Google Links

Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

1. Determine support requirements
   • Determine most appropriate assessment strategies based on child's age and presenting circumstances
   • Where necessary, confirm appropriateness of assessment strategies with other workers, e.g. teacher
   • Determine most appropriate assessment strategies to determine family circumstances
   • Determine additional information requirements outside the assessment process, e.g. issues at school
   • Confirm the appropriateness, validity and strength of the assessment relative to the child's needs
   • Gather resources required to complete the assessment
   • Determine availability of child and parent according to organisation protocols
   • Determine availability of child friendly, age appropriate space, if required
   • Provide information to child and parent about the assessment process
   • Obtain informed parental consent for the assessment and to gather information from others, such as teachers
   • Conduct the assessment in accordance with the child's pace and intensity requirements
2. Prepare for support and input requirements
   • Review possible complexities of client's needs based on an analysis within a mental health diagnostic framework, and with reference to assessment information
   • Review complexities of client's needs within a context of the recovery process
   • Review literature on best practice that is relevant to client
   • Determine most appropriate support and service strategies based on client assessment and research information
   • Identify possible interaction effects when multiple interventions are involved
   • Determine appropriate outcomes and outcome indicators for specific interventions
   • Determine risks associated with planned intervention and take appropriate action
   • Determine client's availability according to organisation protocols
   • Determine availability of appropriate space, if required
   • Gather resources to provide support, in line with client's needs and recovery plan specifications
3. Conduct supports and other service inputs
   • Confirm client's understanding of the supports and of the desired outcomes
   • Obtain informed consent from client before commencing support activities
   • Clarify any misunderstanding or confusion experienced by client
   • Work with client to develop a support plan in the context of recovery and to determine appropriate roles of client, worker and others in the intervention
   • Monitor participation of client (and others) against progress toward desired outcome/s
   • Identify and note any difficulties client experiences completing support activity requirements
   • Work with client to adjust support strategy and/or revise outcomes
   • Identify and manage compliance issues, including subjective and objective reporting of client's response to the intervention
   • Seek assistance when the client presents with needs or signs outside limits of own authority, skills and/or knowledge
4. Recognise and deal with trauma
   • Identify indicators of client trauma
   • Identify own service capacity to meet client trauma issues
   • Identify impact of trauma on client's mental health issues
   • Apply accepted procedures to evaluate options of bringing in specialist support and/or appropriate referral
5. Report and document information
   • Document information about the intervention according to organisation protocols
   • Observe privacy and confidentiality requirements when reporting interventions
   • Use appropriate terminology to document consumer response, outcomes and identified problems related to the intervention

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 A range of mental health assessment strategies and features which are appropriate to different ages and presenting circumstances of children and young people in order to clarify needs developmental status and behavioural issues of child or young person family circumstances issues arising at school and in other social situations complexity of needs and situation of the child or young person Recovery strategies appropriate for children and young people Interventions appropriate for children and young people and associated indicators of likely success of each intervention in relation to presenting issues and situations factors that may potentially be obstacles to success of each intervention potential risks for the childyoung person their families carers and support workers potential interaction effects when multiple interventions are involved appropriate roles of client mental health professionals worker and others in each intervention Resources required for each intervention and their availability Range of relevant and appropriate services and activities available for children and young people including promotion and support of social inclusion skill development and education support strategies to overcome barriers Indicators of trauma to the child or young person

Essential skills It is critical that the candidate demonstrate the ability to Work collaboratively as part of a mental health support team for children and young people to contribute to a mental health assessment of the child or young person determine needs and support requirements of the child or young person contribute to the development and implementation of a recovery plan for a child or young person monitor client participation and progress and identify appropriate adjustments to the support strategy Recognise and deal appropriately with signs of trauma in a child or young person in line with organisation policies and procedures Make observations and report and document information relevant to the intervention and client progress 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 Work effectively and sensitively with children young people and their families Work effectively with carers and consumer workers in a mental health context

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 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 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 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 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
Related units	This unit of competency is to be assessed after or in conjunction with CHCMHA Work collaboratively to support recovery process CHCMH405A Work collaboratively to support recovery process

---

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.
Mental health diagnostic framework may include but is not limited to:	Identifiable pain - physical or emotional Impact of emotional problems on role in work or family contexts Impact of health problems on physical activity Impact of health problems on role in work or family contexts Impact of physical or emotional problems on social activity Level of energy - fatigue problems Level of psychological well being or distress Perception of own state of well being / health

---