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 CHCMH502A, 'Provide supports for children at risk of mental health problems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide supports for children at risk of mental health problems' 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. Determine support requirements | 1.1 Determine most appropriate assessment strategies based on child's age and presenting circumstances 1.2 Where necessary, confirm appropriateness of assessment strategies with other workers, e.g. teacher 1.3 Determine most appropriate assessment strategies to determine family circumstances 1.4 Determine additional information requirements outside the assessment process, e.g. issues at school 1.5 Confirm the appropriateness, validity and strength of the assessment relative to the child's needs 1.6 Gather resources required to complete the assessment 1.7 Determine availability of child and parent according to organisation protocols 1.8 Determine availability of child friendly, age appropriate space, if required 1.9 Provide information to child and parent about the assessment process 1.10 Obtain informed parental consent for the assessment and to gather information from others, such as teachers 1.11 Conduct the assessment in accordance with the child's pace and intensity requirements |
2. Prepare for support and input requirements | 2.1 Review possible complexities of client's needs based on an analysis within a mental health diagnostic framework, and with reference to assessment information 2.2 Review complexities of client's needs within a context of the recovery process 2.3 Review literature on best practice that is relevant to client 2.4 Determine most appropriate support and service strategies based on client assessment and research information 2.5 Identify possible interaction effects when multiple interventions are involved 2.6 Determine appropriate outcomes and outcome indicators for specific interventions 2.7 Determine risks associated with planned intervention and take appropriate action 2.8 Determine client's availability according to organisation protocols 2.9 Determine availability of appropriate space, if required 2.10 Gather resources to provide support, in line with client's needs and recovery plan specifications |
3. Conduct supports and other service inputs | 3.1 Confirm client's understanding of the supports and of the desired outcomes 3.2 Obtain informed consent from client before commencing support activities 3.3 Clarify any misunderstanding or confusion experienced by client 3.4 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 3.5 Monitor participation of client (and others) against progress toward desired outcome/s 3.6 Identify and note any difficulties client experiences completing support activity requirements 3.7 Work with client to adjust support strategy and/or revise outcomes 3.8 Identify and manage compliance issues, including subjective and objective reporting of client's response to the intervention 3.9 Seek assistance when the client presents with needs or signs outside limits of own authority, skills and/or knowledge |
4. Recognise and deal with trauma | 4.1 Identify indicators of client trauma 4.2 Identify own service capacity to meet client trauma issues 4.3 Identify impact of trauma on client's mental health issues 4.4 Apply accepted procedures to evaluate options of bringing in specialist support and/or appropriate referral |
5. Report and document information | 5.1 Document information about the intervention according to organisation protocols 5.2 Observe privacy and confidentiality requirements when reporting interventions 5.3 Use appropriate terminology to document consumer response, outcomes and identified problems related to the intervention |