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

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

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

What evidence can you provide to prove your understanding of each of the following citeria?

Develop communication strategies to effectively engage with people

  1. Identify the person's strengths and interests that may provide an opportunity to establish rapport
  2. Apply appropriate communication strategies to establish rapport with person with mental health condition, their family, carer/s and work team
  3. Apply communication strategies in a manner that acknowledges individual time requirements to establish rapport
  4. Apply communication strategies in a manner that acknowledges cultural barriers to establishing rapport
  5. Identify and respect the client's choice to involve others (e.g. carer/s, family and friends)
  6. Apply communication strategies that acknowledge the client's recovery experiences
Identify the person's strengths and interests that may provide an opportunity to establish rapport

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate communication strategies to establish rapport with person with mental health condition, their family, carer/s and work team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply communication strategies in a manner that acknowledges individual time requirements to establish rapport

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply communication strategies in a manner that acknowledges cultural barriers to establishing rapport

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and respect the client's choice to involve others (e.g. carer/s, family and friends)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply communication strategies that acknowledge the client's recovery experiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain an effective working relationship with person affected by mental health condition

  1. Identify communication requirements to maintain an effective working relationship with the person
  2. Deliver any supports collaboratively and in a manner that maintains an effective working relationship with the person
  3. Collaboratively work with the person, giving them control over their own lives
Identify communication requirements to maintain an effective working relationship with the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver any supports collaboratively and in a manner that maintains an effective working relationship with the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively work with the person, giving them control over their own lives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain effective working relationships with family, carer/s, friends and others

  1. Identify the information and support needs of family, carer/s and friends
  2. Use communication that is readily understood by carer/s, family and friends
  3. 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
Identify the information and support needs of family, carer/s and friends

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication that is readily understood by carer/s, family and friends

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

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.

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