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 CHCMHS002, 'Establish self-directed recovery relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Establish self-directed recovery relationships' 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
Elements define the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote principles of recovery and recovery oriented practice
1.1 Acknowledge and respect the person as the author, definer and director of their own recovery and recovery journey
1.2 Work in ways that inspire hope for the future, belief in recovery by investing in the person and the relationship and increasing support for the person in their community of choice
1.3 Identify and take into account personal values and attitudes regarding recovery, mental health and illness when planning and implementing all work activities
1.4 Demonstrate consideration and respect for the important contribution of the personâ€™s other relationships, life events, culture and activities to the recovery process
2. Establish the context for a self-directed recovery relationship
2.1 Establish and maintain a safe, positive working relationship and environment
2.2 Identify and address the power dynamics impacting on the relationship
2.3 Build a working relationship based on shared understandings using effective communication strategies
2.4 Interact with the person showing warmth, openness, care and authenticity
2.5 Discuss, clarify and use in all communications the personâ€™s preferred language, understandings, analogies and concepts about their experience
2.6 Adjust communication strategies to meet cultural preferences
2.7 Clarify role expectations and define appropriate relationship guidelines
3. Invite information sharing
3.1 Invite the person to tell their story
3.2 Respond appropriately to clarify aspects of the story and the personsâ€™ understanding of their experience
3.3 Respond to the person in a manner that reflects appreciation of their situation and fosters respect, rights, promotion of dignity, hope and belief in their recovery
3.4 Recognise impacts of mental illness and a mental health diagnosis on the person's life and sense of self
3.5 Establish eligibility and priority for service and refer appropriately if required
3.6 Work within the context of the personâ€™s experiences, understandings and meanings to build a shared understanding of their needs
4. Define and confirm the collaborative relationship
4.1 Share information about the organisation and programs, services and support available
4.2 Facilitate an exchange of definitions and understandings of recovery and recovery oriented practice and develop a shared understanding
4.3 Share and exchange other information required to establish a recovery oriented collaboration
4.4 Work with the person to determine their readiness and desire to self-advocate and participate in the service
4.5 Work collaboratively with the person to agree on the type and nature of services or support to be offered and decide the way the relationship will operate
4.6 Establish agreement with the person on roles and responsibilities for both the person and the worker, and document in accordance with organisation procedures
4.7 Clarify and document any other accountability requirements including program, funding or legislative requirements