Assessor Resource

CHCMH403A
Establish and maintain communication and relationships to support the recovery process

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to work with clients affected by mental health condition in a range of community services work contexts

This work provides a person-centred approach to care, involving a variety of health and community service professionals working collaboratively with the client, their carer/s and family

This unit describes the knowledge and skills required to work as part of a team to develop and maintain effective and trustful communication and relationships with people affected by a mental health condition, their family, carer/s and friends that contribute to recovery and independence

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Person-centred approach

Strengths-based approach

Requirements of engaging people

Respectful language and use of communication

Recognition of communication styles of individuals

Basic counselling skills

Oral communication required to fulfill job roles as specified by the organisation/service

Cross cultural communication issues

Mindful practice

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply a range of communication strategies including:

reflective listening

respectful responding

development of empathy and rapport

active listening if culturally appropriate, recognition of non-verbal triggers

feedback

interpretation

setting role boundaries

negotiation

establishing empathy

congruence of communication and action

follow up communication

non-verbal communication

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.

Appropriate communication strategies include:

Reflective listening

Respectful responding

Development of empathy and rapport

Active listening if culturally appropriate, recognition of non-verbal triggers

Feedback

Interpretation

Setting role boundaries

Negotiation

Establishing empathy

Congruence of communication and action

Follow up communication

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify the person's strengths and interests that may provide an opportunity to establish rapport 
Apply appropriate communication strategies to establish rapport with person with mental health condition, their family, carer/s and work team 
Apply communication strategies in a manner that acknowledges individual time requirements to establish rapport 
Apply communication strategies in a manner that acknowledges cultural barriers to establishing rapport 
Identify and respect the client's choice to involve others (e.g. carer/s, family and friends) 
Apply communication strategies that acknowledge the client's recovery experiences 
Identify communication requirements to maintain an effective working relationship with the person 
Deliver any supports collaboratively and in a manner that maintains an effective working relationship with the person 
Collaboratively work with the person, giving them control over their own lives 
Identify the information and support needs of family, carer/s and friends 
Use communication that is readily understood by carer/s, family and friends 
Communicate with family, carer/s and friends in a manner that respects the dignity, choices and confidentiality of the person with the mental health condition 

Forms

Assessment Cover Sheet

CHCMH403A - Establish and maintain communication and relationships to support the recovery process
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCMH403A - Establish and maintain communication and relationships to support the recovery process

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: