Elements and Performance Criteria

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

Models of counselling may include:
Cognitive behavioural therapy,
Rational emotive therapy,
Reality therapy,
Transactional analysis
Cross cultural awareness and application of skills
Work in Shared care contexts
Support through pharmacotherapy
Solution based therapy

Complex issues could include:
Dual/multiple disabilities
Intellectual disability, physical disability, neurological,
Offending behaviours
Complex medical needs
ABI autism, sensory loss, Prader Willi syndrome,
Communication needs
Social/economic disadvantage
ADD/ADHD
Behavioural issues
Language and diversity

Individuals with AOD issues could include:
Children
Adolescents
Adults
Persons under court/protective/statutory orders
People with a physical/sensory/ intellectual/psychiatric disabilities (dual diagnosis)
Adult survivors of child sexual assault

Appropriate assessment tools could include:
Taking a case history
Psycho-social assessments
Specialised assessment tools
Risk frameworks - self and others
Genograms

Health implications for the person could include:
Neurological
Physiological
AOD use
Self injurious behaviours
Nutrition
Inactivity
Access to appropriate health care
Inability to manage own health and well being
Sexual health and lifestyle issues
Adult survivors of child sexual assault
Dual diagnosis

Emotional, social and other needs may include:
Sexuality issues
Socio economic issues
Isolation, rural and geographical issues
Family support
System support
Grief and loss
Vulnerability
EEO. Discrimination, privacy

Significant others could include
Family
Friends
Partners
Carers
Other professional support persons

Documents could include
Files and file notes
Reports formal and informal
Organisational records
Statutory orders

The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, Elements and Performance Criteria.
Critical aspects of assessment:

This unit requires the demonstration of high-level judgement and autonomy to be able to:

Work with people with complex and/or multiple issues and understanding of their impact on AOD use
Select and apply AOD assessment tools appropriately
Ensure the safety of the individual, self and the community
Identify risks and apply risk management strategies
Provide opportunities for the person with complex needs to achieve personal needs and goals
Apply a range of AOD related intervention strategies
Make whole of life assessments
Apply relevant monitoring and review techniques

Essential knowledge and skills:

Advanced understanding of counselling models and techniques, that may include an appropriate range of the following:

Cognitive behavioural therapy,
Rational emotive therapy,
Reality therapy,
Transactional analysis
Cross cultural awareness and application of skills
Work in Shared care contexts
Support through pharmacotherapy
Solution based therapy
Integrating approaches and models
Supporting and empathetic counselling
Negotiate treatment plans
Advanced knowledge of therapeutic models, interventions and client treatment issues in AOD
Measures for monitoring client outcomes
Teaching clients range of self-management skills, using range of self-report measures
Use of assessment tools (e.g. AUDIT) to measure and monitor client progress
Holistic client work
Family counselling
Group work and group counselling
Solution focussed therapy/narrative therapy

Resource implications:
Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines

Consistency in performance:
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statement and contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

Context for assessment:
Competency must be demonstrated in a real work environment
In cases where the learner does not have the opportunity to cover all categories of the Range Statement 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