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Evidence Guide: CHCMH502A - Provide supports for children at risk of mental health problems

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

 

CHCMH502A - Provide supports for children at risk of mental health problems

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

Determine support requirements

  1. Determine most appropriate assessment strategies based on child's age and presenting circumstances
  2. Where necessary, confirm appropriateness of assessment strategies with other workers, e.g. teacher
  3. Determine most appropriate assessment strategies to determine family circumstances
  4. Determine additional information requirements outside the assessment process, e.g. issues at school
  5. Confirm the appropriateness, validity and strength of the assessment relative to the child's needs
  6. Gather resources required to complete the assessment
  7. Determine availability of child and parent according to organisation protocols
  8. Determine availability of child friendly, age appropriate space, if required
  9. Provide information to child and parent about the assessment process
  10. Obtain informed parental consent for the assessment and to gather information from others, such as teachers
  11. Conduct the assessment in accordance with the child's pace and intensity requirements
Determine most appropriate assessment strategies based on child's age and presenting circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where necessary, confirm appropriateness of assessment strategies with other workers, e.g. teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine most appropriate assessment strategies to determine family circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine additional information requirements outside the assessment process, e.g. issues at school

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the appropriateness, validity and strength of the assessment relative to the child's needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather resources required to complete the assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine availability of child and parent according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine availability of child friendly, age appropriate space, if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to child and parent about the assessment process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain informed parental consent for the assessment and to gather information from others, such as teachers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the assessment in accordance with the child's pace and intensity requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for support and input requirements

  1. Review possible complexities of client's needs based on an analysis within a mental health diagnostic framework, and with reference to assessment information
  2. Review complexities of client's needs within a context of the recovery process
  3. Review literature on best practice that is relevant to client
  4. Determine most appropriate support and service strategies based on client assessment and research information
  5. Identify possible interaction effects when multiple interventions are involved
  6. Determine appropriate outcomes and outcome indicators for specific interventions
  7. Determine risks associated with planned intervention and take appropriate action
  8. Determine client's availability according to organisation protocols
  9. Determine availability of appropriate space, if required
  10. Gather resources to provide support, in line with client's needs and recovery plan specifications
Review possible complexities of client's needs based on an analysis within a mental health diagnostic framework, and with reference to assessment information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review complexities of client's needs within a context of the recovery process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review literature on best practice that is relevant to client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine most appropriate support and service strategies based on client assessment and research information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify possible interaction effects when multiple interventions are involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine appropriate outcomes and outcome indicators for specific interventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine risks associated with planned intervention and take appropriate action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine client's availability according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine availability of appropriate space, if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather resources to provide support, in line with client's needs and recovery plan specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct supports and other service inputs

  1. Confirm client's understanding of the supports and of the desired outcomes
  2. Obtain informed consent from client before commencing support activities
  3. Clarify any misunderstanding or confusion experienced by client
  4. 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
  5. Monitor participation of client (and others) against progress toward desired outcome/s
  6. Identify and note any difficulties client experiences completing support activity requirements
  7. Work with client to adjust support strategy and/or revise outcomes
  8. Identify and manage compliance issues, including subjective and objective reporting of client's response to the intervention
  9. Seek assistance when the client presents with needs or signs outside limits of own authority, skills and/or knowledge
Confirm client's understanding of the supports and of the desired outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain informed consent from client before commencing support activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify any misunderstanding or confusion experienced by client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor participation of client (and others) against progress toward desired outcome/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and note any difficulties client experiences completing support activity requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to adjust support strategy and/or revise outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and manage compliance issues, including subjective and objective reporting of client's response to the intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance when the client presents with needs or signs outside limits of own authority, skills and/or knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and deal with trauma

  1. Identify indicators of client trauma
  2. Identify own service capacity to meet client trauma issues
  3. Identify impact of trauma on client's mental health issues
  4. Apply accepted procedures to evaluate options of bringing in specialist support and/or appropriate referral
Identify indicators of client trauma

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify own service capacity to meet client trauma issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify impact of trauma on client's mental health issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply accepted procedures to evaluate options of bringing in specialist support and/or appropriate referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and document information

  1. Document information about the intervention according to organisation protocols
  2. Observe privacy and confidentiality requirements when reporting interventions
  3. Use appropriate terminology to document consumer response, outcomes and identified problems related to the intervention
Document information about the intervention according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe privacy and confidentiality requirements when reporting interventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document consumer response, outcomes and identified problems related to the intervention

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

Related units:

This unit of competency is to be assessed after or in conjunction with:

CHCMH405A Work collaboratively to support recovery process

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:

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 child/young 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

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