Introduction

Assessments for CHCMHS007 Work effectively in trauma informed care are in: 

1. Assessment Book 1 – Knowledge Assessment (this book) 
2. Simulation 1 Book – Practical Assessment

To achieve competence, you must satisfactorily complete all assessment tasks. Assessment tasks enable you to demonstrate the skills and knowledge required for each unit. All assessment tasks adhere to the unit of competency requirements from the training package and the principles of assessment and rules of evidence as required by Standards for Registered Training Organisations (RTOs) 2015. 

You will be given clear instructions for all tasks. The assessment tasks ensure that you can provide sufficient evidence to demonstrate competence in each unit. If you need any variation to the assessment, you can discuss this with your assessor.  See Reasonable adjustment section below.  Assessment tasks are designed and managed to allow you to demonstrate your skills and knowledge and verify that all work is your own.

To ensure fairness, consistency and reliability when marking assessments, assessors will be provided with checklists of expected outcomes, behaviours and required answers. 

Resubmission

If you do not achieve a Satisfactory result for a task you will be given the opportunity to be re-assessed and/or to provide additional evidence. You can be given multiple opportunities to resubmit or undertake an assessment task. The number of attempts will be limited by department resources and the end date of the unit/module. Arrangements will be made on an individual basis to ensure the process is valid, fair and reliable in line with the VET Assessment Policy and Procedures.

Assessment appeals

If you are dissatisfied with the outcome of your assessment, discuss your concerns with the teacher/assessor and/or program leader. If the issue is not resolved, you may appeal the decision(s) by following the Complaints and Appeals process as outlined on the Melbourne Polytechnic Learner Portal.

Reasonable adjustment

If you have a disability or long-term medical or mental health condition you can register with Melbourne Polytechnic Disability Support Services to develop a Disability Support Plan and access appropriate academic support. You may also speak with teaching staff about other circumstances impacting your capacity to complete an evidence-based assessment and seek a reasonable adjustment. It is important to ensure the integrity of the assessment is maintained and the intent is not compromised. Reasonable adjustment may include but is not limited to extra time or extensions for assessments, an alternate assessment task, note-taking support or varying the venue.

Each assessment task contains important instructions about safety

The following assessments will be used to collect evidence of the knowledge and skills you have gained from your learning program. You are required to meet the standard, as specified within the assessment tasks. 

Assessment Task 1: Knowledge Questions

CHC40321 Certificate IV in Child, Youth and Family Intervention

CHCMHS007 Work effectively in trauma informed care

If remote: computer with contemporary web browser, internet access and Microsoft Word and Excel Computer with contemporary web browser and internet access.

· Questions in preferred format e.g. Moodle quiz, word doc or printed.

· If on campus: computer with contemporary web browser and internet access

· Microsoft office online (available on enrolment)

Decision making rules

To achieve an overall satisfactory result for this assessment task:

• All questions must be answered satisfactorily

· You must follow all safety requirements set for the assessment environment to ensure the safety of yourself and others. 

· If you feel unsafe for any reason, stop participating in the assessment and inform your assessor. 

· The assessor will stop the assessment immediately if the safety of any person or property is at risk. 

· If an assessment is stopped, alternative arrangements for assessment can be discussed with the assessor

Knowledge Questions

• What is trauma informed practice? Write a definition.
• The following questions relate to the principles of trauma informed care.
• Focus on the principle ‘Cultural, historical and gender issues.’
• What features and values could an organisation include in their practice to be culturally competent? Briefly explain.
• What should you remember when establishing a relationship with a person
• who has been affected by trauma? List 5 things.
• What are the fight, flight, flock, fawn, and freeze responses? Briefly explain
• List 3 groups who may experience a high prevalence of trauma.
• Give an example of a traumatic experience they may have had.
• Explain some behaviours you might see.

Example of a traumatic experience they may have had.

Read the 2 scenarios then answer the questions that follow.

Scenario 1

Amanda is 18 and works part time in retail. She rents her own flat, where she is not supposed to have pets, but she keeps her cats Rosy and Cocoa there. Amanda was 11 years old when she saw her little sister Angel being abused by their cousin Colin, who was then aged 18. Colin had also sexually abused Amanda up until the previous year. Amanda had never told anyone. She had tried to keep Angel safe by watching over her. Amanda told her mother that she had seen Colin touching Angel but kept her own abuse a secret. Amanda’s mother made her tell Colin’s mother (her mother’s sister) what she had seen. Angel, who was only eight at the time, just cried when she was asked and wouldn’t say anything. Colin got angry and denied everything. Amanda’s mother made her apologise to her aunt and to Colin.

When she was 14, Amanda started hanging out with some older friends and didn’t go to school as much. One night when she was 15 her drink was spiked, and her boyfriend and his mates raped her. They told her she was “up for it” and a whole lot of fun. She doesn’t tell anyone.

Scenario 2

Ray didn’t spend his early years with his mum because she got sick and went to hospital after he was born and when she came home, Ray was told she couldn’t take care of him properly. He lived with his grandmother until he was nine, but his grandmother’s new husband got angry a lot, shouted and hit his grandmother. His grandmother sent Ray back to his mum. Ray’s mum had two more children and a new partner who Ray really liked, but he couldn’t stop worrying about his grandmother. He would run away to be with her to try and keep her safe, but she wouldn’t let him stay. He would be sent straight back to home and be in a lot of trouble. Ray is now trying to get back on his feet after a couple of years in a mental health (rehabilitation) ward. The best times he can remember in his life were, travelling in his car and spending time with his dog Penny.

1. What are the coping strategies being used?

a) What attitudes and beliefs might people have towards Amanda and Ray?

b) How might this impact on their access to services?

c) What strengths or examples of resilience do you see in the story?

2 What are potential triggers or events that might cause re-traumatisation when accessing or receiving services? List 3

3 What is meant by the term ‘family violence,’ and what is its relationship to trauma?

4 How might suicidality, self-harm and family violence be linked? Briefly explain.

5 Access the MelPol Community Services and Allied Health Professional Boundaries Policy and procedure document from Moodle.

6 A young person provides you with feedback about the abrupt style of another worker that they find unsettling and distressing. What do you do and who do you talk to?

Assessment Summary

The CHCMHS007 assessment focuses on demonstrating knowledge and practical skills in trauma-informed care. It is divided into two main components:

1. Assessment Book 1 – Knowledge Assessment: A series of questions assessing the theoretical understanding of trauma-informed practice, principles, coping strategies, cultural competence, family violence, and related ethical considerations.

2. Simulation 1 Book – Practical Assessment: A hands-on demonstration of skills in applying trauma-informed care principles in realistic scenarios.

Key Pointers to Be Covered:

• Definition and principles of trauma-informed care

• Recognition of trauma responses such as fight, flight, freeze, fawn, and flock

• Understanding cultural, historical, and gender considerations in trauma-informed practice

• Identifying coping strategies and resilience in case scenarios

• Awareness of potential triggers for re-traumatisation

• Understanding family violence, self-harm, and their links to trauma

• Ethical and professional conduct, referencing MelPol Community Services and Allied Health Professional Boundaries Policy

• Safety protocols and adherence to standards required by RTO and unit competency

Mentor-Guided Step-by-Step Approach

Step 1: Understanding the Assessment Requirements
The Academic mentor first ensures that the student understands all instructions. The focus is on knowing that all questions must be answered, safety procedures must be followed, and evidence of competence must be demonstrated. The mentor highlights the importance of using real-life examples, scenarios, and references to relevant policies.

Step 2: Breaking Down Knowledge Questions

• The mentor helps the student define trauma-informed practice clearly and concisely.

• Principles of trauma-informed care, including cultural competence, are discussed using practical examples.

• Case scenarios of Amanda and Ray are analyzed to identify coping strategies, strengths, and resilience. The mentor encourages the student to critically reflect on potential triggers and personal responses of the individuals in the scenarios.

Step 3: Linking Theory to Practice

• Using the PICO-style structured approach (Population, Intervention, Comparison, Outcome), the mentor guides the student in applying knowledge to practical scenarios.

• For instance, understanding Amanda’s trauma history helps identify interventions to prevent re-traumatisation and promote engagement in care services.

Step 4: Addressing Ethical and Cultural Considerations

• The mentor emphasizes checking MelPol policies to ensure professional boundaries are maintained.

• The student is guided on how to respond to feedback from clients or young people, maintaining empathy and reporting appropriately to supervisors.

Step 5: Safety and Decision-Making Protocols

• Students are trained to identify safety risks during assessments or simulations and to follow procedures to protect themselves and others.

Step 6: Consolidating Knowledge and Reflection

• The mentor encourages the student to summarize key learning points, reflect on their understanding of trauma-informed practice, and connect theory to real-world application.

Outcome of the Assessment

By following the mentor-guided process:

• Knowledge requirements are fully addressed, including definitions, principles, coping strategies, and ethical considerations.

• Practical application through scenario analysis demonstrates the student’s ability to work safely and competently in trauma-informed care settings.

• Learning objectives achieved include critical evaluation of trauma principles, understanding of cultural competence, resilience identification, ethical response, and professional communication.

• Students gain confidence in applying theory to practice and are prepared to meet RTO competency standards.

Learning Objectives Covered:

1. Critically understand trauma-informed care principles.

2. Analyze real-life scenarios to identify trauma responses and coping strategies.

3. Apply culturally competent and ethical practices in trauma-informed care.

4. Follow safety and professional standards in practical assessments.

5. Develop reflective skills to link theory and practice effectively.

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