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 CHCMHS005, 'Provide services to people with co-existing mental health and alcohol and other drugs issues'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide services to people with co-existing mental health and alcohol and other drugs 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 |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Assess capacity to provide support to a person with co-existing mental health and AOD issues | 1.1 Recognise and respond to signs indicating that a person may have co-existing mental health and AOD issues 1.2 Identify own service provision and possible agency programs or interventions suitable for a person with dual diagnosis 1.3 Assess the impact and nature of co-existing conditions on the person, including their social, financial and legal status 1.4 Work with the person to understand their readiness, motivation, priorities and goals for recovery in relation to both their mental health and alcohol and other drug issues 1.5 Research or consult with specialist services, as needed, to gather additional specific information about the relevant AOD substances and their interactions or possible impacts on someone with mental health issues |
2. Work collaboratively to provide support services to address co-existing issues | 2.1 Build an effective working relationship with the person 2.2 Discuss with the person their existing services and supports, and their perspective on collaboration or coordination across services 2.3 Gather and review information on available service options and approaches with the person 2.4 Support person to make informed decisions about approaches, including resources and services 2.5 Develop and document a plan with the person that reflects choices made 2.6 Work collaboratively with the person to facilitate the implementation of appropriate strategies, services and resources |
3. Facilitate links to further care | 3.1 Identify issues that are outside the scope of the service and/or the scope of the worker 3.2 Collaboratively identify appropriate service and other support options with the person 3.3 Support positive decision making to assist the person to make informed choices about recovery options 3.4 Work collaboratively with the person to determine referral options, and responsibilities and consents required 3.5 Make referrals in consultation with the person and in line with organisation protocols 3.6 Follow up and evaluate referrals to ensure they have been effective |
4. Collaborate with the person to minimise risk | 4.1 Work collaboratively with the person to proactively identify potential risks to safety of person, workers and others 4.2 Prevent risks by identifying triggers, strategies to manage risks and contingency options 4.3 Use evidence based de-escalation techniques, conflict resolution and negotiation skills to manage conflict 4.4 Identify emergency situations and seek immediate assistance 4.5 Comply with laws, relevant ethical guidelines and policy requirements that affect duty of care and dignity of risk |
5. Review and report on support provided | 5.1 Develop and maintain records of services provided, decisions made and follow up actions in collaboration with the person 5.2 Communicate relevant information to work colleagues and other people working with the person, with the persons consent 5.3 Reflect on own role in providing support and use learning to enhance future practice 5.4 Seek advice, supervision and debriefing from workplace supervisor based on identified needs |