Describe Communication, and Correct Use of Techniques, in De-Escalation in Mental Health

Assessment

Describe communication, and correct use of techniques, in de-escalation in mental health and addiction services

Unit standard 27081 / Version 3
Level 4 / Credits 6
Learner information
Your name:
Your workplace:
Your date of birth:
Your national student number (if known):
Declaration

I was told about and understand the assessment requirements.
I have prepared my answers myself.
Any evidence I have provided as my own, I produced myself.
I understand that this assessment may be used for moderation and quality control purposes.
I understand that when I achieve this unit standard my result will be registered with the
NewZealand Qualifications Authority.

I confirm the above declaration: / Yes No / Date:
Assessment result(assessor use only)
Assessment result / Achieved / More evidence required / Date:
Reassessment result / Achieved / More evidence required / Date:
Feedback to the learner:
The requirements have been met to demonstrate competency in this unit standard.
Assessor name:
Assessor number: / Date:

US XXXX version X – Moderation and approved Mmmmm YYYY

Trainee assessment issue X.X – Published Mmm YYYY

To demonstrate competency, you must be able to: / Outcomes / Tasks
describe the role of communication in de-escalation when working in mental health and addiction services. / 1 / 1
describe the triggers that can lead to the occurrence of aggressive behaviour, and the correct use of de-escalation techniques when working in mental health and addiction services. / 2 / 2

Instructions

Your answers may be written (either electronically or by hand) or spoken.
If you need help with this assessment, please contact your assessor.
Once you have completed your assessment, you must read and confirm the declaration on the cover.

Filled in or written answers

If there are open white spaces on a page because you have written shorter answers, this is acceptable. You don’t have to fill the space.
Use a pen to write your answers. If you need to change an answer, write your initials beside any corrections you make. If you need more space, attach extra pages with your answer. Add your name and task number to all extra pages you use.

Verbal answers

If you answer verbally, your assessor will write your answer(s), or may use a voice recorder.

Definitions

The learner is you, the person being assessed. You may also be referred to as the trainee, student, candidate or employee in some instances.
The assessor is the person who will assess you.
An appropriate source may include but is not limited to the primary references, other references or internet sites listed on the last page.
MHA refers to mental health and addiction.
MHA service user refers to a person accessing services in a mental health or addiction setting. Service users may also be known as consumers, clients, patients, tūroro, or tangata whai ora in particular contexts and settings.
De-escalation refers to understanding triggers for behaviour, early recognition of problems, assessment of the situation, timely interventions, self-awareness, staying calm or appearing to be calm, effective communication strategies, rapport building, empathetic and active listening, and negotiation strategies.
Triggers for aggressive behaviour refers to activators that may be biological, cultural, environmental, psychological, and social.

Resources

This is an open book assessment. The following learning resources may be useful when completing this assessment:

the Careerforce learning resource for this unit standard.
learning materials, books, the internet and your workplace’s policies and procedures.
the references listed at the back of this assessment.

Task 1:Verbal and non-verbal communication
For this task you will describe the role of communication in de-escalation when working in MHA services.
Potentially problematic behaviour refers to behaviour, on the part of a MHA service user, that has the capacity to interfere with the service user’s or the carer’s daily life, and to cause physical or emotional harm to self and to others (fellow service users, staff, natural supports).
ADescribe how your verbal and non-verbal communication can impact on the behaviour of MHA service users.
Verbal communication:
Non-verbal communication:
BDescribe twoexamples of the role of verbal communication techniques in de-escalating potentially problematic behaviour.
Reference your answer to an appropriate source which could be one of the references at the end of this assessment.
Verbal communication technique 1:
Verbal communication technique 2:
CDescribe twoexamples of the role of non-verbal communication techniques in de-escalating potentially problematic behaviour.
Reference your answer to an appropriate source which could be one of the references at the end of this assessment.
Non-verbal communication technique 1:
Non-verbal communication technique 2:
Assessor comments (for assessor use only):
Task 1 result: / Achieved / More evidence required
Task 2: Triggers and de-escalation techniques
For this task you will describe the triggers that can lead to occurrence of aggressive behaviour, and the correct use of de-escalation techniques when working in MHA services.
Correct use of de-escalation techniques in MHA services is use that is in accordance with NZS 8134.2:2008 Health and disability services Standards – Health and disability services (restraint minimisation and safe practice) Standards.
ADescribe four types of triggersthat can lead to the occurrence of aggressive behaviour by MHA service users.
Reference your answer to an appropriate source which could be one of the references at the end of this assessment.
Trigger 1
Trigger 2
Trigger 3
Trigger 4
BDescribe the correct use of fourde-escalation techniques with MHA service users who are displaying aggressive behaviour. One technique must use a team approach.
Reference your answer to an appropriate source which could be one of the references at the end of this assessment.
De-escalation technique 1:
De-escalation technique 2:
De-escalation technique 3:
De-escalation technique 4 (which uses a team approach):
Assessor comments (for assessor use only):
Task 2result: / Achieved / More evidence required

Primary references

Ball, T., Bush, A., & Emerson, E. (August 2004). Psychological interventions for severely challenging behaviours shown by people with learning disabilities: Clinical practice guidelines. Leicester: The British Psychological Society; available at
Evans, C., Humberstone,V., Maniapoto, W., McKenna, B., Simpson S., van Altvorst, S., Wack, R. (2006). Assessment and management of risk to others: Guidelines and development of training toolkit. Auckland: Mental Health Programmes Limited; available at
Mental Health Programmes Limited. (2006). Assessment and management of risk to others: Trainee workbook. Auckland: Mental Health Programmes Limited; available at
Mental Health Programmes Limited. (2006). Assessment and management of risk to others: Trainer’s manual. Auckland: Mental Health Programmes Limited; available at

Other references

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders – DSM-IV-TR (4th ed., Text revision). Washington DC.: Author; available at
Ministry of Health. (1998). Guidelines for clinical risk assessment and management in mental health services. Wellington: Ministry of Health in partnership with the Health Funding Authority; available at
Ministry of Health. (2008). Let’s get real: Real Skills for people working in mental health and addiction. Wellington: Author; available at
Te Pou o Te Whakaaro Nui, Le Va, Pasifika within Te Pou. (2009). Real Skills Plus Seitapu – Working with Pacific Peoples. Auckland: Author; available at

Internet sites with additional useful information

(particularly useful for care givers in dementia)
_dealing_wit.html (particularly useful for care givers in mental health)
(information and support to parents and professionals caring for people with severe learning disabilities and challenging behaviour)
(advice and information about tackling challenging behaviour)
(advice about how to cope with challenging behaviour and where to get help)

Appeals

If you wish to appeal against the assessment result or process, talk to your assessor. If you are still not satisfied, you can appeal to Careerforce by completing the assessment result appeal form that can be found online at

Feedback

Careerforce regularly reviews its assessment and learning resources. As a user, we would appreciate feedback on how you found them. Feedback can be provided to Careerforce via an online feedback form at or if you would prefer, send an email to

US 27081 version 3 – Assessment – MHA communication