The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is best assessed on the job or in a simulated workplace under the normal range of conditions

Consistency in performance should consider the requirements of the particular workplace context

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to a workplace or simulated workplace where assessment may occur

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Related units:

This unit should be assessed after or in conjunction with:

CHCMH402A Apply understanding of mental health issues and recovery processes

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

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 identified work role

These include knowledge of:

Impact of stigma

A range of facts/myths about mental illness and psychiatric disability

Basic principles of disability

Participative models of service delivery

Range of services that exist to assist people to address their mental health needs

Key concepts such as promotion, prevention and early intervention and how they are related to the social, economic, political and historical contexts of mental health service provision

Principles of community delivered service provision

Importance of client input

Holistic and person-centred care

Current issuers facing people affected by mental illness

Client needs and rights including duty of care

Principles of client empowerment/disempowerment

Historical and social context of mental health

Political and economic context of mental health

Principles of access and equity

Basic policy, regulatory, legislative and legal requirements include

mental health acts

Privacy Act

equal employment opportunity principles

community treatment orders

community counselling orders

guardianship board

freedom of information act

individual rights

united nations principles for the protection of persons with mental illness and the improvement of health care

national mental health policy and plan

national mental health service standards

disability services/discrimination acts and standards

Involuntary and voluntary admission to hospital

National standards for mental health services

Historical and social context

continued ...

Essential knowledge (contd):

Current issues facing clients and existing services to address their needs and rights

Understanding of regulations and guidelines governing the handling of medication

Early intervention

Legal system

courts

police powers

court reports

tribunals

parole

community treatment orders

Indigenous Australian culture

Knowledge specific to working with people from culturally and linguistically diverse backgrounds

Knowledge specific to working with people at risk of self-harm

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate application of understanding of underpinning values and philosophies in the mental health sector, such as:

holistic and person-centred approaches

social inclusion focus of working with people with mental health issues

collaborative approaches to working with people with mental health issues and their carers where appropriate

value, importance and history of the role of consumer workers

Demonstrate an application of an understanding of impact of stigma

Demonstrate an application of the issues facing people affected by mental health issues

Demonstrate broad skills to identify and analyse the range of service options and the role they play in dealing with mental health issues

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Identification of reasons for seeking help may be assisted by:

The client

Carers

Colleagues

Information from other services

Context includes:

Statutory framework within which work takes place

Historical context of work e.g.

changing attitudes to mental health

changing approaches to working with people with mental health issues

Changing social context of work such as:

person-centred and collaborative approach to working with people with mental health issues

changing government and societal views of mental health

increasing use of consumer workers

deinstitutionalisation

Political context such as:

government policies and initiatives affecting mental health work

mainstreaming

Economic context e.g. current economic situation as it relates to and affects mental health and the subsequent impact on client needs

Facts/myths about mental illness and psychiatric disability

Different models of work in the sector may include:

Community development and education

Mental health promotion

Case management

Working with families and carer/s

Clubhouse

Psychosocial rehabilitation

Supported employment

Peer support/self help

Crisis situation responses

Early intervention/prevention

Consumer run models

Clinical mental health services

Residential services

Respite care

Home based support

Stakeholders and representatives may include:

People with mental health issues

Carers

Friends, peers and target group

Families and care givers

Consumer workers

Local community

Community organisations

Government representatives and service providers

Clinical mental health services

Peak bodies and networks in the sector

Management, colleagues, supervisor, team members

The underpinning values and philosophy of the sector may include:

A holistic and person-centred approach

Family sensitive approaches

Community education

Promotion of mental health and well being

Early intervention

Delivery of appropriate services

Commitment to meeting the needs and upholding the rights of consumers

Commitment to empowering the consumer

Encouragement of personal growth and development toward recovery and wellness

A commitment to access and equity principles includes:

Creation of a consumer oriented culture

A non-discriminatory approach to all people using the service, their family, carer/s and friends, the general public and co-workers

Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social

Cultural and linguistic differences may include:

Different cultural and social contexts

The needs of indigenous Australians

The needs of people from non-English speaking backgrounds

Social variables such as social attitudes to mental illness