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Evidence Guide: CHCMH409A - Facilitate consumer, family and carer participation in 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

 

CHCMH409A - Facilitate consumer, family and carer participation in the recovery process

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

Apply principles and practices of consumer and carer participation in mental health work

  1. Approach mental health work in collaboration with consumers and other relevant stakeholders to ensure effective participation in line with organisation policy and industry standards
  2. Identify benefits and issues related to family and carer participation in recovery processes for people with mental health issues
  3. Identify principles and practices underpinning consumer and carer participation and contribute to maintaining ongoing relevance of organisation's policies and procedures in this respect
  4. Develop and maintain knowledge of relevant and available consumer and carer services and resources
Approach mental health work in collaboration with consumers and other relevant stakeholders to ensure effective participation in line with organisation policy and industry standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify benefits and issues related to family and carer participation in recovery processes for people with mental health issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify principles and practices underpinning consumer and carer participation and contribute to maintaining ongoing relevance of organisation's policies and procedures in this respect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain knowledge of relevant and available consumer and carer services and resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Involve consumers, carers and families in planning support during recovery

  1. Consult with consumer to identify appropriate involvement of family and carers
  2. Work with consumer to identify and agree on specific roles and responsibilities for individual family members and carers and document in consumer recovery plan
  3. Consult with family, carers and other relevant stakeholders as required in line with consumer consent
  4. Gauge level of relevant knowledge, skill and involvement of carers and family as a basis for identifying additional consumer support requirements
  5. Provide relevant information, resources, referrals and education to meet needs of carers and families within scope of own work role
  6. Engage with consumer, family and carers to plan provision of appropriate support to consumer in line with consumer consent
  7. Establish and maintain a relationship with consumer, family and carers within boundaries of own work role
  8. Clarify expectations of carers and families and provide information as required to support and manage realistic expectations
Consult with consumer to identify appropriate involvement of family and carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with consumer to identify and agree on specific roles and responsibilities for individual family members and carers and document in consumer recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with family, carers and other relevant stakeholders as required in line with consumer consent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gauge level of relevant knowledge, skill and involvement of carers and family as a basis for identifying additional consumer support requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide relevant information, resources, referrals and education to meet needs of carers and families within scope of own work role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage with consumer, family and carers to plan provision of appropriate support to consumer in line with consumer consent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain a relationship with consumer, family and carers within boundaries of own work role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify expectations of carers and families and provide information as required to support and manage realistic expectations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate recovery of clients with appropriate involvement of carers and families

  1. Involve carers and families in consumer recovery process with consent of consumer and in line with recovery plan
  2. Monitor carer and family participation in collaboration with consumer to ensure ongoing effectiveness and consumer consent
  3. Maintain relationship with carers to identify changing carer needs and to identify support needs of carers within boundaries of own work role
  4. Assist consumer to identify ways in which their behaviour may be positively or negatively influenced by others
  5. Assist consumer to identify ways in which their behaviour may be positively or negatively affecting families and carers
  6. Monitor any potentially negative influences on the consumer and bring these to their attention
  7. Take action as required to maintain well being and safety of self, client and other stakeholders
Involve carers and families in consumer recovery process with consent of consumer and in line with recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor carer and family participation in collaboration with consumer to ensure ongoing effectiveness and consumer consent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain relationship with carers to identify changing carer needs and to identify support needs of carers within boundaries of own work role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist consumer to identify ways in which their behaviour may be positively or negatively influenced by others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist consumer to identify ways in which their behaviour may be positively or negatively affecting families and carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor any potentially negative influences on the consumer and bring these to their attention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action as required to maintain well being and safety of self, client and other stakeholders

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

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

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:

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

Predisposing/risk 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 non-verbal triggers

feedback

interpretation

negotiation

establishing empathy

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