your safety by disengaging and seeking assistance. If appropriate and safe to do so, tell the client you are going to get some extra support such as a supervisor. 

To minimise the potential for aggressive incidents, your workplace might use some of the following preventive measures:

• Controlling access to the service (example, drug and alcohol services, Department of Families, Fairness and Housing). For example, electronically controlled doors with viewing panels that allow surveillance of public areas before the doors are opened from the inside. 

• Arranging furniture and partitions within the workplace to ensure good visibility of service areas, improve natural surveillance and avoid restrictive movement.  

• Ensuring there are no areas where workers could become trapped, such as rooms with keyed locks. 

•  Video surveillance and alarm systems are in place, regularly maintained and tested. 

• Limiting the amount of cash, valuables and medicines held on the premises and storing them securely: For example, only accept cashless payments.  

• Securing any objects that could be thrown or used to injure someone such as having fixed furniture. 

• Safe place: Providing workers and others with a safe place to retreat to avoid violence. 

• For off site visits: Providing vehicles that are fit for purpose e.g. have central locking devices, tracking devices such as GPS systems to allow drivers in distress to be located, lighting inside the vehicle to allow the driver to be aware of passenger behaviour

• Personal Duress Alarm: When conducting interviews, off-site or in-home visits, carry a personal duress alarm. This simple device can be invaluable in alerting others to your distress.

• Regular Training: Provide ongoing training to staff on managing client aggression and violence. Equip them with practical strategies for de-escalation through real-life scenario training

Sources * https://www.safeworkaustralia.gov.au/sites/default/files/2021-01/Guide%20for%20preventing%20workplace%20violence%20and%20aggression%20-%20for%20publishing.pdf

https://employsure.com.au/guides/discrimination-harassment-and-bullying/workplace-violence/

https://positivechoices.org.au/parents/drug-use-and-aggression-how-to-protect-yourself#:~:text=Try%20to%20remain%20calm%2C%20and,now%2C%20%5Bperson's%20name%5D.

Manual handling 

In today's work environment, in Victoria manual handling remains a leading cause of workplace injuries. It often results in significant musculoskeletal disorders, including back and neck problems, damage to spinal discs and ligaments, and muscular sprains and strains. Unsafe manual handling includes a range of actions such as lifting, carrying, pushing, and pulling, all of which can have major effects on physical and emotional well-being.

These incidents of unsafe manual handling are often triggered by various factors, including:

• Improper Posture: Adopting incorrect body positions during manual tasks can put undue strain on the muscles and skeletal structure, increasing the risk of injury.

• Repetitive Motions: Tasks that require repetitive motions without adequate breaks can lead to overuse injuries and long-term musculoskeletal problems.

• Rotation: Twisting or rotating the body while lifting or handling objects can strain the spine and soft tissues.

To promote a safer workplace and reduce the incidence of manual handling-related injuries, it's important for employers and employees to prioritise ergonomic practices, provide proper training, and implement mechanical aids or tools where possible. By addressing these risk factors and promoting safe manual handling techniques, we can work towards minimising workplace injuries and ensuring the well-being of workers.

Safety concerns related to manual handling can arise when:

• Aiding in transferring, bathing, and dressing clients (example, elderly and children).

• Loading and unloading goods or clients into and out of vehicles.

• Rearranging furniture.

To reduce the risk of manual handling injuries, you can:

• Attend regular training sessions focusing on the appropriate manual handling techniques relevant to your specific job role.

• Be mindful of your positioning and posture when performing tasks like lifting children onto change tables.

• Aim to minimise the frequency of manual handling activities required.

• Be conscious of your technique, and whenever possible use aids like trapeze bars to assist you. These are installed above the bed and designed to provide clients or patients with a support structure that they can use to move themselves into different positions or to transfer themselves in and out of bed and helpful in aged care setting and disability settings. 

Source * https://www.retirementlivingsourcebook.com/articles/bedroom-safety-for-an-older-adult-trapeze-bar#:~:text=The%20trapeze%20bar%20is%20typically,in%20and%20out%20of%20bed.

https://www.nds.org.au/news/community-and-personal-service-workers-twice-as-likely-to-have-on-the-job-injuries#:~:text=The%20most%20common%20cause%20of,handling%20for%20disability%20support%20workers 

Harassment (trigger warning)

Harassment is conduct that is not welcomed. It can take the form of intimidation, humiliation, or the creation of an uncomfortable or hostile environment and can occur in many different ways (example, verbal, online and physical.) 

Specifically, sexual harassment is any unwanted sexual advances, requests for sexual activity, or unwarranted contact of a sexual nature. It is essential to recognise that harassment can occur among colleagues or between clients and workers, and it is never to be tolerated.

In your capacity as a community services worker, you may encounter situations where clients with cognitive disorders  engage in behaviours that deviate from social norms or display a lack of awareness regarding socially acceptable conduct. In such instances, it is important not to respond with anger or disapproval rather show a compassionate approach by pausing the interaction and calmly communicating to the client that their behavior is unacceptable. Reinforce what behaviour is appropriate, and speak with a co-worker who may have experience in handling similar situations to establish a consistent approach.

To reduce the risk of harassment in the workplace the following should be used: 

• Training for Staff: Offering comprehensive training to staff members on a regular basis about recognising and using strategies to address harassing behavior from clients including assertive communication and de-escalation techniques.

• Harassment Policy: Enforcing a well-documented and visible workplace harassment policy that is known to and agreed upon by all employees. This policy should outline the consequences for engaging in such behavior.

• Complaint Process: Establishing clear and accessible complaint process for the thorough investigation and resolution of harassment reports within the workplace. Do this in a way that makes employees feel safe and supported when reporting incidents.

• Consequences: Enforcement of strict consequences for individuals found engaged in harassment. This sends a strong message that such behavior will not be tolerated.

Sources *https://www.comcare.gov.au/safe-healthy-work/prevent-harm/psychosocial-hazards/harassment

https://www.fairwork.gov.au/employment-conditions/bullying-sexual-harassment-and-discrimination-at-work/bullying-in-the-workplace

Administering First aid 

Providing first aid in the workplace is important, however protect yourself first, never put yourself at risk. You should: 

• Assess the Scene: Before rushing in to provide first aid, assess the scene for potential hazards. Look for any ongoing dangers, such as fire, chemical spills, electrical hazards, or unstable structures. Ensure the area is safe for both you and the victim.

• Protective equipment: Wear any necessary personal protective equipment (PPE) before approaching the victim. This might include gloves, eye protection, masks, or gowns, depending on the situation and the type of injury.

• Check for responsiveness: Gently tap the victim and ask loudly, "Are you okay?" Ensure that the victim is conscious and responsive. If there's no response, call for professional medical assistance immediately 

• Evaluate breathing: Check the victim's breathing. If they are not breathing or having difficulty breathing, begin CPR if you are trained to do so.

• Ensure safe positioning: If it's safe to do so, carefully position the victim to prevent further injury. For example, if the victim is in the middle of a road, move them to the side while being cautious of spinal injuries.

• Do not put yourself in danger: While providing first aid, do not put yourself at risk. If you cannot safely provide assistance without endangering yourself, wait for professional help to arrive.

• Keep an eye on the environment: Continuously monitor the environment for any changing hazards. This includes being aware of signs of fire, gas leaks, or structural instability.

• Minimise exposure to blood and bodily fluids: Take precautions to avoid direct contact with blood and bodily fluids. Use gloves and other protective gear as needed. Properly dispose of contaminated materials.

• Document the incident: After the situation is under control, make notes of the incident, including what first aid was administered, the time, and any changes in the victim's condition.

Remember that your safety is paramount when providing first aid in the workplace. If you are unsure about how to handle a specific situation, it's better to wait for professional medical personnel to arrive or of the risk cannot be eliminated. 

Source * https://www.sja.org.uk/get-advice/i-need-to-know/the-role-of-the-first-aider/

Threats and physical violence 

Avoid turning your back on the client, rather turn your body to a 45 degree angle to the client where possible near the closest exit but ensure a safe distance (1 to 2 arms lengths) that prevents them from reaching you physically. Pay close attention to their body language, looking for any signs of increasing frustration that could escalate (e.g. sneering, rolling eyes).

• Give the client some physical space to minimise their feelings of being enclosed in. If possible, remove furniture or objects that the person might use aggressively. Turn down the lights as this may calm them down. Explain what you are doing, e.g., “I am just moving some things out of your way, so that you don’t hurt yourself.”

• If the behaviour increases, give the client a choice to help them feel like they are still in control. For example, “if you continue like this, I’ll have to leave and call the police. But if you can stop (name the behaviour), maybe we can find another way to help."

If the situation could not be diffused:

• Where possible avoid surprises which could escalate the issue. You could say, “I want to make sure you get the best support possible. I’m going to bring in someone who can assist further.”  When leaving do so calmly and do not turn your back on the client, rather turn to a 45 degree angle for safety.

• In cases of violence or threats, contacting the police is important. However, this should be done discreetly and out of the violent person's sight to avoid further escalation. If possible, delegate someone else to make the call. 

• Some organisations may have emergency buzzers beneath desks, providing a direct line to the police in dangerous situations.

While awaiting assistance, try to remain calm and, whenever possible, remove yourself entirely from the situation. Your personal safety should always take priority.

Don't try and disarm a client with a weapon. Such a scenario carries a severe risk of causing serious injuries or fatalities. Instead, immediately contact the police and initiate your organisation's lockdown procedure.

Sources * https://employsure.com.au/guides/discrimination-harassment-and-bullying/workplace-violence/

https://cracksintheice.org.au/quick-tips/managing-a-client-who-is-angry-or-aggressive

Clients under the influence of drugs or alcohol

Interacting with an individual under the influence of drugs or alcohol can be challenging and potentially hazardous. Signs of being under the influence include, smelling of alcohol, stumbling or off balance, laughing loudly and inappropriately, slurred speech, noticeable sweating when the weather /tempearature s not a factor, dilated pupils.

Using drugs can increase paranoid and irrational thoughts, mood swings, and irritability, amongst many other side effects. Although most people who use drugs will not become violent or aggressive, some people can show unusual and unpredictable behaviours. When a person is intoxicated, or in early stages of withdrawal from a drug, they may not be able to follow directions easily.

Remove any immediate risks to the client or others such as removing any matches and not allowing smoking and take them to a quieter low stimulus area (over stimulating environments for an intoxicated person can result in an acute physiological reaction such as shock) but one that also is visible for your own safety. 

1. • Introduce yourself and your role; ask their name; ask if they know where they are and what is happening

   • When talking: use the person’s name (if known); speak clearly and ask simple questions; talk slowly and gently; adjust your pace to theirs; keep instructions brief and clear

   • Assess their immediate needs (do they need first aid?)  

If you do find yourself in a confrontational situation, quickly assess whether the situation is escalating. You can do this by looking for indicators like the client clenching their fists, breathing heavily, rolling their eyes and a sudden change in behavior like lunging or pacing.

• Give the person some physical space to minimise their feelings of being enclosed in. If possible, remove furniture or objects that the person might use aggressively. Turn down the lights as this may calm them down. Explain what you are doing, e.g., “I am just moving some things out of your way, so that you don’t hurt yourself.”

• If the behaviour increases, give the person a choice to help them feel like they are still in control. For example, “if you continue like this, I’ll have to leave and call the police. But if you calm down, maybe we can find another way to help."

In such a situation, the best course of action is to attempt to de-escalate the situation and calm the individual down. If your efforts prove ineffective, and the situation appears to be escalating  you should if safe advise the person you are going to get someone to help, remove yourself and others from the area and seek assistance. 

If you believe the situation is beyond your control or has the potential for violence, contacting security or the police is advisable.

Source * https://vsu.mhc.wa.gov.au/about-vsu/intoxication/managing-an-intoxicated-person/

2.4 Provide service information 

Clients may not always contact the most appropriate service for their situation. Sometimes you will need to seek advice from other services and refer clients to other services.  

For example, clients presenting with complex needs might require a range of services to work together like medical, psychological, housing and day-to-day living support (multidisciplinary team) requiring strong communication. This will mean that you may need to seek advice and information from other services including cross-cultural services to meet the client's needs to ensure the best and culturally sensitive care is given. 

There are many other reasons why it might be important to see advice or information from other services including:

• Identifying what current services are providing to the client and what needs they are trying to address to avoid over-lapping

• The client may require specialist equipment that your service cannot provide

• They may have had a deterioration in their health including mobility. For example, Meals on Wheels now is not sufficient to enable the client to live independently and you need to discuss whether extra supports or an assessment of their ability to live independently is required or a drug and alcohol counselor whose client's  substance use has spiralled, might refer them to an inpatient withdrawal / rehabilitation centre

• The client requires specific skills such as a career counselor who might refer a client to a vocational training program or job placement agency if the client's career goals require specific skills or connections. 

• The client requires more wrap-around support than you can provide such as  social worker who might refer a client to food banks, housing assistance programs, or legal aid services if the client is facing financial hardship or legal issues. 

Before aiding clients in connecting with other services, workers need to thoroughly understand the services available, the procedures for reaching out to them, and the criteria for eligibility. This ensures that clients are directed to the most suitable service, preventing confusion, miscommunication and unnecessary time wastage.

Ways you can support clients to make contact with other services

Passive Referral

A passive referral involves giving the client contact details for a more suitable service and allowing them to initiate contact at their convenience. This approach can be positive in that it places the control in the client's hands however, this approach may also lead to the client not reaching out to the other service at all. 

Facilitated referral

Facilitated referral occurs when the client is helped to access the other service, for example, with the client’s permission, the worker makes an appointment with the other service on his/her behalf. This can make it more likely that the client will follow through with the service.  

Active referral 

Active referral occurs when the worker telephones the other agency in the presence of the client and an appointment is made. The worker, with the client’s consent, provides information that has been collected about the client with his/her professional assessment of the client’s needs. Such referral is necessary when clients are unmotivated, unlikely, or unable to do so themselves. 

Source *https://ndarc.med.unsw.edu.au/sites/default/files/ndarc/resources/Session%205%20Handouts.pdf

2.4.2.1  Factors to consider when determining how to refer a client to another service

Services you may contact and refer clients 

Disability Services

The Victorian government provides support for people living with a disability in a number of different ways depending on their needs, their level of functioning and independence. They promote a self-directed, flexible approach where each client is encouraged to plan and access the services that best meet their needs.

Some example of disability programs and support services in Bendigo include: 

2.4.3 Asking clients if their needs have been met

Checking with a client to ensure their information needs have been met and providing further assistance if required is an important part of your responsibility as a first point of contact and is a good way to conclude your first point of contact role. 

You can do this is many ways including:

• Directly ask the client: "Have we provided the information or assistance you were looking for?"

• Summarise the interaction: "Let me recap what we've done today. Please let me know if there's anything else you'd like to add."

• Use surveys or feedback forms:

  • After the interaction, send the client a survey or feedback form to gather their input on the service received.

  • Include questions like, "Did we meet your needs today?" or "Is there anything you would suggest for improvement?"

• Empathetic Listening:

  • Pay close attention to the client's tone, body language, and cues during the conversation. If they seem uncertain or hesitant, gently prompt them to express any unmet needs.

Say, "I sense there might be something else on your mind. Please feel free to share."

• Ask for suggestions for improvement:

  • Encourage clients to provide feedback not only on their immediate needs but also on how the service can be improved in the future.

Say, "We value your feedback. Is there anything we can do better to meet your needs in the future?"

• Offer availability for future assistance:

  • Conclude the interaction by reassuring the client that your team is available for any future assistance they may require.

Say, "Remember, we're here whenever you need us. Don't hesitate to reach out."

Remember that effective communication and active listening are key to understanding and addressing a client's needs fully. By using these approaches, you can ensure that your clients feel heard and supported, and you can make any necessary adjustments to improve their experience.

Source *https://www.indeed.com/career-advice/career-development/meet-customers

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