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 CHCMH503A, 'Provide forensic mental health services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide forensic mental health services' 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. Work within a legal context | 1.1 Apply knowledge of the legal system and the justice health system 1.2 Work with knowledge of legislation (other than mental health legislation) as it applies to the client with forensic mental health issues 1.3 Work with understanding of social and political context in which the law operates, in the context of client with forensic mental health issues |
2. Work with clients with mental health and forensic issues | 2.1 Determine possible impact of client forensic issues on client's recovery program 2.2 Determine impact of mental health status on client's forensic issues 2.3 Determine impact on client of the interaction between forensic issues and mental health issues 2.4 Where required, and with client's permission, involve legal and advocacy services in client's recovery plan 2.5 With client, review recovery plan to best meet the intersection between mental health and forensic issues 2.6 Where appropriate, assist client to identify possible cause and effect of mental health issues on forensic issues 2.7 Determine client's needs holistically, identifying health and social care needs including factors relating to impacts of culture, race, gender, spirituality and lifestyle 2.8 Identify other risk factors for client's population group (e.g. sex offender risk factors) 2.9 Work with client to identify indicators that client is approaching a state of relapse 2.10 Provide advocacy within legal and mental health sectors where there is an intersect impact on client |
3. Work collaboratively to plan support | 3.1 Collaborate with client to develop plans for future support, care and treatment 3.2 Provide input into an historical risk document which can be passed on to different forensic health support services |
4. Review mental health status in relation to ongoing forensic issues | 4.1 Regularly discuss progress with the client and renegotiate goals and strategies as required 4.2 Work with the client to identify changes in their mental health status and determine the impact of any change on client's forensic issues 4.3 Where appropriate, review effectiveness of legal and advocacy services in relation to client's forensic issues and in the context of their recovery plan 4.4 Discuss recovery outcomes and ongoing forensic issues with client and appropriate persons inside or outside the organisation and document in accordance with organisation policies and procedures 4.5 In consultation with client and other relevant stakeholders, revise goals, strategies and service delivery decisions to reflect outcomes of review undertaken |
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 service delivery |