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Evidence Guide: HLTAHW410B - Work in AOD and mental health with Aboriginal and/or Torres Strait Islander communities

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

 

HLTAHW410B - Work in AOD and mental health with Aboriginal and/or Torres Strait Islander communities

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

Work within the context of AOD and mental health

  1. Acknowledge the relationship between AOD and mental health (including dual diagnosis) and reflect it appropriately in practice
  2. Identify difficulties that the worker may encounter in carrying out their role in the community and take them into consideration in the work
  3. Take into account in service delivery the changing role of females and males within Aboriginal and Torres Strait Islander communities
  4. Work within the role and limitations of the job definition and community expectations of the role
Acknowledge the relationship between AOD and mental health (including dual diagnosis) and reflect it appropriately in practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify difficulties that the worker may encounter in carrying out their role in the community and take them into consideration in the work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account in service delivery the changing role of females and males within Aboriginal and Torres Strait Islander communities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within the role and limitations of the job definition and community expectations of the role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within legal and ethical boundaries

  1. Complete documentation in accordance with legal and ethical requirements
  2. Maintain confidentiality in accordance with organisational policies and protocols
  3. Include traditional healers in the health team as appropriate
  4. Liaise with other organisations as appropriate
  5. Consider the rights of the individual in all work undertaken
  6. Carry out duties within the Mental Health Act (or equivalent) as required
Complete documentation in accordance with legal and ethical requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality in accordance with organisational policies and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include traditional healers in the health team as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with other organisations as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the rights of the individual in all work undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out duties within the Mental Health Act (or equivalent) as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work is undertaken with the clients involved with the justice system

  1. Provide advocacy and support for clients involved with the justice system as appropriate and in accordance with organisational policies and protocols
  2. Identify and observe the role and limitations of Aboriginal and/or Torres Strait Islander Health Workers work within the justice system
  3. Access the processes of the justice system that will impact on clients on behalf of clients as appropriate
Provide advocacy and support for clients involved with the justice system as appropriate and in accordance with organisational policies and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and observe the role and limitations of Aboriginal and/or Torres Strait Islander Health Workers work within the justice system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access the processes of the justice system that will impact on clients on behalf of clients as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain accountability and responsibilities

  1. Access the organisation's policies and procedures in regard to workers and work in accordance with these
  2. Ensure all work is undertaken within the organisation's reporting and accountability frameworks
  3. Follow organisation occupational health and safety guidelines
  4. Access information to clarify the employer's responsibilities to the worker
  5. Observe organisation requirements for participation in processes as appropriate (eg. in regard to performance appraisal systems)
Access the organisation's policies and procedures in regard to workers and work in accordance with these

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all work is undertaken within the organisation's reporting and accountability frameworks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow organisation occupational health and safety guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access information to clarify the employer's responsibilities to the worker

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe organisation requirements for participation in processes as appropriate (eg. in regard to performance appraisal systems)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe professional boundaries when working

  1. Define, understand and communicate professional boundaries to clients in a culturally appropriate manner
  2. Maintain confidentiality when working with clients and other agencies
  3. Observe organisation boundaries when working with clients and other agencies
  4. Clarify organisation expectations with particular regard to the professional and personal boundaries
Define, understand and communicate professional boundaries to clients in a culturally appropriate manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality when working with clients and other agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe organisation boundaries when working with clients and other agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify organisation expectations with particular regard to the professional and personal boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete relevant documentation

  1. Collect information (ie. data) as required to the complete workplace documentation
  2. Complete documentation appropriate to the Social and Emotional Well Being work role in line with organisation requirements and reporting arrangements (such as reports to funding bodies)
Collect information (ie. data) as required to the complete workplace documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation appropriate to the Social and Emotional Well Being work role in line with organisation requirements and reporting arrangements (such as reports to funding bodies)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate commitment to the philosophy of Social and Emotional Well Being

  1. Demonstrate in all work undertaken understanding and consideration of the underpinning values and philosophy of Social and Emotional Well Being in the context of Aboriginal and/or Torres Strait Islander health work
  2. Demonstrate in all work undertaken a commitment to the empowerment of Aboriginal and/or Torres Strait Islander people and access and equity principles
  3. Give clients, family and community the opportunity to participate in service planning and support activities
  4. Take into account personal values, history, experiences and family/kinship when working with Aboriginal and/or Torres Strait Islander communities
Demonstrate in all work undertaken understanding and consideration of the underpinning values and philosophy of Social and Emotional Well Being in the context of Aboriginal and/or Torres Strait Islander health work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate in all work undertaken a commitment to the empowerment of Aboriginal and/or Torres Strait Islander people and access and equity principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give clients, family and community the opportunity to participate in service planning and support activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account personal values, history, experiences and family/kinship when working with Aboriginal and/or Torres Strait Islander communities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with people from culturally and linguistically diverse backgrounds

  1. Demonstrate in all work undertaken consideration and understanding of cultural and linguistic differences
  2. Adapt all work to meet the specific cultural and linguistic needs of clients
Demonstrate in all work undertaken consideration and understanding of cultural and linguistic differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt all work to meet the specific cultural and linguistic needs of clients

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 of assessment:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Method of assessment:

Assessment must take place through a combination of:

Small group discussions and participation

Role play/simulation

Workbooks

Case studies

Self assessment journals

Conditions of assessment:

This unit includes skills and knowledge specific to Aboriginal and/or Torres Strait Islander culture

Assessment must therefore be undertaken by a workplace assessor who has expertise in the unit of competency or who has the current qualification being assessed and who is:

Aboriginal or Torres Strait Islander him/herself

or:

accompanied and advised by an Aboriginal or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Context of assessment:

Competence should be demonstrated working individually, under supervision or as part of a primary health care team working with Aboriginal and/or Torres Strait Islander clients

Assessment should replicate workplace conditions as far as possible

Related units:

This unit may be assessed independently or in conjunction with other units with associated workplace application

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

This includes knowledge of:

Traditional healing

Cultural law and its consequences

Impact of cultural and spiritual factors on the way mental health problems develop and present

Rights as employees - industrial awards, duty of care, occupational health and safety, worker's compensation

Support systems available for employees - e.g. counselling, unions, professional associations

The role, rights and responsibilities relating to Social and Emotional Well Being work:

legal responsibilities to clients, organisation and self

reporting responsibilities

accountability to organisation and community

confidentiality requirements for Social and Emotional Well Being work

ethical responsibilities

professional boundaries

Justice system and its processes

Mental Health Act and relevant regulations

Conflict resolution and mediation

Stress management techniques

The changing roles of Aboriginal men and women in communities

Broad knowledge of:

government structures

political structures

adult guardianship

rights of clients

Essential skills:

It is critical that the candidate demonstrate the ability to:

Undertake AOD and mental health work with a range of clients within the legal and ethical boundaries of the work and with a commitment to the philosophy of Social and Emotional Well Being

Maintain the professional boundaries of the work role and address accountability and responsibilities appropriately

Address the needs of clients from culturally and linguistically diverse backgrounds and balance expectations of the organisation, the community and clients

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

This includes the ability to:

Use high level effective communication skills

Apply skills in

liaising and networking

problem solving skills

conflict resolution

assertiveness

stress management

advocacy

Work within a team

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.

Cultural respect

This competency standard supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and Torres Strait Islander peoples

It recognises that the improvement of the health status of Aboriginal and Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well-being, community capacity and governance

Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices

Community control

Community participation and control in decision-making is essential to all aspects of health work, and the role of the health worker is to support the community in this process

Supervision

Supervision must be conducted in accordance with prevailing state/territory and organisation legislative and regulatory requirements

References to supervision may include either direct or indirect supervision of work by more experienced workers, supervisors, managers or other health professionals

A person at this level should only be required to make decisions about clients within the organisation's standard treatment protocols and associated guidelines

Legislative requirements

Federal, state or territory legislation may impact on workers' practices and responsibilities. Implementation of the competency standards should reflect the legislative framework in which a health worker operates. It is recognised that this may sometimes reduce the application of the Range of Variables in practice. However, assessment in the workplace or through simulation should address all essential skills and knowledge across the Range of Variables

Aboriginal and/or Torres Strait Islander Health Workers may be required to operate in situations that do not constitute 'usual practice' due to lack of resources, remote locations and community needs. As a result, they may need to possess more competencies than described by 'usual practice circumstances'

Under all circumstances, the employer must enable the worker to function within the prevailing legislative framework

The context of AOD and mental health work may include:

Statutory framework with which the work takes place

Facts/myths about mental health

Implications of dual diagnosis

History of the local Aboriginal and/or Torres Strait Islander people

Remoteness and access to other services

Traditional/cultural context

Historical context of the work, such as changing attitudes to mental health, alcohol and drug use, changing approaches to working with clients

Changing social context of the work, such as consumer-centred approach, changing government and societal views on mental health, alcohol and drugs, de-institutionalisation

Political context (e.g. government policies and initiatives affecting mental health, community controlled health, community funding)

Economic context (e.g. the current economic status of the client and how it impacts on their mental health, alcohol and drug issues and other addictions)

Services may include:

Counselling

Advocacy

Practical support

Assessment, treatment and management of clients

Referral processes

'Back to Country' principles

Different models of work may include:

Community development and education

Mental health (Social and Emotional Well Being) promotion

Case management/shared case management

Working with families

Psychological, alcohol and drug rehabilitation models

Peer support/self help

Crisis intervention

Early intervention models

Prevention models

Clinical mental health services

Residential services

Respite care

Home based support/community support

Traditional healing

Stakeholders and representatives include:

Clients

Carers

Family, friends, peers, community

Clinical mental health services

Drug and alcohol teams

Drug and alcohol rehabilitation facilities

Local community elders

Government agencies (e.g. Family and Children's Services)

and may include:

Community organisations

Client support networks

Government representatives, agencies and service providers

Accommodation services

Financial support services

Employment services

Vocational support services

Youth groups

Sexual assault services/refuges

Underpinning values and philosophies of the sector include:

Empowerment for Aboriginal and Torres Strait Islander people

A holistic client centred approach to service delivery

Promotion of Social and Emotional Well Being

Early intervention strategies

Prevention strategies

Delivery of culturally appropriate services

Commitment to meeting the needs and upholding the rights of clients

Encouragement of personal growth and development towards recovery and wellness

Commitment to principles of access and equity refers to:

Creation of a client centred culture in service delivery and support

A non discriminatory approach to all people using the services

Ensuring that all work allows caters for differences

Cultural and linguistic differences include:

Different cultural and social contexts

Local cultural protocols and traditions

English as a second or third language, use of Kriol

Social variables that impact on mental illness