Assess and promote social, emotional and physical wellbeing

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 CHCMHS011, 'Assess and promote social, emotional and physical wellbeing'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Assess and promote social, emotional and physical wellbeing' 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 the persons wellbeing

1.1 Provide information and resources to the person to explain social and emotional wellbeing, holistic practice and the available services and programs

1.2 Explore the domains of wellbeing with the person, identifying strengths and strategies that keeps the person strong

1.3 Reflect on and respond to own values, beliefs, attitudes, power and behaviours regarding wellbeing to ensure non-judgemental practice

1.4 Clarify and respect the person’s choices, parameters and boundaries relating to topics to be discussed

1.5 Work with the person to identify other information to gather or people to contact to add to the understanding of their social emotional wellbeing

1.6 Determine with the person other people, including the natural supports, the person wants involved in their plans and support

1.7 Identify, negotiate, obtain and document any consents required

2. Promote physical wellbeing

2.1 Discuss with the person their health and physical wellbeing

2.2 Discuss with the person any health issues or potential risks to health including fitness and nutrition and encourage them to seek professional advice as required

2.3 Identify when regular health checks were last undertaken and, according to the person’s needs, facilitate referrals or appointments

2.4 Arrange for health assessments or medication reviews based on the person’s needs

2.5 Proactively support and encourage the person to identify areas where physical health could be improved and develop strategies

2.6 Promote healthy living habits using established and credible information sources

3. Promote social wellbeing

3.1 Identify and map the person’s social network, including their care network, their community participation and others that are providing the person with support

3.2 Assess the level of social inclusion/exclusion or isolation

3.3 Develop strategies to promote community participation and connection to extend depth or breadth of the person’s social network

3.4 Determine the person’s current level of involvement in socially based activity and their desire to increase participation in any of these areas

3.5 Support and regularly review social inclusion strategies

4. Promote emotional wellbeing

4.1 Identify emotional strengths, challenges and triggers

4.2 Identify activities or people that promote emotional strength and wellbeing

4.3 Develop strategies and contingency plans to address emotional challenges and promote resilience and emotional wellbeing

5. Promote cultural or spiritual wellbeing

5.1 Work collaboratively to identify the person’s preferred cultural and/or spiritual values, beliefs, traditions, activities and practices

5.2 Identify cultural and spiritual needs and activities the person wants to undertake or changes they would like to make

5.3 Identify other people or resources required to introduce these changes

5.4 Support the person to implement cultural/spiritual strategies and access resources

5.5 Identify with the person and address any cultural improvements to practice

6. Review the persons well being

6.1 Recognise and celebrate progress and identify new directions and strategies as chosen by the person

6.2 Respond flexibly and utilise contingency plans as required

6.3 Recognise the need for specialist expertise and seek according to the person’s needs

6.4 Evaluate effectiveness of work and service provision, gathering and acting on feedback from all relevant parties particularly the person receiving service

6.5 Reflect on own practice and use learning to identify strategies and plan for improved practice

6.6 Engage in collaborative record keeping