CHCCOM001

Provide first point of contact This unit describes the skills and knowledge required to greet clients and exchange routine information, to prioritise the individual’s needs, and to respond to immediate needs. This unit applies to service delivery in all community services and health contexts. Workers at this level work under supervision with limited responsibility. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

STUDENT RESOURCE

ivet.edu.au

1300 00 IVET

IVET Institute: RTO ID: 40548

CONTENTS

Elements and performance criteria.........................................................................................................................................3 Providing first point of contact...................................................................................................................................................5 Greet and observe people.................................................................................................................................................................................................... 6 Greeting people................................................................................................................................................................................................................................7 Responding to distressed people.................................................................................................................................................................................. 8 People with a cognitive impairment............................................................................................................................................................................11 Responding to diverse people and behaviour................................................................................................................................................ 12 Discuss concerns or problems with your supervisor.................................................................................................................................13 Collecting routine client information.................................................................................................................................... 14 Collecting information..............................................................................................................................................................................................................15 Discuss reasons for contact with the service...................................................................................................................................................18 Client rights and responsibilities....................................................................................................................................................................................19 Identify the priority of need...................................................................................................................................................... 22 Identify urgency and nature of needs....................................................................................................................................................................22 Identify and respond to issues of personal safety.....................................................................................................................................23 Recognise situations beyond the scope of your role............................................................................................................................. 24 Provide service information..................................................................................................................................................... 25 Provide appropriate service information............................................................................................................................................................ 25 Assist clients to contact other agencies.............................................................................................................................................................. 26 Ensure client information needs have been met.........................................................................................................................................31

Suites 210 – 212 189E South Centre Road Tullamarine VIC 3043 © IVET Created: 21/7/22 Version: 1.0

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Elements and performance criteria

CHCCOM001 Provide first point of contact ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element. 1.1 Listen to and greet people accessing service in a pleasant, respectful and accepting way

1. Greet and observe people

1.2 Respond to distressed people in a relaxed and calm manner and seek assistance as required 1.3 Respond appropriately to diverse people and behaviour in line with organisation requirements 1.4 Discuss any concerns or problems with supervisor

2. Follow organisational procedures to collect routine client information

2.1 Collect and document identifying information in accordance with organisation and confidentiality requirements 2.2 Discuss reasons for contact with the service 2.3 Explain and uphold rights and responsibilities of the client and confirm understanding 3.1 Identify urgency and nature of need and refer in accordance with organisation guidelines

3. Identify priority of need

3.2 Identify and respond to issues of personal safety for self, clients and others in accordance with organisation procedures and scope of own role 3.3 Recognise situations beyond the scope of role and seek assistance 4.1 Provide client with current, relevant and culturally appropriate service information

4. Provide service information

4.2 Assist clients to contact other agencies or services as appropriate to obtain further information 4.3 Ask the client if information needs have been met and provide further assistance if required

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Performance Evidence

Knowledge Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

y

provided information to 3 people presenting with multi-faceted needs

y

y

collected and documented identifying information for 3 people accessing the service

y

used communication and problem solving skills to respond appropriately to the behaviours of each of the following individuals at least once: y

a person demonstrating aggressive behaviour

y

a person who is distressed

y

a person with a cognitive impairment

y

factors to consider when providing information and service: y

cultural background

y

language spoken

y

literacy levels

y

disability

strategies and techniques for dealing with problems and challenging behaviours and situations, including: y

aggressive or distressed behaviour

y

people with a cognitive impairment

y

assertive communication and conflict avoidance techniques

y

specific organisation or sector information:

For more information on this unit of

y

client needs addressed by organisation and the impact of multi-faceted needs on service delivery

y

role of the organisation

y

information recording and storage systems

y

service features

y

types of information provided

y

links with other service providers

y

service transition and exit procedures

competency visit:

https://training.gov.au/Training/Details/ CHCCOM001

y

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legal and ethical considerations: y

collection and storage of personal information

y

privacy, confidentiality and disclosure

y

duty of care

Providing first point of contact When a client first accesses the community services industry, they should have a positive experience; as such, being the first point of contact for an organisation is a huge responsibility as you are the first person a person will see and speak with. A person’s first experience gives them an insight into the organisation and how it is run, and a positive initial experience will make a person feel comfortable and cared for. In contrast, a negative experience may leave them feeling alone, scared and possibly unlikely to return to the facility. It is important to remember that an individual makes contact with an organisation or facility because they need help, and often this may not have been easy for them to admit. They need to feel welcomed, safe, secure, knowing that they are in capable hands and in the right place to receive the care that they need. In the community services industry, the first point of contact will most likely be an employee working in the reception area of a facility. The first point of contact can also take place over the phone or via email. If this is your role, it will likely entail: y

Greeting clients

y

Exchanging routine information

y

Prioritising their individual requirements

y

Responding to any immediate needs.

This requires you to actively problem solve and recognise that each interaction is with an individual; as such, you will need to personalise your approach accordingly. This will help you find out as much information as possible and allow you to prioritise their needs and refer them to the appropriate person or service. Clients often need to give you sensitive details, and in some cases, confronting information. Wherever possible, this should be done in private.

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CHCCOM001 - Provide first point of contact

Greet and observe people If you are the first point of contact for an organisation, part of your role is to greet and observe people. You become the face of the organisation and serve a key role in building the relationship that clients have with your organisation. Every interaction you have with a client has the potential to influence their perception of not just yourself but the organisation as a whole. If you’re having a bad day and snap at a client, then they may not want to continue to use your organisation’s services because they feel offended by the treatment they received. You need to factor this at all times and be conscious and aware of how you are being perceived. It’s a role that takes patience and practice but will be fulfilling and rewarding. It is important to note that each person who comes through those doors is unique, with their own life experiences, so you need to recognise and acknowledge everyone as an individual. There are a variety of factors to consider when providing information and service, and you should tailor your approach to recognise each of these. These factors may include: Cultural background

Literacy levels

Language spoken

Disability

Cultural background Certain cultures will have protocols about the way they are addressed or engaged in conversation. While you can’t be expected to be aware of all of these, and you may make mistakes from time to time, having an understanding of the diversity of your client’s is beneficial. For example, if you are dealing with clients of the Muslim faith, here are some things to be aware of: y

Minimise eye contact between yourself and a Muslim client, especially of the opposite gender.

y

Do not make physical contact between yourself and a Muslim client, especially of the opposite gender.

y

Recognise that if you are male and the client is female, then you may have to communicate through the spouse.

Language spoken Clients can come from all nationalities and, as such, speak a variety of languages. While there might be a common conception that they will speak English if they’re in Australia, that is not always the case. They may be new migrants or older first-generation migrants who have been here for several years and still have a limited understanding of the English language. Never presume that somebody understands everything you are saying, but also never make a judgement call on someone’s ability to understand based purely on their physical appearance.

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Literacy levels Not everyone can read to the same level. In fact, around 44% of adults can only read at a literacy level of 1 to 2; this is the equivalent of year 7 to year 10. This means that when reading a document, they may not understand certain words that are being used or apply a context or understanding of what is being asked of them. This can be concerning if you ask them to consent to something that they do not entirely understand based on the paperwork. This is where it can be handy to explain to them verbally what the document discusses, explaining it in simple terms.

Disability A disability may be visible, such as a client being in a wheelchair, or it may be invisible such as a sleep order. An invisible disability is also known as a hidden disability. Invisible disabilities may not yet be diagnosed and may influence or impair a client’s ability to engage, communicate or interact with you. This is why it is important to be patient with all clients; try not to rush them and try at all times to be empathetic to their situation. Treat everyone equally, with kindness and compassion.

Greeting people The moment you greet a new client, they begin forming an opinion of you. This will have a direct effect on the rapport that you can develop with them. Developing an open line of communication is extremely important in making a client feel comfortable and welcome. You should listen to and greet the people accessing your service in a pleasant, respectful and accepting way. When greeting people, you should be friendly, welcoming and positive. Start with a “hello”, “good morning”, or “good afternoon”. Welcome them to the premises so that they know they’re in the right place, and then ask how you may be of assistance to them. For example “Good morning, welcome to Vermont Road Medical Clinic. How can I help you today?” They may have an appointment, or they may be seeking information relating to the services you provide. Ask them their name and how you can assist them. Make sure that you smile and provide eye contact. Clients may initially feel uncomfortable and apprehensive, so while eye contact is important, you should remember not to force it as this can be viewed as intimidating. Listening skills are an essential component when interacting with people. Take time to listen to what the person is asking or saying, and be sure to clarify if you are uncertain about the nature of their request. Being able to listen well will enable you to solve problems more quickly and allow you to tailor your response to fulfil the request.

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CHCCOM001 - Provide first point of contact

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Roleplay - greetings

For this activity, you should work in pairs. Have one person as the staff member and the other as the client. Work together to prepare two (2) roleplays to present to your class. In the first roleplay, choose something that would be the wrong way to greet somebody. Would it involve ignoring them? Or perhaps, not making eye contact? Or yelling at them, ‘what do you want?’ On the second roleplay, practice the correct way to greet somebody. Present your first roleplay to the class, ask them to identify what was wrong with the greeting, and then showcase the correct way to do it.

Responding to distressed people Depending on the setting you are working in, people who enter your facility may be quite distressed or unwell. They may be extremely anxious, fearful, tired or fatigued. They could also potentially be experiencing mental health issues or those relating to alcohol and other drugs. You should respond to distressed people in a calm, relaxed manner, continuing with the active listening and open communication you demonstrated when greeting them. You may be able to identify that someone is distressed by their language or simply through observation. These signs may include: y

Paleness

y

Excessive Sweating

y

Being tearful or crying

y

Anxiety

y

Aggressive behaviour

y

Excessive anger

y

Talking very quickly and seeming confused.

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If someone appears distressed, it is vital to listen to them, take them seriously and be warm and nonjudgemental when having a conversation with them. Make sure to give them your full attention and make a conscious effort not to interrupt them when they are speaking. You can also: y

Respond by summarising what they have said to you to indicate that you have been listening, and then work out what you can do to help. For example, “it sounds like you’re feeling really upset about something that happened to you and that you’d like to talk to someone about getting some assistance in getting it resolved. Have I understood you correctly?”

y

If you are talking to them on the phone, check to see that they are safe. If there is someone with them or close by that, they can potentially contact for support.

y

Make sure to reassure them that there are solutions to problems and that situations can get better. Let them know that you would help to help them access support and discuss the options and help you can provide.

y

Be sure that you don’t give personal opinions or advice or agree or disagree with what they’re saying. Unless you are qualified, you should only be providing referral information. For example, if

they want help with something, let them know your role is to put them in touch with the right people and that it is beyond your capacity to resolve it personally. When dealing with someone who appears aggressive, who may be experiencing a mental health issue or under the influence of drugs or alcohol, you should always discreetly call out to another staff member to assist you.

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CHCCOM001 - Provide first point of contact

You should also keep the below in mind: y

Try and establish some rapport with the person. Speak to them in a calm and even tone and acknowledge them by name if you know it. If standing, adopt an open and non-aggressive stance, with feet hip-width apart and your arms at sides and palms facing outwards. Do not rush into sudden action and never approach them from behind without explicit warning. Make sure at all times to stay at least an arm’s length away from them - out of potential striking range - and be sure to give them room to breathe. Definitely do not touch them.

y

If you are going to do something like leave to get help, let them know before you do it; never leave them to guess your intentions. Speak clearly, being sure to make only one point at a time. They may be confused, so don’t overload them with information or use jargon or language that they potentially won’t understand.

y

Be sure to give them time to think before responding to any questions you have asked of them. Consider stepping backwards to provide a non-verbal cue of no ‘pressure’.

y

Listen to how they respond. Don’t be patronising or try to contradict them or reason logically, especially against a possible delusion. Discrediting their perception of reality could potentially aggravate them. Attempt to negotiate realistic options to resolve the situation. For example, “I’d like to help, and we can talk about this, but I’m having trouble understanding you while you are shouting”.

At all times, you should look after yourself. Be sure to set boundaries. Inform them of what your role is, what you can and can’t do, and when you are obliged to contact external people for support such as security or the police if you feel threatened; this should be in line with your company policies and procedures. Warn them that abusive behaviour is not okay and that you are within your rights to walk away if they continue to be abusive to you. For example:

Can I ask you to try and lower your voice, please. I’m finding it hard to understand what you’re saying.

I want to try and help you, but I can’t do that if you continue to raise your voice at me.

Most importantly, don’t be afraid to ask for help yourself, and don’t put yourself into conflict or confrontation.

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People with a cognitive impairment A client may have an existing condition or a cognitive impairment that limits their ability to communicate with you or fill out paperwork correctly. Cognitive impairment is not an illness but instead a description of someone’s present condition. It may mean they have difficulty with memory or paying attention. They might also have issues with speaking or understanding communication or be overwhelmed by new environments. Here are some tips on communicating with cognitively impaired clients: y

Attempt to address the client directly, even if their cognitive capacity appears diminished.

y

Gain their attention by sitting in front of them or at the same level and maintain eye contact.

y

Speak clearly and at a natural speed. Don’t speak loudly.

y

Help to orientate the client. Explain who you are and what your organisation is and what services it provides.

y

Support and reassure the client. Acknowledge when their responses are correct.

y

If the client struggles to find a word, gently provide assistance.

y

Make it clear that your conversation is not a ‘test’ but rather a search for the right information to help the client.

y

Use clear and simple wording. Present one question or statement at a time and allow them to respond.

y

If the client hears you but does not seem to understand what you are saying, then rephrase your statement.

y

If they have trouble responding to open-ended questions, change your questions to ones that have simple yes or no answers.

y

Remember that some clients may have hearing or vision problems, which can add to their confusion.

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CHCCOM001 - Provide first point of contact

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Reflection and roleplay - creating calm

In groups of two or three, think about situations you’ve encountered where people were frustrated, and you had to try and calm them down. It may have been a friend, a spouse or partner, or a child, or it may have been a customer within your workplace. Discuss the scenario with your group and think about what you did. Some things to consider may include: y

How did you respond?

y

Was your response based on thought and logic or emotion?

y

How did the situation resolve itself?

y

Were you happy with the outcome, or did you feel like you could have done better?

y

What would you have done differently if you had more time to think about your actions?

Be open and honest with your sharing. You should then choose one of the scenarios your group experienced and nominate two people to roleplay it; one person can be the frustrated person, and the other person can be the one trying to calm them down. Discuss and talk through what you could do to resolve the situation and how and when to recognise that you need additional help or support.

Responding to diverse people and behaviour All communication and interaction with clients should demonstrate respect for cultural diversity. When you are interacting with colleagues or clients, and in particular those that are from different cultural backgrounds, you should always operate within the boundaries of mutual respect and tolerance of diversity. You need to accept that while you may not fully understand another’s point of view, or why they act or behave in specific ways – because of their cultural background – that you respect their right to that view or decision, as long as it doesn’t harm another person. This is part of recognising that we live in a multicultural society. By understanding and appreciating these differences, it promotes both tolerance and kinship amongst others. This plays an important role in you and the client developing a relationship based upon mutual respect. Respect means: y

Paying attention to the wishes and requests of the client

y

Avoiding insulting or treating the beliefs of others lightly

y

Allowing for the feelings of others

y

Being considerate. 12

Discuss concerns or problems with your supervisor Remember that you are not responsible for the situation that presents itself, nor are you responsible for saving anyone. You may benefit from a debriefing session after involvement in a crisis situation, which may involve discussing responses to the incident and emotional, physiological, and behavioural reactions. This is usually done with your supervisor or line manager. It should be done at a scheduled time in a safe, comfortable environment where you feel relaxed, supported, and able to talk. You should ask your supervisor for a specific time rather than doing it as an impromptu meeting to ensure they are in ‘receive’ mode. You want their complete focus and attention when discussing the situation, rather than them potentially being distracted by other things. This can be hard if you feel that you need to talk urgently, especially if your head is racing with thoughts and emotions following a situation. But you want a supervisor who will be responsive and empathetic, so be patient in when scheduling your appointment. When you do get to discuss it, take ownership of the conversation. Explain the situation and be honest with how you felt you dealt with it, including what you found overwhelming and what you thought you were unprepared for. You are asking for your supervisor’s support to identify what you could have potentially done differently, as well as what the organisation could have done and possibly should do for future reference. This includes support and resources so that the scenario doesn’t happen again. This also requires you to be open and responsive to suggestions of what you could have done differently. This is not someone blaming you but instead empowering you to think about what alternatives you have if the scenario arises again. This may mean the offer is made for additional training and support or for further counselling or debriefing to help you deal with the scenario. Your organisation will have its own policies and procedures regarding the matter.

Learning Checkpoint 1 1.

Why is it important to greet people in a pleasant, respectful and accepting way in a healthcare environment?

2. How should you respond to people who appear distressed in the workplace? 3. How should you interact with people with diverse backgrounds in a health care environment? 4. If you are having concerns or problems at work relating to an incident with a client, who could you discuss your concerns with?

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CHCCOM001 - Provide first point of contact

Collecting routine client information Policies and procedures communicate the values and vision of an organisation and ensure that employees understand exactly what is expected of them when certain situations occur. A policy is a set of general guidelines that outline an organisation’s plan when facing an issue. Policies communicate how the organisation’s core vision and values apply in day-to-day operations. A procedure provides a specific action plan that an employee can follow to carry out a policy. These procedures explain to employees how to deal with certain situations and what steps to take. Using policies and procedures means that an organisation will have a standard set of expectations for all employees, and clients will feel that they are treated fairly and equally.

Addressing client needs Your organisation will have specific policies and procedures in place for dealing with clients. For example, the policies and procedures manual may dictate that you need to answer a phone call within a certain number of rings or use specific greetings when addressing clients etc. These will be designed to avoid alienating any potential client’s and to recognise the multi-faceted needs of the community.

Role of the organisation You should have a clear understanding of the role of your organisation. This will usually be detailed in an organisational overview or a mission statement. This document will declare what the aims, goals, targets or aspirations of the organisation are and how employees can help the organisation to achieve its goals. For example, the mission statement of a medical clinic might be: y

To provide the practice with direction

y

To provide the belief that it will create an organisational climate that inspires people to achieve excellence and satisfaction in their jobs

y

To provide the needed discipline to make the right kind of things happen

y

To communicate the organisation’s reasons for its existence

y

To give the employees a sense of purpose.

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For example Here is an example of a practice philosophy from Vermont Road Medical Center: The Vermont Road Medical Centre is a comprehensive primary care medical centre. The philosophy of the practice is to provide our patients with the best possible treatment using the most up-to-date and evidence-based methods, materials and equipment, emphasising prevention of illness as a higher ideal than the actual treatment of it. The philosophy will best be achieved in a working environment where we recognise the patient as being the most important person in the practice and where we work in an ethical and responsible manner, without discrimination based on sexuality, race or religion in an environment of teamwork, with mutual respect for each other’s abilities and functions. Any task or role you undertake while an employee should support or endorse the organisation’s core values.

Information recording and storage systems The organisation that you aspire to work in will operate a digital recording and storage system for client records and management. There may also be paper records stored for specific reasons. You will be required to become familiar with how to input, edit, and update information within the system. Your organisation will provide you with training to learn how to do this.

Collecting information When making first contact with a client, you will most likely be required to collect routine client information. This information may be used to: y

Manage worker and client relationships

y

Assess a client’s suitability for the service or facility

y

Decide on a course of treatment

y

Comply with legal obligations, including mandatory reporting.

You should ask the client to fill out the form, answering any questions they may have regarding completing the document. Explain to them the purpose of collecting the information per your organisational policies and procedures and provide assistance or support if they need help.

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CHCCOM001 - Provide first point of contact

Privacy, confidentiality and disclosure The client may be required to sign at the bottom of the form consenting to the terms and conditions specified by the organisation. This is usually about granting permission to create and store a ‘patient’ or ‘client’ file on your organisation’s computer database. You should verbalise what their rights are and what the data will be used for so that they are fully aware of what they are consenting to. Client information collected in the community services industry may include: Identifying information y

Name

y

Gender

y

Date of birth

y

Employment details.

Contact information y

Home address

y

Email address

y

Postal address

y

Preferred method of contact.

y

Home and mobile phone numbers

y

Any relevant Centrelink information, such as your customer reference number (CRN).

Government-issued benefits y

Medicare number

y

Healthcare card number

y

Private health insurance details

Sensitive information y

Medical conditions and injuries

y

Food allergies

y

General health and well-being

y

Immunisation information.

y

Health services previously accessed

Information about lifestyle and personal preferences y

Physical activity levels

y

Naptime routine and preferred comfort toy

y

Interests and hobbies

y

Likes and dislikes.

y

Drug and alcohol use

y

Contact number and address.

Emergency contact information y

Next of kin

y

Their relationship to you, e.g. husband, mother, sister, etc

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Collection and storage of personal information It is important that you collect and document identifying information according to your organisational policies and procedures and confidentiality requirements. Each organisation will have its own way of collecting information from clients. Some ask clients to complete a paper-based form. Others may simply ask the client a series of questions verbally and enter them into an electronic database. Confidentiality is vital in the community services industry. Confidentiality is an ethical duty that an organisation upholds to protect the personal information of its clients. Upholding client confidentiality is best practice for any organisation. To maintain confidentially requirements, an organisation should: y

Ensure all client information is stored in a secure location with only limited access allowed to specific, authorised staff members

y

Ensure that clients have privacy when completing documents requiring their personal information

y

Instruct employees only to discuss clients with those who require the information and strictly not discuss clients outside the workplace. All workers should sign a confidentiality agreement upon commencement of employment. Any breaches should have serious consequences.

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Suppose a person is asked to fill out a paper form. In that case, you will be required to input that information into your computer database for storage. Make sure you take the time to spell each of the fields correctly, and be sure to seek a second opinion if you are having trouble reading the handwriting.

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Group activity - scenario

In groups of two or three, discuss the following scenario and how it might unfold. Natalie has arrived at a doctor’s clinic for the first time. She has made an appointment to see a doctor, but as this is her first time at the clinic, they do not have a full set of her personal detail on record. What would your role be if you were working on reception? What information would you need to communicate with Natalie, and what would you ask her to do before the appointment?

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CHCCOM001 - Provide first point of contact

Duty of care Employees within any organisation have a responsibility to minimise harm or injury to clients. This is known as a ‘duty of care’. The role of applying duty of care can be sometimes overwhelming. It may mean deciding what your organisation’s responsibility is versus what the responsibility of the client is. It is very much a balancing act. There are several aspects to factor in duty of care. Legal

What does the law suggest you do?

Professional/ethical

What do other employees expect you to do?

Organisational

What do the organisation and its core values say that you should do?

Community

What do the community members expect you to do?

Personal

What do your own beliefs and values suggest that you do?

Duty of Care applies to both physical and emotional harm. This means that you have to anticipate potential risks to your clients and prevent them from happening. It requires you to be aware of various potential outcomes at all times.

Discuss reasons for contact with the service As part of collecting routine client information, it is also essential to take the time to discuss their reasons for contact with the service. What has brought them to this point, and what are they hoping to gain from the service? Can your service provide what they need? It is also important to assess whether the client has accessed the most suitable service for them. Think about whether your service will help them achieve their aims. If you feel that a client has accessed the wrong service or that another service would be more suitable, you should provide a referral. Let them know about the service and give them the contact details. Explain how the service will be able to help them. It can also be helpful for you to phone the service to let them know you have referred someone and ask if they have any available appointments. This ensures that the client feels that you have gone over and above to assist them. The client mustn’t think that you are passing them onto someone else because you don’t want to help them. Explain what you are doing with each step so that they can see what you are doing.

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There are several reasons why a person may access a community service. This will depend on their current situation, the type of assistance required and what they want to achieve. Reasons may include: y To improve physical health and wellbeing y To address their mental health issues, such as depression, anxiety and panic attacks y To work on their substance abuse or addiction issues y To seek assistance with finding employment and/or training options y To assist with settlement in Australia y Providing an opportunity to socialise, interact and build relationships y To seek support and security y To develop strategies to overcome obstacles y To access assistance and carers to assist with children, the disabled and the elderly.

Client rights and responsibilities Your organisation will have policies and procedures regarding maintaining the rights and confidentiality of your clients. You may be obliged to communicate these to them at first contact. This may include making them aware of what you will and won’t do with their provided information; it may also be in writing on their completed paperwork. You should always confirm their understanding. This may be verbal, by asking if they understand and then responding yes, but it will often be in writing with a signature on a form. Confidentiality is an essential component of working in the health care sector. Confidentiality protects someone’s personal information and implies keeping a client’s information between you and the client and not telling others, including co-workers, friends, family etc.

Confirming client understanding It is important to take the time to ensure that a client has understood you and the information you have

given to them. If you don’t, they might stop using your service and miss out on the help they need. You can confirm a person’s understanding by asking them a couple of quick questions at the end of your explanation, such as: y

“Have I made everything clear?”

y

“Do you have any questions?”

You can also ask specific questions about what was discussed, such as “so when is your appointment?” and “what do you need to bring with you next time?”. This will allow you to check if they have all of the information they need and whether they understand you. However, your client mustn’t feel like this is a test to see how well they were listening.

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CHCCOM001 - Provide first point of contact

Some examples of maintaining confidentiality include: y

The physical storage of paper files are in a locked and secure area

y

Support works do not tell other people details of what’s in a client’s file unless they have been given express permission from the client.

y

Information regarding clients is not told to people that do not need to know

y

A client’s medical details are not discussed without their consent.

y

Adult clients have the right to keep any information regarding themselves confidential, including that information being held from family or friends.

There are, however, limits to confidentiality. For example: y

In some instances where the law requires disclosure of information such as: x Suppose the health and/or welfare of a child or young person is potentially at risk. In that case, you are required to contact the Department of Community Services and notify them of your concerns. x Suppose the client informs you that they have committed a serious crime. In that case, you are required to notify your supervisor or the police directly. x If an employee is subpoenaed to present information in a court of law

y

When the client needs to be protected from harming themselves (e.g. if suicidal)

y

Where others may need to be protected from the client (i.e. the client has threatened to harm others)

y

The need to keep records

y

When working in conjunction with other professionals in caring for the client

y

The requirements of professional supervision, training, workshops or seminars.

Be aware of your role and responsibilities in collecting data and interacting with clients, and always be diligent in maintaining them. You could also check whether a client has understood you by repeating yourself or summarising the information you have given them at the end of the conversation. It helps to use phrases such as “do you mind if I go over this again, so we are both clear?” or “I’m just going to go over it one more time. I want to make sure I haven’t missed anything or forgotten to give you any important information”. By using these types of phrases, you are putting the focus on yourself and not making the client feel as though you think they weren’t listening or that they didn’t understand, which can cause feelings of embarrassment and affect a person’s selfconfidence.

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Group activity - identification

In groups of two to three, identify what forms of identification you have that you could provide if asked; they may be physical copies or stored on your phone. Make a list of them all, and write on the list what purpose they serve. For example, you have a Medicare card, which has your number and expiry date on it. This is so that you can claim medical rebates on going to the doctor. Identification

Purpose of identification

Learning Checkpoint 2 1.

Why do you need to collect personal information from new clients? Give an example of one (1) occasion where you might need that information.

2. Give two (2) reasons someone may engage with a health care service. 3. What does confidentiality mean in relation to a client and an organisation? 4. Why is it important to clarify that the client understands what you have said to them?

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CHCCOM001 - Provide first point of contact

Identify the priority of need Within your role, you will encounter a variety of clients who come into your organisation. Some may be non-urgent, while others may require a greater level of urgency. Others will initially appear non-urgent and then escalate in the waiting room. Your future organisation may have an appointment-based system, or it may be a drop-in environment. There may be instances where you feel that someone needs to be seen urgently. This could include those clients that might be: y

extremely unwell

y

under the influence of drugs or alcohol

y

potentially in danger of harming themselves or others

Identify urgency and nature of needs While you are not expected to make snap calls or decisions on who is given priority to appointments over others, your organisation’s policies and procedures should guide you on the matter. In the case of a medical clinic, for example, if a person suddenly collapses or goes extremely pale, you might notify one of the nurses and ask them to urgently examine the person. The guidelines and instructions for these types of scenarios will be determined and defined by your organisation, and you should be briefed accordingly. There will also be situations where you need to refer someone to an external resource or facility. This might be when they require additional support over and above what your organisation can provide. It’s similar in the context of the difference between visiting a doctor’s clinic and the need to go to a hospital.

As part of your organisation’s guidelines, you should have access to a list of services available in your local community. Your scope may include communicating this information to the client or assisting them in making an appointment. However, do not interpret the client’s scenario and provide information that may conflict with a potential outcome. Keep your information generic. For example If you were referring someone who is having housing issues to Centrelink, you wouldn’t say that they will give the person money to pay their rent as you don’t know the circumstances and criteria that Centrelink requires to make a decision on that, but you could simply say that Centrelink has services that may be able to assist.

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Identify and respond to issues of personal safety Aggression, violence or the threat of violence should never be tolerated. Aggressive client behaviour is a significant health and personal safety issue for many community service workers. You may need to contain, manage and defuse aggressive and violent outbursts within the workplace, on outreach and when completing home visits. If aggressive behaviour is not managed correctly, workers are at a high risk of physical injury or psychological illness. You can take steps to reduce these risks. When dealing with aggressive and violent behaviour, you should never put yourself into a situation where you may be physically harmed. In an aggressive or violent situation, you should try to defuse the situation by asking questions, getting the person to talk, using positive body language and trying to make a connection with them. Where the situation cannot be defused, you should protect yourself by withdrawing from the situation and calling for assistance. To minimise the threat of aggression and violence, you should: provide services in a safe and secure environment where help is available if required.

y

ensure that community services environments are free from potential weapons.

y

ensure that you carry or have easy access to a reliable communication device in case you need to call for assistance.

y

carry a personal duress alarm when completing off-site or in-home visits.

y

provide regular training for workers on dealing with client aggression and violence and how to defuse and deal with real-life situations.

y

provide support personnel where necessary and avoid workers working in isolation, especially in unknown or uncontrollable environments. NG ACT NI

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y

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Group activity - responding to issues

In groups of two or three, discuss the following scenario and what you might do if you were in this situation. Greg stumbles into your office. He asks to see a doctor as he has been drinking and took some pills, but he doesn’t know what they are. Initially, he is pale and anxious, but as he is talking, he becomes agitated and starts punching the desk. What would you do?

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CHCCOM001 - Provide first point of contact

Recognise situations beyond the scope of your role Scope of practice refers to your area of employment based on your qualifications, experience and job description. You are not expected, nor should you attempt to operate outside your scope of practice, particularly in dealing with clients. Suppose a person requires support outside your scope of practice. In that case, you need to refer them to another person within your organisation who is qualified to assist them. Alternatively, if it is outside the scope of practice of your organisation, you’ll need to refer them accordingly.

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For example, Jill works as a receptionist in a doctor’s clinic. A patient comes in with an infected cut on his arm. He asks Jill for her opinion on the wound. She replies that she is not qualified to assess the wound and will get the nurse to look at it.

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Group activity - scope of role

In groups of two or three, discuss the following scenario and what you might do if you were in this situation. Tina comes in for her appointment. She appears pale but says she is okay. She’s just been feeling unwell and hasn’t eaten much in the past few days. She sits down on her chair. A few minutes later, she falls off her chair and isn’t moving on the floor. What should you do?

Learning Checkpoint 3 1.

Give an example of when a client may need to be seen urgently in a medical clinic?

2. What would you do if you felt there was a threat to your personal safety in the work environment? 3. What are two (2) things that would be beyond the scope of your role, and who would you refer a client to if they asked for your help on this matter? 4. What is duty of care?

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Provide service information When providing service information about your organisation or other organisations, you should ensure it is relevant and culturally appropriate. You must stay up to date with any changes to services such as fees and funding, availability and client eligibility. This will mean you are always giving out the right information to clients.

Provide appropriate service information For something to be culturally appropriate, the cultural and linguistic diversity of a wide range of cultural groups should be considered when developing the service. Cultural awareness of the local community can assist service providers in developing culturally appropriate services. Cultural awareness is about understanding how a person’s culture might influence their values, behaviour, beliefs and basic assumptions. These can vary within a culture and from one culture to another. Differences may occur due to time of arrival in Australia, length of settlement, socio-economic background, level of education, rural or urban residence, identification with cultural and religious background and different life experiences, such as the experience of migration. To make a service culturally appropriate, you should consider that Australia’s population is exceptionally culturally diverse, with over 260 different languages spoken, including English. As such, the needs of various culturally and linguistically diverse people within communities will vary considerably. It is essential to recognise the individual and not determine their needs or requirements based on their cultural background or identity. There are often barriers that individuals will face. These can include more inadequate literacy and numeracy, lower health literacy and poor English. This can impact their health, well-being, and quality of life, resulting in reduced: • Employment

•

Social participation



•

Income



•

Ability to make informed decisions



•

Quality of life

As a community services employee interacting with the broader community, it is your job and duty to respect Australia’s diverse number of cultures. It is unrealistic to think that you can know absolutely everything about every culture. However, it is your responsibility to do your best and use research to ensure that you don’t offend clients or stop them from accessing your services. Being the first point of contact for a client is an important role. This initial interaction will set the tone for the client and either make them feel comfortable and at ease or worried and stressed. If they are anxious, they are unlikely to return. Wherever possible, you must make the process of accessing the service easy for the client. You should do all you can to make it a positive experience for them.

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CHCCOM001 - Provide first point of contact

Service transition and exit procedures A client may choose at any point to change their service provider and exit from their existing relationship with the organisation. This could be based on any number of decisions, including relocating, a change in service requirements, or being unsatisfied with an existing relationship. Your organisation will have policies and procedures about how this transition should occur. There will also be scenario’s where it is suggested that the client make a transition out of a mutual agreement. This might be a result of the client’s needs changing and the organisation not having the correct resources available to support these changes.

Assist clients to contact other agencies Clients are not always going to access the best and most suitable service for them. It is your job to assist clients in contacting other agencies or services as appropriate to obtain further information. You could do this by: y

looking up an agency’s contact information on their website and printing it out for them

y

calling the agency directly and making an appointment or enquiry on their behalf

This might allow you to introduce the client, who should then be given the opportunity to speak to the agency contact directly and ask any questions, access information and make an appointment. By doing this, you involve the client in the process of accessing the service. This will make the client feel empowered and that they are taking control of the progress. This also makes it more likely that the client will follow through with the service. Some key services and agencies available include: Disability services Governments provide support for people living with a disability in many different ways depending on their needs, 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. Outreach support This can be provided to anyone between the ages of 6 and 64 with an acquired brain injury, intellectual or physical disability, or a degenerative neurological condition. Outreach support assists people to live in their homes by providing them with assistance for up to 15 hours per week.

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Carer and family support services These can provide respite or short-term care for people with a disability, allowing carers and family members to take a break for a couple of hours, a day or even overnight.

Aid and equipment programs These are available to assist disabled people with mobility aids such as wheelchairs and scooters. They can also help provide hoists and beds and provide advice and assistance with any home or vehicle modification requirements. Disability employment services These are programs supported by the Australian government. It provides

people with employment and job-seeking assistance by helping them to prepare for work through training and job-specific skills, resume development, interview skills and looking for suitable jobs. They can also assist them through accessing employers and organising any workplace modifications that are required. Childcare This is accessible for all families based on their needs. Childcare comes in many different forms and can include long term care, occasional care, kindergarten, family daycare and before and after school care. All families in Australia are eligible for some kind of rebate; this should be investigated on a per case basis. Drug and alcohol Governments offer a range of services to assist people with drug and alcohol addiction and abuse issues. Clients can access community-based, residential or hospital-based treatment services. Drug and alcohol services provide support and assistance with withdrawal programs, counselling, pharmacotherapy and medical supervision. Aged care Governments support the elderly through a range of programs. They support independent living through personal alert monitoring devices, meals on wheels and home and community care, including domestic assistance, property maintenance and personal care. Residential aged care services are also available for people who can no longer live independently at home.

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CHCCOM001 - Provide first point of contact

Mental health There are several programs available to those suffering from mental health issues. The majority of clients suffering from mental health issues often see a GP. However, specialist services are available for people who need additional support. These specialised services can be broken down into two categories; clinical and non-clinical.

Clinical services These focus on assessment and treatment. Non-clinical services promote activities to help people manage their mental health issues and function in their everyday lives. Some services also offer transport options to make it easy for clients to access assistance and support.

Juvenile justice The Department of Human Services is responsible for the statutory supervision of young people in the criminal justice system. The department’s youth justice service provides programs, resources and supervision to assist young people to develop the knowledge, skills and attitudes to manage their lives without further offending. They promote opportunities for rehabilitation for young people who have committed crimes. This support extends beyond the courtroom and their mandated participation in the program. Youth programs These are available for young people aged 12-25 who are facing difficulties with bullying, violence, family breakdown, poor school attendance, alcohol and other drug use, homelessness or the risk of homelessness and other crises. They also try to assist young people to re-establish and connect with support services, learn to value themselves and maximise their capabilities in every area of their lives through counselling and mentoring. The Victorian government also supports Youth Central, a website providing people aged 12-25 with advice about finding a job, studying options, managing their finances, moving out of home, getting a driver’s license, and travelling. Youth Central supports everyday Australians to make essential decisions in their lives by providing them with the most current and relevant information. There will be similar programs run in other states.

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Maternal and child health services These provide support for mothers and their children. They support mothers by providing information and advice about breast and bottlefeeding, food intake, dental hygiene, exercise and intellectual development for their children as they grow. They also complete regular health checks to ensure the children are meeting their developmental milestones. The service is provided to mothers and their children at home within the first week of life and then provide at a designated local community centre for checks at: y

2 weeks

y

8 months

y

2 years

y

4 weeks

y

12 months

y

3½ years

y

4 months

y

18 months

y

4 years

Maternal and child health nurses are also trained to identify postnatal depression (PND) symptoms in mothers and provide them with support and assistance. The Raising Children Network estimates that 15% of mothers experience PND. Maternal and child health centres also provide immunisation services and links to parent groups and playgroups. These groups allow children to explore their social development and enable parents to socialise with people who have children the same age. Housing assistance Housing.vic.gov.au is managed by the Victorian Department of Health and Human Services with similar programs are run in other states. They plan, fund and deliver community and housing services. They provide advice, housing options and assistance with applications for housing and loans. They can assist people, though: y Crises and emergency accommodation to help people to rebuild their lives. y Public housing for people on low incomes and people who have been made homeless

y Community housing: works in partnership with a registered housing agency that develops, owns and manages rental housing for lowincome people. y Shared supported accommodation: provides supported housing in the community for up to five individuals with disabilities. y Information for people experiencing homelessness and wishing to find support services or to apply for public housing. y Homeowner support for those needing assistance in mortgage relief and housing opportunities for independent living. y Private rental assistance through a range of programs and schemes designed to assist those currently renting privately or who wish to enter the private rental market.

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7

Knowledge application - scenarios

Read the following scenarios and what services you might refer the person to. A man in his early twenties who has lost his job and is getting kicked out of his flat. A woman whose elderly mother has had a fall and needs assistance in getting groceries.

A teenager who is addicted to alcohol but wants to change.

A woman who is in an abusive relationship and wants to get out.

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Ensure client information needs have been met

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At the end of your interaction with a client, you must give them one last opportunity to ask questions or clarify any information you have provided them. You can do this simply by asking the client if their information needs have been met. If their answer is yes, then your role is complete. If they ask any further questions or ask for additional information, you should give more assistance.

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Knowledge application - services

Look at the following job titles and write what services you think they might be qualified to provide:

Medical Doctor

Nurse

Counsellor

Centrelink Employee

Drug and Alcohol Support Worker

Learning Checkpoint 4 1. If a client required external services beyond your organisation’s scope of practice, what could you do to assist? 2. What’s one thing you could do to check that the client had enough information about a service? 3. If a client was having trouble finding somewhere to live, who might you refer them to? 4. If a parent is having issues with their teenage child and they are getting into trouble, who might you suggest for support?

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www.ivet.edu.au