- CHCMH408B - Provide interventions to meet the needs of consumers with mental health and AOD issues
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCMH408B Mapping and Delivery Guide
Provide interventions to meet the needs of consumers with mental health and AOD issues
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CHCMH408B - Provide interventions to meet the needs of consumers with mental health and AOD issues |
|---|---|---|---|
| Description | This unit describes the knowledge and skills required by workers who provide immediate and ongoing support and interventions for consumers with co-existing mental health and alcohol and other drugs issues drawing on a range of models and techniques supported by evidence | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | This unit applies to work with mental health consumers in a range of community services work contextsThis 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 familyIn this unit 'dual diagnosis clients' means consumers with 'mental health and alcohol and other drugs (AOD)' diagnoses | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not Applicable | ||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Support consumers with a dual diagnosis |
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| Element: Identify, liaise with and support available services to address co-existing morbidity issues |
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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 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, worker's 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 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 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 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, assignment, 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: Holistic care - health, social, legal Predisposing factors to mental illness and indicators of pathology i.e. Substance use, mental health Legal Issues support models of rehabilitation Interventions appropriate to co-morbidity Counselling models/practices including basic knowledge of theories supporting counselling process Professional service provision codes of conduct, ethical codes, referral protocols Group dynamics models/practices Range of services available Organisation procedures and program standards Cultural protocols, taboos and language systems Facilitation model/practices Statutory mandate and responsibilities Human development and understanding of life stages Behaviour change models/practices Stress indicators Evidence-based practice including National Mental Health Practice Standards |
Essential skills: It is critical that the candidate demonstrate the ability to: Work cooperatively with clients/significant others to achieve behavioural life skills changes Work with individuals in a range of settings to achieve maximum outcomes 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: crisis intervention demonstration of empathy relationship building communication negotiation managing groups stress management assertion conflict management influencing skills training and education Apply counselling skills, including: counselling context, process and goals establishing a trusting relationship information gathering reflective listening, respectful responding, development of empathy and rapport human life stage development 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. | |
Dual diagnosis refers to: | Consumers with co-existing mental health and AOD diagnoses |
Working with consumers will be carried out within requirements established by: | Relevant legislation and statutory requirements International conventions relating to the rights of individuals Organisation policy and codes of conduct Relevant program standards Professional association codes of conduct and ethical and ethical positions |
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 consumers who may have co-existing mental health and AOD issues | |||
| Assess the impact and nature of co-existing conditions on individual consumers, including their social and legal status | |||
| Implement and support models of rehabilitation for dual diagnosis consumers | |||
| Identify and apply own service provision and agency interventions that address co-morbidity | |||
| Support other available services to address consumer with dual diagnosis | |||
| Directly support services commonly accessed by dual diagnosis clients to improve practice |
Forms
Assessment Cover Sheet
CHCMH408B - Provide interventions to meet the needs of consumers with mental health and AOD 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
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCMH408B - Provide interventions to meet the needs of consumers with mental health and AOD 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
Assessor name:
Signature:
Date:
Student signature:
Date: