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Evidence Guide: CHCMHS002 - Establish self-directed recovery relationships

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

 

CHCMHS002 - Establish self-directed recovery relationships

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

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote principles of recovery and recovery oriented practice

  1. Acknowledge and respect the person as the author, definer and director of their own recovery and recovery journey
  2. Work in ways that inspire hope for the future, belief in recovery by investing in the person and the relationship and increasing support for the person in their community of choice
  3. Identify and take into account personal values and attitudes regarding recovery, mental health and illness when planning and implementing all work activities
  4. Demonstrate consideration and respect for the important contribution of the person’s other relationships, life events, culture and activities to the recovery process
Acknowledge and respect the person as the author, definer and director of their own recovery and recovery journey

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work in ways that inspire hope for the future, belief in recovery by investing in the person and the relationship and increasing support for the person in their community of choice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and take into account personal values and attitudes regarding recovery, mental health and illness when planning and implementing all work activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate consideration and respect for the important contribution of the person’s other relationships, life events, culture and activities to the recovery process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish the context for a self-directed recovery relationship

  1. Establish and maintain a safe, positive working relationship and environment
  2. impacting on the relationship
  3. Build a working relationship based on shared understandings using effective communication strategies
  4. Interact with the person showing warmth, openness, care and authenticity
  5. Discuss, clarify and use in all communications the person’s preferred language, understandings, analogies and concepts about their experience
  6. Adjust communication strategies to meet cultural preferences
  7. Clarify role expectations and define appropriate relationship guidelines
Establish and maintain a safe, positive working relationship and environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

impacting on the relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build a working relationship based on shared understandings using effective communication strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with the person showing warmth, openness, care and authenticity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss, clarify and use in all communications the person’s preferred language, understandings, analogies and concepts about their experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust communication strategies to meet cultural preferences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify role expectations and define appropriate relationship guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Invite information sharing

  1. Invite the person to tell their story
  2. Respond appropriately to clarify aspects of the story and the persons’ understanding of their experience
  3. Respond to the person in a manner that reflects appreciation of their situation and fosters respect, rights, promotion of dignity, hope and belief in their recovery
  4. 3.4 Recognise impacts of mental illness and a mental health diagnosis on the person's life and sense of self
  5. Establish eligibility and priority for service and refer appropriately if required
  6. Work within the context of the person’s experiences, understandings and meanings to build a shared understanding of their needs
Invite the person to tell their story

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond appropriately to clarify aspects of the story and the persons’ understanding of their experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to the person in a manner that reflects appreciation of their situation and fosters respect, rights, promotion of dignity, hope and belief in their recovery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

3.4 Recognise impacts of mental illness and a mental health diagnosis on the person's life and sense of self

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish eligibility and priority for service and refer appropriately if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within the context of the person’s experiences, understandings and meanings to build a shared understanding of their needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define and confirm the collaborative relationship

  1. Share information about the organisation and programs, services and support available
  2. Facilitate an exchange of definitions and understandings of recovery and recovery oriented practice and develop a shared understanding
  3. Share and exchange other information required to establish a recovery oriented collaboration
  4. Work with the person to determine their readiness and desire to self-advocate and participate in the service
  5. Work collaboratively with the person to agree on the type and nature of services or support to be offered and decide the way the relationship will operate
  6. Establish agreement with the person on roles and responsibilities for both the person and the worker, and document in accordance with organisation procedures
  7. Clarify and document any other accountability requirements including program, funding or legislative requirements
Share information about the organisation and programs, services and support available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate an exchange of definitions and understandings of recovery and recovery oriented practice and develop a shared understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share and exchange other information required to establish a recovery oriented collaboration

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the person to determine their readiness and desire to self-advocate and participate in the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively with the person to agree on the type and nature of services or support to be offered and decide the way the relationship will operate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish agreement with the person on roles and responsibilities for both the person and the worker, and document in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and document any other accountability requirements including program, funding or legislative requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Promote principles of recovery and recovery oriented practice

1.1 Acknowledge and respect the person as the author, definer and director of their own recovery and recovery journey

1.2 Work in ways that inspire hope for the future, belief in recovery by investing in the person and the relationship and increasing support for the person in their community of choice

1.3 Identify and take into account personal values and attitudes regarding recovery, mental health and illness when planning and implementing all work activities

1.4 Demonstrate consideration and respect for the important contribution of the person’s other relationships, life events, culture and activities to the recovery process

2. Establish the context for a self-directed recovery relationship

2.1 Establish and maintain a safe, positive working relationship and environment

2.2 Identify and address the power dynamics impacting on the relationship

2.3 Build a working relationship based on shared understandings using effective communication strategies

2.4 Interact with the person showing warmth, openness, care and authenticity

2.5 Discuss, clarify and use in all communications the person’s preferred language, understandings, analogies and concepts about their experience

2.6 Adjust communication strategies to meet cultural preferences

2.7 Clarify role expectations and define appropriate relationship guidelines

3. Invite information sharing

3.1 Invite the person to tell their story

3.2 Respond appropriately to clarify aspects of the story and the persons’ understanding of their experience

3.3 Respond to the person in a manner that reflects appreciation of their situation and fosters respect, rights, promotion of dignity, hope and belief in their recovery

3.4 Recognise impacts of mental illness and a mental health diagnosis on the person's life and sense of self

3.5 Establish eligibility and priority for service and refer appropriately if required

3.6 Work within the context of the person’s experiences, understandings and meanings to build a shared understanding of their needs

4. Define and confirm the collaborative relationship

4.1 Share information about the organisation and programs, services and support available

4.2 Facilitate an exchange of definitions and understandings of recovery and recovery oriented practice and develop a shared understanding

4.3 Share and exchange other information required to establish a recovery oriented collaboration

4.4 Work with the person to determine their readiness and desire to self-advocate and participate in the service

4.5 Work collaboratively with the person to agree on the type and nature of services or support to be offered and decide the way the relationship will operate

4.6 Establish agreement with the person on roles and responsibilities for both the person and the worker, and document in accordance with organisation procedures

4.7 Clarify and document any other accountability requirements including program, funding or legislative requirements

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Promote principles of recovery and recovery oriented practice

1.1 Acknowledge and respect the person as the author, definer and director of their own recovery and recovery journey

1.2 Work in ways that inspire hope for the future, belief in recovery by investing in the person and the relationship and increasing support for the person in their community of choice

1.3 Identify and take into account personal values and attitudes regarding recovery, mental health and illness when planning and implementing all work activities

1.4 Demonstrate consideration and respect for the important contribution of the person’s other relationships, life events, culture and activities to the recovery process

2. Establish the context for a self-directed recovery relationship

2.1 Establish and maintain a safe, positive working relationship and environment

2.2 Identify and address the power dynamics impacting on the relationship

2.3 Build a working relationship based on shared understandings using effective communication strategies

2.4 Interact with the person showing warmth, openness, care and authenticity

2.5 Discuss, clarify and use in all communications the person’s preferred language, understandings, analogies and concepts about their experience

2.6 Adjust communication strategies to meet cultural preferences

2.7 Clarify role expectations and define appropriate relationship guidelines

3. Invite information sharing

3.1 Invite the person to tell their story

3.2 Respond appropriately to clarify aspects of the story and the persons’ understanding of their experience

3.3 Respond to the person in a manner that reflects appreciation of their situation and fosters respect, rights, promotion of dignity, hope and belief in their recovery

3.4 Recognise impacts of mental illness and a mental health diagnosis on the person's life and sense of self

3.5 Establish eligibility and priority for service and refer appropriately if required

3.6 Work within the context of the person’s experiences, understandings and meanings to build a shared understanding of their needs

4. Define and confirm the collaborative relationship

4.1 Share information about the organisation and programs, services and support available

4.2 Facilitate an exchange of definitions and understandings of recovery and recovery oriented practice and develop a shared understanding

4.3 Share and exchange other information required to establish a recovery oriented collaboration

4.4 Work with the person to determine their readiness and desire to self-advocate and participate in the service

4.5 Work collaboratively with the person to agree on the type and nature of services or support to be offered and decide the way the relationship will operate

4.6 Establish agreement with the person on roles and responsibilities for both the person and the worker, and document in accordance with organisation procedures

4.7 Clarify and document any other accountability requirements including program, funding or legislative requirements