CHCMGT005 Facilitate workplace debriefing and support processes - Final Assessments PDF

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CHCMGT005 Facilitate workplace debriefing and support processes Final Assessments Part A 1. The difference between chronic stress and acute stress:  Chronic stress occurs from a prolonged reaction to a build-up of pressure over time. For example, workers can experience an increase in work hours which can lead to burnout. This can drive to a decreased capacity to cope and health problems.  Acute stress is a short reaction an individual may experience after being confronted with a traumatic event. For example, conflict in the workplace can impact a person’s health and emotional state, lead to disputes and temporary incapacity to work. 2. A worker experiencing stress and burnout can display the following symptoms:  reduced involvement in work activities  social withdrawal  unplanned absences  not completing tasks and complaints of not coping with work capacity. To ensure the worker fulfils their duty-of-care obligations, the following support can be provided:  The supervisor can provide support by consulting with the worker and reminding them that they are mandated to protect their own health and safety, as well as the people around them. Encouraging support allows discussion and an understanding of the factors around stress and the approaches of reducing it.

Two effective communication skills to utilise include:  Active and supportive listening  Open-ended questions. 3. Two impacts of grief can include:  Social withdrawal – the person affected may isolate themselves due to the grief, impacting their social life.  Inability to cope – their everyday life may be seriously affected as they may struggle to deal with with the situation.

In order to prepare for grief and bereavement, the organisation can:  Offer support, be strong and understanding towards the affected person.  Schedule training in relation to the loss and grief.  Provide access to specialist palliative care workers.

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CHCMGT005 Facilitate workplace debriefing and support processes  Develop a bereavement policy. 4. Two stress disorders that may result in being exposed to violent or threatening behaviour include Post-Traumatic Stress Disorder (PTSD) and Acute Stress Disorder. Preventative measure: provide information and training relevant to workplace violence and aggression. An intervention: providing psychological first aid after a serious incident immediately, concerning violent and threatening behaviour. 5. A debriefing model used by World Health Organisation (WHO) for people experiencing trauma is Psychological First Aid. Its benefits include:  Offers practical care and support  Determines needs and concerns  Assists individuals to connect to information, services and support groups  Pays attention to the individual and provides them with comfort  Keeps individuals from further harm  Does not enforce pressure on the person  It is not something that only experts can do, as it is not professional counselling. 6. The four components common to psychological debriefing include:  Providing education to people in relation to stress reactions and how to deal with them.  Giving assurance to individuals that stress reactions are normal.  Supporting the affected individuals to process and share their feelings.  If further intervention is required, providing the person with information and opportunities. 7. Two guidelines that organisational protocols may provide when planning and preparing for a debriefing include:  The model of debriefing to follow  The training required by the person providing debriefing. 8. Debriefing must take place as soon as possible after the incident has occurred. However, debriefing should not be offered until the person affected has been emotionally stabilised and recuperated from the situation. Immediately after the incident, people may not remember details and it is unlikely that they are able to speak about the experience and evaluate their feelings. 9. Two methods for facilitating open discussion when conducting a debriefing include:  Encouraging discussion about the facts first  Acknowledging that there are different ways of responding to a crisis. Two techniques for making the environment safe for discussion include:  Establishing a trustworthy and supportive relationship with the individual

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CHCMGT005 Facilitate workplace debriefing and support processes  Ensure confidentiality of the participants. 10. Reflection strategies can be used during debriefing that will encourage the exploration and reflection of emotions related to the incident. It allows the affected person to reflect on and comprehend the incident. Strategies can be assigned homework tasks that can be done in private as some people may find it difficult to discuss their emotional issues. The facilitator can check on their progress on a one-on-one basis and provide more assistance as required. 11. The coping strategy that people commonly use for switching off their emotions and keeping busy only holds the situation and may not help to handle with the issues while they have the chance. These strategies are not beneficial in finding perception as the affected person is not reflecting on their emotions and instead, avoiding the incident. 12. The concept of risk management relating to critical incidents in the workplace  Risk assessments can establish the type and scale of risk that is probable in a work setting. A risk assessment should be conducted when there is a new environment or setting used for a service delivery.  Risk assessments should be carried out to assess the level of risk of the activity, program or intervention they are pursuing. The level of risk should be ranked and these scales include high (possible injury), moderate (people may sustain injuries) and low (possibility of minor injury).  A risk assessments allows the organisation and workers to be fully aware of the risks they are taking and have strategies in place to manage that risk. To respond to critical incidents or in case of emergency, an organisation will have established processes. 13. Three organisational policies and procedures or protocols that may be relevant to crisis procedures include:  Bomb threat  Emergency evacuation procedures e.g. in case of fire  Treat of violence to a person on staff. 14. The Fair Work Act 2009 (Cth) requires that all modern awards and enterprise agreements set out a process for resolving disputes between employers and workers regarding any incident occurring under the modern award and the National Employment Standards (NES). The first two stages in a dispute resolution process consists of:  Employee meets with senior management. Failing resolution, the matter is conversed further with more senior levels.  Employee meets with their direct supervisor to discuss the grievance. Part B

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CHCMGT005 Facilitate workplace debriefing and support processes 1. The following physical and behavioural indicators that Ali should be alert for in individual team members relating to stress and emotional wellbeing are:  Caseworkers feeling overwhelmed  High turnover of staff in the organisation causing stress  Child protection notifications have gone unallocated – reduced participation in work activities  Not completing their role/work duties properly. 2. As a supervisor, Mary has a responsibility to ensure that all workers receive clear guidelines in relation to the standards required for their personal performance. Workers should also be familiar with the behaviour and standards expected of supervisors and how they should cooperate with management and other staff members. It is Mary’s duty to assure these requirements are made accessible to her staff through position descriptions, organisational policies and procedures and the use of clear communication skills to reduce stress for all employees and supervisors regarding personal performance. 3. All community service workers have a legal responsibility to be aware of and practice relevant legislation and duty-of-care requirements and to adhere to organisation policies and procedures. As Mary is the supervisor, she holds a greater responsibility and these include:  Supporting her staff to refine their understanding of requirements and how to apply them. This will help steer unnecessary stress in her team triggered by lack of transparency and will also help avoid incidents due to behaviours of concern.  Identifying and clearly providing an explanation about legal responsibilities of work roles and giving courage to staff to clarify and perform their duty of care accountabilities.  Monitoring how workers apply legislative requirements.  Ensuring that staff are kept up to date about any changes in legislation that may affect their work and wellbeing.

When managing complex ethical issues and dilemmas, Mary’s team can refer to their job description to confirm their rights and responsibilities and the limitations of their work roles. This will allow them to work ethically and handle events that are tough or stressful. 4. Three actions that Mary can take to support individual staff members to manage stress include:  Recognising early warning signs of employee stress.  Showing empathy by supporting the individual staff member. This can be

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CHCMGT005 Facilitate workplace debriefing and support processes demonstrated by showing interest concern, allowing the worker to discuss their issues.  Seeking assistance if Mary is incapable of providing positive support to an employee. She can seek provision from the human resources department, rehabilitation case manager or through the organisations Employee Assistance Program (EAP). 5. Two workplace practices Mary could adopt to accept and identify the diverse needs of her staff include:  Providing education and training to assist team members. It allows workers to contribute differences and constructs a team culture that is respectful of differences, recognises that each individual have their own strengths and weaknesses and that these all need your support and consideration at some point.  Sharing traditions by exploring cultural issues to gain a better perception of the people you connect with. Some traditions may be comparable to your own, while others may be specific to the individual or their cultural upbringing. 6. The organisation should have clear and conveniently accessible descriptions of the sort of behaviour and personal performance standards expected of staff. Mary can routinely monitor her team’s performance in relation to these guidelines which can help identify and report any fundamental issues to the stress and emotional wellbeing of staff members. 7. Two sources Mohamed can use to inform his self-assessment and reflective behaviour strategies includes:  Professional and management standards  Collected data through feedback from colleagues, service users and his managers. 8. Informal feedback may be received when you have not specifically requested for it but, is still valuable. Examples include:  Responding to negative nonverbal communication during a supervision session.  Observing negative or positive responses from staff members and following up with questions to clarify your impressions.

Formal feedback may be written responses to specific questions and is systematically scheduled into the organisation’s official procedures. They can also come in surveys or questionnaires that have been developed for workers or from other colleagues concerning specific matters. Formal feedback consists of:  Performance appraisals  Supervised meetings. 9. Sources of information Mohamed can use to learn more about limitation of his work role and responsibilities include:

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CHCMGT005 Facilitate workplace debriefing and support processes  Referring to his position description to clarify his work responsibilities.  Go over the organisation’s code of practice and guidelines relevant to the limitations of his work role. 10. If Mohamed did not maintain professional boundaries in relationships with his team, the two likely negative consequences that would affect his ability as well as his colleagues to perform effectively include:  Favouritism occurring in the workplace which is destructive to the morale of the team.  Confusion over roles and support may occur if Mohamed maintains social contact with workers. 11. Two questioning techniques Tamara could use to encourage Fatima to explore and acknowledge her concerns:  Open-ended questions will encourage Fatima to respond with detailed statements, allowing her to express her concerns.  Closed-ended questions will provide specific information and answers that will help make a fast assessment. 12. When Tamara was speaking on the phone to Terry during the crisis and needed to make a fast assessment of what was happening, the style of questioning she should have used was closed questions. Two examples of this type of questioning can include:  Have you moved away from Lin?  Have you locked the door securely? 13. When supporting Lin in the respite facility, the following information can help Terry and Fatima understand the type and scale of the risk:  A risk assessment report  Refer to procedures specified for dealing with the resident – Lin. 14. If Fatima is still feeling very distressed about the incident after the debriefing, Tamara could refer her to the following professional counselling:  Counselling – counsellors are qualified to listen and provide guidance on how to cope with difficult situations, stress and incidents that occur in an individual’s life.  Psychology – a psychologist provides emotional and psychological support to people who are unable to return to work as a result of a stressful incident.  Doctors – a referral to a doctor may be required if the worker has experienced physical injury or emotional harm. 15. Tamara’s suggests that Terry should utilise the organisation’s employee assistance program (EAP) and speak to another staff member who had a similar experience to him.  The EAP offers counselling online or face-to-fact to support employee’s wellbeing.

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CHCMGT005 Facilitate workplace debriefing and support processes The program is funded by the organisation and the assistance is confidential.  Speaking to another staff member who experienced similar events can provide Terry an understanding of how others managed with the situation. It also provides guidance and a sense of support for him. 16. If Fatima suffered from trauma as a result of the incident, the questions used in the debriefing session would need to be more supportive and emphasise more positives. This will avoid the focus on negative aspects of the incident and evades any further stress on her. Fatima would be acknowledged that she did well in the situation and would be reassured that she is supported by the organisation. 17. If Fatima did not want to work with Terry after the incident, the following dispute resolution process should be employed by Tamara to handle the dispute:  Tamara should attempt an informal resolution by conducting a separate faceto-face meeting with Fatima and Terry to discuss the dispute. A supervisor or manager may facilitate the dispute if required.  If the dispute cannot be resolved, Tamara can request for further assistance by appointing an independent, qualified mediator. 18. Two benefits of Adam reviewing the outcome of the debriefing includes:  A clear interpretation of the incident that occurred and the capacity to support Monika and her wellbeing.  Identifies whether the procedures in place were adhered to and if they were effective. If the procedures were not effective, it provides opportunities for reviews and changes. 19. The guidelines that Adam’s organisation’s policies and procedures provide in relation to record-keeping following a debriefing include:  Confidentiality and privacy policies  Password protection for electronic or digital storage  Protecting the staffs privacy by limiting access to confidential information and documents. 20. The following records should be completed and kept by the organisation when debriefing Monika about the incident involving Bill:  Incident reports  Records of the debriefing sessions for future reference. 21. The following measures could be implemented by Adam to identify whether his team had gap skills relating to client-worker protocols and professional boundaries:  Construct a plan consulting his workers regarding the procedures and professional boundaries of their roles. This can be achieved formally by conducting a survey of his employees. Coordinating focus groups or debriefing sessions are also informal ways to identify the area of need. Adam would need to collect all the information

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CHCMGT005 Facilitate workplace debriefing and support processes from his findings and assess the areas that require more support for staff and clients, as well as establishing what changes or updates are required. 22. Three elements that a written proposal outlining the plan should include:  The potential risks or obstacles  A proposed solution to support the worker in further development  A description of the situation or issue 23. The following signs might indicate to Adam that Monika is still not coping well after the incident and debriefing:  Reduced involvement in work activities  Regular tardiness or unexplained absences  General job dissatisfaction  Dishevelled appearance  Constant tiredness  Social withdrawal  Loss of confidence

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