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Evidence Guide: CHCPWK003 - Apply lived experience in mental health peer work

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

 

CHCPWK003 - Apply lived experience in mental health peer work

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

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify organisation context for using lived experience

  1. Confirm organisation’s expectations of the use of lived experience in the course of peer work
  2. Apply organisation policy and guidelines in relation to using lived experience in peer work, especially in relation to safe disclosure and public disclosure
  3. Determine the extent and the types of stories to be shared from own lived experience
Confirm organisation’s expectations of the use of lived experience in the course of peer work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply organisation policy and guidelines in relation to using lived experience in peer work, especially in relation to safe disclosure and public disclosure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the extent and the types of stories to be shared from own lived experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine boundaries of sharing lived experience and prepare aspects of consumer/carer’s story

  1. Establish appropriate personal boundaries and guidelines
  2. Apply varied levels of sharing in relation to lived experience
  3. Evaluate and select options in framing stories for different purposes
  4. Consider privacy in developing parameters of stories to be told or written
  5. Obtain clear and consent from others before including them in any story
  6. Review impact of sharing lived experience and make determination to proceed or vary level of disclosure
  7. Seek input from experienced peers about ways to effectively use lived experience in peer work
Establish appropriate personal boundaries and guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply varied levels of sharing in relation to lived experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and select options in framing stories for different purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider privacy in developing parameters of stories to be told or written

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain clear and consent from others before including them in any story

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review impact of sharing lived experience and make determination to proceed or vary level of disclosure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek input from experienced peers about ways to effectively use lived experience in peer work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use lived experience to establish role in peer work

  1. Ensure sharing is positive, purposeful and within the philosophical framework of peer ethics, values, role definition and organisation requirements
  2. Recognise and address the potential impacts and implications of sharing aspects of own personal story on consumers, carers, other staff and upon the organisation
  3. Recognise sharing of own personal story is one component of job role
Ensure sharing is positive, purposeful and within the philosophical framework of peer ethics, values, role definition and organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and address the potential impacts and implications of sharing aspects of own personal story on consumers, carers, other staff and upon the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise sharing of own personal story is one component of job role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain a safe working relationship in relation to lived experience in peer work

  1. Engage in debriefing and peer supervision according to identified needs
  2. Recognise and take action to attend to own vulnerabilities associated with use of lived experience in peer work
  3. Recognise and take action to attend to own vulnerabilities associated with vicarious trauma
Engage in debriefing and peer supervision according to identified needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and take action to attend to own vulnerabilities associated with use of lived experience in peer work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and take action to attend to own vulnerabilities associated with vicarious trauma

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise responsible self-care strategies

  1. Apply strategies to address personal physical and emotional needs
  2. Maintain a positive work life balance and personal wellness plan
  3. Negotiate reasonable adjustments in the workplace to meet own self-care requirements
Apply strategies to address personal physical and emotional needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain a positive work life balance and personal wellness plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate reasonable adjustments in the workplace to meet own self-care requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine boundaries of sharing lived experience and prepare aspects of consumer/carer’s story

  1. Establish appropriate personal boundaries and guidelines
  2. Apply varied levels of sharing in relation to lived experience
  3. Evaluate and select options in framing stories for different purposes
  4. Consider privacy in developing parameters of stories to be told or written
  5. Obtain clear and consent from others before including them in any story
  6. Review impact of sharing lived experience and make determination to proceed or vary level of disclosure
  7. Seek input from experienced peers about ways to effectively use lived experience in peer work
Establish appropriate personal boundaries and guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply varied levels of sharing in relation to lived experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and select options in framing stories for different purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider privacy in developing parameters of stories to be told or written

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain clear and consent from others before including them in any story

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review impact of sharing lived experience and make determination to proceed or vary level of disclosure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek input from experienced peers about ways to effectively use lived experience in peer work

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. Clarify organisation context for using lived experience

1.1 Confirm organisation’s expectations of the use of lived experience in the course of peer work

1.2 Apply organisation policy and guidelines in relation to using lived experience in peer work, especially in relation to safe disclosure and public disclosure

1.3 Determine the extent and the types of stories to be shared from own lived experience

2. Determine boundaries of sharing lived experience and prepare aspects of consumer/carer’s story

2.1 Establish appropriate personal boundaries and guidelines

2.2 Apply varied levels of sharing in relation to lived experience

2.3 Evaluate and select options in framing stories for different purposes

2.4 Consider privacy in developing parameters of stories to be told or written

2.5 Obtain clear and consent from others before including them in any story

2.6 Review impact of sharing lived experience and make determination to proceed or vary level of disclosure

2.7 Seek input from experienced peers about ways to effectively use lived experience in peer work

3. Use lived experience to establish role in peer work

3.1 Ensure sharing is positive, purposeful and within the philosophical framework of peer ethics, values, role definition and organisation requirements

3.2 Recognise and address the potential impacts and implications of sharing aspects of own personal story on consumers, carers, other staff and upon the organisation

3.3 Recognise sharing of own personal story is one component of job role

4. Maintain a safe working relationship in relation to lived experience in peer work

4.1 Engage in debriefing and peer supervision according to identified needs

4.2 Recognise and take action to attend to own vulnerabilities associated with use of lived experience in peer work

4.3 Recognise and take action to attend to own vulnerabilities associated with vicarious trauma

5. Utilise responsible self-care strategies

5.1 Apply strategies to address personal physical and emotional needs

5.2 Maintain a positive work life balance and personal wellness plan

5.3 Negotiate reasonable adjustments in the workplace to meet own self-care 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. Clarify organisation context for using lived experience

1.1 Confirm organisation’s expectations of the use of lived experience in the course of peer work

1.2 Apply organisation policy and guidelines in relation to using lived experience in peer work, especially in relation to safe disclosure and public disclosure

1.3 Determine the extent and the types of stories to be shared from own lived experience

2. Determine boundaries of sharing lived experience and prepare aspects of consumer/carer’s story

2.1 Establish appropriate personal boundaries and guidelines

2.2 Apply varied levels of sharing in relation to lived experience

2.3 Evaluate and select options in framing stories for different purposes

2.4 Consider privacy in developing parameters of stories to be told or written

2.5 Obtain clear and consent from others before including them in any story

2.6 Review impact of sharing lived experience and make determination to proceed or vary level of disclosure

2.7 Seek input from experienced peers about ways to effectively use lived experience in peer work

3. Use lived experience to establish role in peer work

3.1 Ensure sharing is positive, purposeful and within the philosophical framework of peer ethics, values, role definition and organisation requirements

3.2 Recognise and address the potential impacts and implications of sharing aspects of own personal story on consumers, carers, other staff and upon the organisation

3.3 Recognise sharing of own personal story is one component of job role

4. Maintain a safe working relationship in relation to lived experience in peer work

4.1 Engage in debriefing and peer supervision according to identified needs

4.2 Recognise and take action to attend to own vulnerabilities associated with use of lived experience in peer work

4.3 Recognise and take action to attend to own vulnerabilities associated with vicarious trauma

5. Utilise responsible self-care strategies

5.1 Apply strategies to address personal physical and emotional needs

5.2 Maintain a positive work life balance and personal wellness plan

5.3 Negotiate reasonable adjustments in the workplace to meet own self-care requirements