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Elements and Performance Criteria

  1. Apply principles and practices of consumer and carer participation in mental health work
  2. Involve consumers, carers and families in planning support during recovery
  3. Facilitate recovery of clients with appropriate involvement of carers and families

Required Skills

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

An awareness and understanding of the potential impact of own personal and social values in mental health work

Role boundaries in relation to own work role and roles of other workers

Relevant and available community and organisation resources

Models and practice in rehabilitation for those with mental illness

Predisposingrisk and protective factors for mental illness

Knowledge of relevant legislation policies and standards regarding consumer and carer participation in mental health planning and recovery

Essential skills

It is critical that the candidate demonstrate the ability to

Work collaboratively with consumers to identify plan and implement family and carer participation in recovery processes as appropriate

Monitor effectiveness of ongoing participation of carer and family members working towards consumer recovery goals

Work collaboratively with consumer to review and revise consumer carer and family member participation aspects of recovery plan

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

Demonstrate application of skills in

describing own attitudes and values

setting and maintaining appropriate role boundaries

working with cultural diversity

Apply full range of communication techniques including

reflective listening respectful responding development of empathy and rapport and other basic counselling skills

facilitating conflict resolution through application of a range of strategies

techniques to seek agreement between parties

active listening if culturally appropriate recognition of nonverbal triggers

feedback

interpretation

negotiation

establishing empathy

Evidence Required

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

Competency must be demonstrated in a real work environment

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over contexts applicable to the work environment

Consistency in performance should consider the work environment workers role and responsibilities 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 andor 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

Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines

Method of assessment

Competency must be demonstrated in a real work environment

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 andor written questioning on Essential knowledge and skills and consideration of required attitudes

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


Range Statement

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.

Carer is defined as but not limited to:

Persons who, at time of need, provide regular or intermittent support to a person with a mental illness or disorder

This may include:

Relative e.g. spouse/defacto, children, parents, siblings, grandparents, uncles, aunts, cousins

Kinship relationship

Friends

Neighbours

Other consumers

Consult with family, carers and other relevant stakeholders may relate to, for example:

Obtaining background information

Identifying degree and type of support able to be provided

Ascertaining willingness and capacity to provide support

Forward planning

Review of recovery plan

Review of ongoing support needs and capacity

Other relevant stakeholders may include but are not limited to:

Health or community services professionals

Support workers

Other agency staff

Consumer workers

Other relatives and/or friends

Representatives from:

carer groups

support groups

schools

community or clinical mental health services

Consent may be:

Written

Verbal (documented)

Subject to legislative requirements

Advance directive

Expectations of carers and families may relate, for example, to:

Support requirements

Carer's capacity to provide support

Aspects of the recovery process

Role of the support worker