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 CHCPWK004, 'Work effectively in consumer mental health peer work'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively in consumer mental health peer work' 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. Establish and maintain effective consumer peer work relationships | 1.1 Use lived experience of mental health to maintain a safe and positive working relationship 1.2 Clarify role expectations and define appropriate relationship guidelines 1.3 Use peer work communication strategies to build a working relationship based on shared understanding |
2. Explore consumer preferences, values, meanings, needs and goals | 2.1 Use a strengths based approach to discuss with the consumer their abilities to address their own needs and aspirations in recovery 2.2 Discuss with consumer their sense of identity and choices for personal wellness, development of self-efficacy and discovering meaning and purpose in life 2.3 Confirm consumer preferences, values, meanings, needs and goals |
3. Facilitate access to resources and information | 3.1 Provide information about opportunities and strategies for consumers to achieve their identified aspirations and discuss and support preferred action 3.2 Provide a range of appropriate information and education that enables consumers to make informed choices about their right to participate in all aspects of service 3.3 Maintain accurate information and resources and review regularly for currency and relevance |
4. Provide consumer peer services | 4.1 Use strategies to ensure all interactions with consumers reflect peer ethics 4.2 Work in collaboration with consumer and relevant others according to job role requirements 4.3 Facilitate and support consumer networks and social connections 4.4 Respond promptly and supportively to consumers in distress or crisis, taking into account duty of care, job role and organisation policies and procedures 4.5 Complete documentation, records of service and reports as this applies to peer work and job role requirements 4.6 Follow organisation’s policy and procedures particularly in relation to code of conduct, ethics, duty of care, record keeping, confidentiality and privacy, as this applies to consumer peer work 4.7 Maintain confidentiality of information and explained limits of confidentiality to others |
5. Work within a peer work framework | 5.1 Maintain and uphold a peer perspective and identity informed by knowledge of consumer perspectives 5.2 Consult regularly with consumers to remain informed and ensure authentic representation of consumer perspectives 5.3 Identify and minimise role strain, role conflict and role confusion issues in a timely way 5.4 Maintain boundaries appropriate to the delivery of peer delivered services 5.5 Utilise consumer developed resources and literature for access to service users and staff 5.6 Undertake development activities about working from a lived experience perspective |
6. Work collaboratively with other staff | 6.1 Recognise limits of own knowledge, abilities and work role and make appropriate referral in accordance with organisation’s policy and procedures 6.2 Reflect on own attitudes, behaviours and practice and how this affects other people 6.3 Work collaboratively with other service staff and mental health workers to support holistic and seamless services 6.4 Contribute to policy development about peer issues 6.5 Promote the service and peer work to other workers |