Elements and Performance Criteria

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Development of a relapse prevention plan includes:
Working on relapse plan with the client as a preventative strategy
Initiating relapse planning as soon as client agrees to participate in AOD intervention
Review of relapse plan if and when relapse occurs
Identifying factors that may trigger relapse
Discussing risk of relapse as an experience rather than a failure
Ensuring client is provided with relevant contacts, such as telephone counselling helpline
Reaching agreement with client about availability of support in responding to potential or actual relapse


Stakeholdersmay include:
Client with insight into their own situation
Family, friends, relatives as identified by the client
Carer/s where appropriate, for example for people with disabilities
Relevant service providers
Support groups
Employers


Planning options may include:
Development of formal relapse plan
Informal ongoing planning
Working with client only
Involving other stakeholders in planning process


Range of relapse prevention strategies may include but are not limited to:
Specific strategies to avoid situations and cues / triggers identified by client, such as:
situations or companions associated with alcohol or drug use
sources of stress, such as aspects of job, family relationships, social pressures, financial issues
Strategies to develop client's ability to deal with identified situations and triggers
Strategies to deal with lack of support from partners or other people of significance, where appropriate
Inclusion of people of significance in planning and implementation of relapse strategies
Strategies to identify issues and reinforce positive choices, such as:
putting into writing thoughts and feelings
keeping behavioural record/diary of situations and triggers that put the client at risk
recording difficult choice situations, option taken and outcomes
Suggestions from various stakeholders, including experienced support workers and counsellors, which have been found to work in other situations and may be appropriate for the client's situation

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is best assessed on the job or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the requirements of the particular workplace context


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to a workplace or simulated workplace where assessment may occur


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons