Managing Psychosocial Risks at Work

A psychosocial hazard is anything at work that may cause psychological harm, and it can cause physical harm too. The model Work Health and Safety Regulations require organisations to manage psychosocial risks like any other risk, and Safe Work Australia's 2022 model Code of Practice explains how. Victoria has its own Occupational Health and Safety (Psychological Health) Regulations, in force since 1 December 2025. Key points: the duty sits with the organisation, hazards come from how work is designed, managed and organised, and hazards often combine to create greater risk.

Safe Work Australia's model Code names common psychosocial hazards: job demands, low job control, poor support, lack of role clarity, poor organisational change management, inadequate reward and recognition, poor organisational justice, traumatic events or material, remote or isolated work, poor physical environment, violence and aggression, bullying, harassment including sexual harassment, and conflict or poor workplace relationships. This lesson shows how these appear in disability and aged care, for example aggression from people we support, exposure to death and distressing disclosures, lone shifts, short notice roster changes and emotional demands.

Psychosocial risks are managed with the same four step process as other WHS risks: identify, assess, control and review. This lesson covers the first two steps. Key points: identify hazards by talking with workers and HSRs, looking at the work, and reviewing data such as incidents, sick leave, turnover, complaints and exit feedback; assess risk by considering how severe the harm could be, how long and how often workers are exposed, and how hazards combine; and consult workers at every step, because they know what makes the work hard.

Controls should change the work itself before relying on individual coping. Eliminate the hazard where you can, and where you cannot, minimise the risk through work design, such as realistic workloads, predictable rosters, two person shifts for known aggression, check in systems for lone work, clear roles, and debriefs after traumatic events. Training, information and individual supports such as our Employee Assistance Program are important but should not be the only control. Key points: involve workers in choosing controls, check they are in place and used, and review them after incidents, changes or concerns.

When a worker raises a concern about stress, workload, bullying, harassment or a distressing event, your response affects whether they, and others, speak up again. Key points: thank them and listen without judgement, check they are safe, keep the conversation confidential within our policy, act promptly on any immediate risk, look at the underlying hazards rather than only the individual, follow our procedures for bullying, harassment and incidents, and tell the worker what will happen and when. Record what was raised and what you did, and escalate matters beyond your authority.

Good support reduces harm and helps people recover. This lesson covers practical ways leaders support staff. Key points: hold regular supervision and check ins, especially for lone and remote workers; check in early after distressing events and offer a debrief; promote our Employee Assistance Program, which offers free and confidential counselling; support flexible arrangements where possible; help injured or unwell workers stay connected and return to work safely; and look after your own wellbeing, because leaders face psychosocial hazards too. Individual support works best alongside good work design.

This case study follows Kylie, a team leader at a supported accommodation home, where evening staff report frequent verbal aggression from one resident and constant short notice roster changes. Turnover is rising and two workers have asked not to work evenings. The lesson shows how Kylie uses the identify, assess, control and review process with her team, puts work design controls ahead of individual coping, and checks that the changes work. Key points: consult your team, look at how hazards combine, change the work first, and review controls with the people doing the work.

This case study follows Ngozi, a support worker who finds a participant she has supported for years has died suddenly at home during her morning visit. Her team leader, Ravi, must support her, meet our incident reporting obligations and think about the rest of the team. The lesson shows a same day check in, offering a debrief and time out, sharing Employee Assistance Program details, adjusting the roster and following up in the weeks after. Key points: check in early, let the worker lead, adjust work, follow up over time and remember others affected.