Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCMH411A, 'Work with people with mental health issues'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work with people with mental health issues' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Apply knowledge of the mental health sector | 1.1 Demonstrate basic knowledge of mental health organisations and services 1.2 Reflect an understanding of different service approaches in mental health in work 1.3 Apply basic knowledge of common mental health issues and associated signs and symptoms 1.4 Apply basic knowledge of how to respond appropriately to changes in mental health and mental distress and to report appropriately 1.5 Clarify statutory requirements and duty of care responsibilities applying to own work, including role, responsibilities, accountabilities and potential consequences of own actions |
2. Establish appropriate working relationships with consumers who are living with mental health issues | 2.1 Demonstrate and apply understanding of and commitment to a consumer's right to self define and direct their own recovery 2.2 Use strategies to ensure all contacts with consumers reflect appropriate expression of value systems and consideration of emotional impact of intervention 2.3 Use appropriate communication and relationship building processes to facilitate strong positive relationships 2.4 Discuss with the consumer possibilities and options for responding to their needs and determine and prioritise preferred action 2.5 Respond promptly and supportively to consumers in distress or crisis, respecting the consumer's wishes to the extent possible in the circumstances, and in accordance with organisation policies and procedures 2.6 Work in collaboration with consumer and their support network to routinely ensure that: the consumer's desires, preferences, experiences, knowledge and life skills directly influence the nature and type of services provided the consumer's needs and goals are met individual and cultural differences are addressed potential barriers and challenges to achieving positive outcomes are identified and appropriately resolved appropriate levels of consultation are implemented relevant information is collected 2.7 Consistently comply with statutory requirements and duty of care responsibilities |
3. Clarify the needs and issues of consumers | 3.1 Identify and document consumer's current needs, wants and preferences 3.2 Discuss with the consumer their abilities to address their own needs and aspirations and identify support they require |
4. Provide non-clinical services to meet consumer aspirations and needs | 4.1 In collaboration with the consumer, consider their experience, knowledge, skills and abilities and ensure these are taken into account in determining strategies to address the impact of their mental distress 4.2 In consultation with the consumer, facilitate the use of appropriate strategies, services and resources 4.3 Negotiate short and long term strategies and implement as appropriate 4.4 Provide services in a manner which supports and encourages independence and consumer self direction 4.5 Follow organisation policy and procedures particularly in relation to consumer and carer rights, best practice principles, record keeping, confidentiality and privacy 4.6 Review progress and effectiveness of strategies with consumer, supervisor and others as appropriate 4.7 Acknowledge limits of own knowledge, abilities and work role and make appropriate referral to other services as required in accordance with organisation policies 4.8 Seek emergency assistance as required |
5. Apply self-care strategies | 5.1 Maintain a positive work life balance 5.2 Regularly seek and undertake supervision and peer support 5.3 Demonstrate awareness of strategies to address personal physical and emotional needs and apply as appropriate 5.4 Undertake debriefing and seek access to employee assistance programs as required |