• CHCMH504D - Provide a range of services to people with mental health issues

Assessor Resource

Provide a range of services to people with mental health issues

Assessment tool

Version 1.0
Issue Date: August 2019

This unit applies to work with mental health consumers 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 collaboratively assess needs, provide a range of services to meet needs, review progress and evaluate the work undertaken with clients with mental health issues

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


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 range of services provided to clients in the workplace

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:

Language of the mental health sector

Signs and symptoms of common mental illness

Common medications for the treatment of mental illness and/or psychiatric disability and their side effects

Principles and practice of psychosocial rehabilitation

Difference between mental illness and psychiatric disability

Early intervention

Impact of mental illness and/or psychiatric disability on: self-esteem, motivation, daily living skills and relationships

A range of clinical treatment and support services available locally


Rights and responsibilities of workers and clients

Understanding of complex ethical issues

Principles and practices of duty of care


Relevant policy, regulatory, legislative and legal requirements relating to mental health service provision

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

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

Knowledge specific to the following areas:

working with clients with alcohol and other drugs issues

working with women

working with men

working with children and young people

working with aged clients

working with corrective services clients

working with Aboriginal and Torres Strait Islander clients

community education

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify the needs and provide services to a range of clients with mental health issues

Effective collaboration with other workers and relevant services

In addition, the candidate must be able 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 the ability to:

Reflect on the dynamics of relationships

Demonstrate application of following skills where they apply to work role:




active listening

interpretation of verbal and non-verbal communication


referral including identification of circumstances in which referral to a health professional is appropriate

supportive counselling

conflict resolution


crisis situation responses

protective intervention


networking and liaison

identification of support structures

awareness of self and the impact of self on relationships


report writing

resolving aggression, including:
. negotiation
. workplace safety
. debriefing

Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

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.

Reasons for seeking help may be identified with assistance from:

The client



Information from other services

Needs may include:

Physical disability

Intellectual disability

Problematic alcohol and other drugs use



Related to grief and loss







Appropriate communication and relationship building processes may include:



Non-judgemental manner

Listening to the person

Treating the person as an individual

Rapport building



Share goals applies within the bounds of confidentiality and may include people such as:

Case managers

Other staff



Family members

Other services

Provide services must take into account:

Available resources

Contingency plans

Other services and resources may include:

Carer groups

Consumer groups



Day support


Skill development service e.g. Life or living skills

Spiritual support

Psychosocial rehabilitation

Other disability support services

Consumer consultants



Creative activities



Social activities

Aboriginal health services

Drug and alcohol





Supportive counselling in response to crisis situations


Family violence and sexual assault services


Strategies may include assistance with:

Self help groups



Legal matters


Daily living skills

Creative activities

Social skills


Records of service provision may include:

Individual service plans

Initial contact forms

Comprehensive assessment and service plan

Individual program plans

Evaluation forms

Emergency assistance may be sought from:

Own organisation staff

Other community organisation staff

Clinical mental health services

Other agencies




Consumer consultants

Trans-cultural consultants

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 reasons for seeking help 
Identify and document current needs 
Identify client's abilities to address their own needs 
Explain organisation policy and procedures in relation to records, confidentiality and privacy 
Define and maintain boundaries between client and worker, including roles, responsibilities and accountabilities, to ensure compliance with statutory requirements and duty of care responsibilities 
Implement strategies to ensure all dealings with clients reflect appropriate expression of value systems and consideration of emotional impact of intervention 
Discuss possibilities and options for responding to client needs, determine preferred actions and prioritise 
Promptly and supportively respond to clients in distress or crisis, in accordance with organisation policies and procedures 
Use appropriate communication and relationship building processes to identify service provision goals 
Identify and prioritise issues to be addressed through services provision 
Discuss possibilities and options for responding to client needs, determine preferred actions and prioritise 
Assist client to evaluate and select strategies to achieve their goals 
Document goals in relation to client needs in accordance with organisation procedures, as appropriate 
Share goals, with client's consent, where appropriate 
Identify strategies to address impact of mental illness and/or psychiatric disability, incorporating the knowledge, skills and abilities of the person 
Facilitate use of other appropriate strategies, services and resources 
Negotiate short and long term strategies as appropriate 
Provide services in manner that supports and encourages independence 
Maintain records of service provision related to agreed goals and strategies, in accordance with organisation procedures and policy 
Provide referrals as appropriate 
Regularly discuss progress with the client 
Negotiate revised goals and strategies 
Negotiate exit from the service or program with the person and provide support in accordance with organisation policies and available resources 
Discuss outcomes with client and appropriate persons inside or outside the organisation and document in accordance with organisation policies and procedures 
Maintain confidentiality in accordance with agency/ organisation guidelines and relevant legislation 
Use conflict resolution and negotiation as appropriate 
Take appropriate action to ensure safety of self and others 
Acknowledge limits of own abilities and make referrals as appropriate in accordance with organisation policies and available resources 
Seek emergency assistance as required 


Assessment Cover Sheet

CHCMH504D - Provide a range of services to people with mental health issues
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

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Assessment Record Sheet

CHCMH504D - Provide a range of services to people with mental health issues

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

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