Unit of competency Outline
Date retreived
22/07/2026 1:39 AM AWST
22/07/2026 1:39 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Apply somatic distress reduction techniques
Apply somatic distress reduction techniques
Unit of competency
National Code
CHCCSL513A
CHCCSL513A
State Code
D2374
D2374
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
14/07/2014
Field of Education
090799 - Behavioural Science, N.e.c.
Original Release Date
14/07/2014
Nominal Hours
60
Description
DescriptorThis unit describes the skills and knowledge required to work effectively with clients using a range of somatic distress reduction techniques
Notes
Elements and Performance Criteria
1. Assist client to provide a history of the problem
- 1.1 Provide a safe and welcoming environment for the client to begin to tell their story
- 1.2 Assist client to provide pertinent details of their story causing them distress
- 1.3 Assist client to identify predominant emotions linked to their story
- 1.4 Assist client to identify thought processes linked with their story including negative self statements, spoken or thought
- 1.5 Assist client to identify how they would prefer to feel, think and be (provide a positive target)
- 1.6 Assist client identify earliest memories of present emotions and negative self statements associated with other events which may link with their present story
2. Assist client to identify areas in the body that currently cause them distress
- 2.1 Work with client to identify areas in the body where there are signs of tension or anxiety
- 2.2 Assist client to identify times in the day when these unpleasant body sensations are worst
- 2.3 Help client identify times when somatic distress is lessened or when it is not noticed
- 2.4 Assist client to identify predominant thoughts and emotions linked with the somatic distress
3. Use scaling techniques to measure effectiveness of therapeutic intervention
- 3.1 Select scaling technique appropriate to address diverseclient needs
- 3.2 Assist client to identify the level of distress through utilising the scaling technique
- 3.3 While working with the somatic distress reduction technique use scaling techniques to provide feedback
- 3.4 At the conclusion of working with the client use appropriate scaling technique to clarify for client the benefit or otherwise of the technique
- 3.5 Use this information to either encourage home use of the method for somatic distress reduction or to refer the client for further support
4. Use appropriate somatic distress reduction therapeutic application
- 4.1 Select appropriate somatic distress reduction technique to address diverseclient needs
- 4.2 Assist client to understand how the selected technique works and its benefits and limitations
- 4.3 Provide clear instructions to client about appropriate use of the technique selected
- 4.4 Work with client appropriately to address their somatic distress, providing care and assurance
- 4.5 Conclude session, providing appropriate suggestions to calm and ease the client into the present environment again
5. Assist client to become grounded and centred after the therapy
- 5.1 Assist client to move their body in a usual manner
- 5.2 Check with client for normality of body sensation, thought and emotion
- 5.3 Ask client about their plans for the rest of the day and provide appropriate support and guidance to assist client to maintain grounded and centred state
- 5.4 Plan with client continued sessions if required
6. Support client to utilise techniques safely in home environment to reduce stress or sadness
- 6.1 Assess benefits gained from using the somatic distress reduction technique for the client
- 6.2 Assess appropriateness of using the technique at home by the client when needed
- 6.3 Provide support and guidance for client using handouts or hand written notes for use in private
- 6.4 Provide contact opportunities for client to gain extra support at home if required
7. Provide appropriate referral for clients experiencing extremely high levels of somatic distress
- 7.1 Provide calming and caring presence to support clients experiencing distress after working with somatic distress reduction techniques
- 7.2 Successfully identify symptoms of high somatic distress in clients
- 7.3 Successfully identify symptoms of dissociation or unusual presentations requiring further support
- 7.4 Provide contact details of medical practitioners, psychologists, or hospital emergency centres and after hours counselling phone lines if required
- 7.5 Support client with access to safe places if they are identified as unable to adequately care for themselves
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.
Somatic distress reduction techniques may include:
Systematic muscle relaxation
Breathing techniques
Emotional freedom techniques
Thought field therapy
Be Set Free Fast - tapping therapies
Be Set Free Fast - positive self statement scripts
Miscellaneous power therapies
Hakomi - mindfulness technique
HAMR - Hand Actuated Mental Conditioning
Laughter therapy
Rhythm exercises
Rhythm exercises combined with positive self statements
Visualisations
Signs of tension or anxiety may include but is not limited to:
Tingles
Jitters
Racing heart
Heaviness
Sweaty palms
Diverse client needs may relate to aspects such as:
Age
Cultural or ethnic diversity
Disability
Educational level
Ethnicity
Expertise
Family responsibilities
Gender
Interests
Interpersonal approach
Language
Learning styles
Life experience
Marital status
Personality
Physical capability
Political orientation
Religious belief
Sexual orientation
Sexual identity
Socioeconomic background
Thinking styles
Work experience
Working styles
Appropriate referral may include:
Peers
Supervisors
Medical practitioners
Community support groups
After hours counselling phone lines
Hospital emergency
Legislation, policy and guidelines may include:
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Disability Discrimination Act 1992
Workplace Relations Act 1996
Privacy Act 1988
Human Rights and Equal Opportunity Commission Act 1984
State/territory legislation addressing diversity issues
Public sector management acts
Workplace diversity guidelines
Codes of conduct/ethics
The organisation's plans strategies and policies relating to diversity
Community guidelines, policy and practices that may exist within specific cultural or ethnic communities
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.
Somatic distress reduction techniques may include:
Systematic muscle relaxation
Breathing techniques
Emotional freedom techniques
Thought field therapy
Be Set Free Fast - tapping therapies
Be Set Free Fast - positive self statement scripts
Miscellaneous power therapies
Hakomi - mindfulness technique
HAMR - Hand Actuated Mental Conditioning
Laughter therapy
Rhythm exercises
Rhythm exercises combined with positive self statements
Visualisations
Signs of tension or anxiety may include but is not limited to:
Tingles
Jitters
Racing heart
Heaviness
Sweaty palms
Diverse client needs may relate to aspects such as:
Age
Cultural or ethnic diversity
Disability
Educational level
Ethnicity
Expertise
Family responsibilities
Gender
Interests
Interpersonal approach
Language
Learning styles
Life experience
Marital status
Personality
Physical capability
Political orientation
Religious belief
Sexual orientation
Sexual identity
Socioeconomic background
Thinking styles
Work experience
Working styles
Appropriate referral may include:
Peers
Supervisors
Medical practitioners
Community support groups
After hours counselling phone lines
Hospital emergency
Legislation, policy and guidelines may include:
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Disability Discrimination Act 1992
Workplace Relations Act 1996
Privacy Act 1988
Human Rights and Equal Opportunity Commission Act 1984
State/territory legislation addressing diversity issues
Public sector management acts
Workplace diversity guidelines
Codes of conduct/ethics
The organisation's plans strategies and policies relating to diversity
Community guidelines, policy and practices that may exist within specific cultural or ethnic communities
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 may be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
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 is encouraged with other units of competency relating to counselling practice
Assessment requires access to a range of opportunities, including:
simulation of realistic workplace environment for assessment
assessment must take place on 3 or more occasions
a range of somatic distress reduction techniques must be assessed (3 or more)
materials to support home use by clients
legislation, regulations, policies and guidelines
definitions of diversity
current information on diversity issues
organisation's values and codes of conduct
organisation's procedures and protocols
Method of assessment:
For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:
observation of performance in an actual workplace or in a setting that realistically simulates work conditions:
observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit
where face-to-face observation is not possible, video recordings may be provided
candidate's critique of their 'performance' to demonstrate cognitive understanding of theory
written questioning
relevant case studies and/or scenarios
role play
focused discussion
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 may be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
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 is encouraged with other units of competency relating to counselling practice
Assessment requires access to a range of opportunities, including:
simulation of realistic workplace environment for assessment
assessment must take place on 3 or more occasions
a range of somatic distress reduction techniques must be assessed (3 or more)
materials to support home use by clients
legislation, regulations, policies and guidelines
definitions of diversity
current information on diversity issues
organisation's values and codes of conduct
organisation's procedures and protocols
Method of assessment:
For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:
observation of performance in an actual workplace or in a setting that realistically simulates work conditions:
observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit
where face-to-face observation is not possible, video recordings may be provided
candidate's critique of their 'performance' to demonstrate cognitive understanding of theory
written questioning
relevant case studies and/or scenarios
role play
focused discussion
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| J041 | CHC51712 | Diploma of Counselling | Qualification |