Practise social and emotional wellbeing in a clinical setting

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 HLTAHW073, 'Practise social and emotional wellbeing in a clinical setting'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Practise social and emotional wellbeing in a clinical setting' 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 specify the level of performance needed to demonstrate achievement of the element.

1. Differentiate between ways to conceptualise and treat mental disorders

1.1 Use mental health classification systems appropriately when diagnosing Aboriginal and/or Torres Strait Islander people

1.2 Identify situations where a traditional healer could make an effective contribution to the treatment and management of Aboriginal and/or Torres Strait Islander clients

1.3 Investigate treatment approaches to potentially reduce the stay in mental institutions for Aboriginal and/or Torres Strait Islander people and assist early return to their communities

1.4 Examine and evaluate the environment of mental health facilities/institutions in relation to potential impact on Aboriginal and/or Torres Strait Islander clients

1.5 Identify the impact of cultural and spiritual factors on the way mental health problems develop and present

2. Address the organisation’s role and function in the management and treatment of mental disorders

2.1 Identify ways in which the organisation’s administrative and health care staff can physically, spiritually and emotionally support Aboriginal and/or Torres Strait Islander people and their families

2.2 Identify community health organisation’s role and manner of preparing and supporting Aboriginal and/or Torres Strait Islander clients to re-enter their communities

2.3 Identify organisation policies and procedures that acknowledge the importance of Aboriginal and/or Torres Strait Islander people’s spiritual and emotional ties

2.4 Clarify and support links between agencies providing primary, secondary and tertiary care

2.5 Identify and access appropriately local government and non-government resources available to assist clients from remote areas

3. Develop and maintain inter-sectoral networks

3.1 Recognise the importance of cross-sector collaborations between agencies, particularly in the context of early intervention and treatment for clients with multiple diagnoses

3.2 Identify the roles and functions of members of multidisciplinary health care teams

3.3 Recognise different organisational cultures within a drug and alcohol service and a mental health service, and identify their impact on workers

3.4 Identify difficulties in addressing gaps in the system that impede continuity of care

3.5 Emphasise factors/attributes that contribute to a flexible, dynamic and productive health team

3.6 Recognise the importance of policies that reflect equal opportunity and ensure that staff participate in cross-cultural awareness programs

3.7 Identify ways case management can contribute to effective inter-sectoral service delivery

3.8 Identify staff development issues for inter-sectoral workers

4. Use clinical practices appropriate to social and emotional wellbeing work

4.1 Identify clinical practices relevant to social and emotional wellbeing work

4.2 Clarify the meaning of ‘culturally appropriate manner’ in general and specific cultural contexts

4.3 Discuss client treatment with other members of the health care team

4.4 Recognise the importance of accurate clinical baseline observations in practice

4.5 Take client history in accordance with the needs of the client and the health care setting

4.6 Undertake comprehensive reporting in line with organisation requirements

4.7 Identify instances where the social and emotional wellbeing worker might advocate for a client in accordance with the philosophy of the organisation

5. Practise social and emotional wellbeing work

5.1 Use a culturally appropriate manner in all interactions with the client (including active listening, clarifying, probing techniques)

5.2 Develop care plans and discuss implementation and evaluation with the health care team

5.3 Conduct client interviews, ensuring there is appropriate preparation and consideration given to opening, developing and closing the interview

5.4 Review existing records to ensure all appropriate information is taken into account when treating a client

6. Follow organisation’s occupational health and safety (OH&S) procedures

6.1 Consult organisation’s OH&S policy and procedures manual to clarify for a range of situations

6.2 Clarify and apply procedures for dealing with clients and their relatives who are verbally or physically threatening

6.3 Identify and apply organisation OH&S requirements for use in caring for psychotic clients

6.4 Ensure responses to clients who spit at or bite the worker reflect the appropriate order of priority for maintaining worker safety