Assessor Resource

CHCMH405A
Work collaboratively to support recovery process

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to work with people affected by a mental illness in a range of community services work contexts

This work provides a person-centred approach to care, involving a variety of health and community service professionals working collaboratively with the client, their carer/s and family

This unit describes the knowledge and skills required to work collaboratively with clients to provide services to implement a range of strategies within the scope of an individual recovery plan for a person with a mental health condition

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is best assessed on the job or in a simulated workplace under the normal range of conditions

Consistency in performance should consider the requirements of the particular workplace context

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to a workplace or simulated workplace where assessment may occur

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Job roles and responsibilities associated with facilitating service delivery

Range of services and activities appropriate to job role, including:

promotion and support of social inclusion

skill development and education

support

strategies to overcome barriers

employment

Complexity of the recovery process

Indicators of required referral

Application in the mental health context of:

continuous quality improvement

evidence-based practice

values based practice

outcome measurement

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work collaboratively with person to:

identify appropriate services and activities to address their recovery plan and social inclusion principles

provide identified resources and support to facilitate their participation in identified services and activities

Apply organisational and problem solving skills to facilitate services and activities

Review outcomes of services and activities against identified strategies and goals in recovery plan

Work with person and supervisor to address issues and problems that arise and make changes to services and activities as required

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Possible service delivery or activities may include:

Skill development and/or education

Support

Strategies to overcome barriers

Facilitation of employment

Compliance issues may include:

Active non-conformance

Passive non-conformance

An indicators of more complex issues

Evidence-based practice in the mental health context applies to:

Medication

Education

Family / social support networks

Integrated mental health and alcohol and other drugs work

Supported employment

Social skills training

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Obtain information about the requirements and boundaries of possible services or activities from the person's recovery plan 
Work collaboratively with person to determine relevance of services or activities to recovery 
Gather the resources to facilitate service delivery, in line with person's needs and specifications of the recovery plan 
Confirm the person's understanding of the services and support to be provided 
Ensure informed consent has been obtained from the client before commencing the service activity 
Guide and support the person to participate in the service delivery as defined in the recovery plan 
Ensure service delivery reflects evidence-based practice and values based practice 
Work collaboratively to identify and note any difficulties the person experiences completing the requirements and report to supervisor in a timely manner 
Identify and manage compliance issues, including subjective and objective reporting of the person's response to the intervention, and report to supervisor in a timely manner 
Provide feedback to reinforce the person's understanding of the intervention and their progress 
Seek assistance when the person presents with needs or signs outside limits of own authority, skills and/or knowledge 
Report difficulties to supervisor for advice before continuing the service delivery 
Work collaboratively with person to determine outcomes of services provided or activities undertaken 
Collaboratively identify indicators of progress toward goals identified in recovery plan 
Identify and discuss any new or ongoing difficulties and concerns of the person 
Identify and discuss with person potential changes to the services provided or referral options 
Adjust recovery plan and service delivery to strengthen achievements towards recovery goals 
Provide progress feedback to supervisor 
Report difficulties and client concerns to supervisor in a timely manner 
Implement variations to the service delivery according to the instructions of supervisor 
Document information about services delivered according to the organisation's protocols 
Use appropriate terminology to document person's response, outcomes and identified problems related to the services and support provided 
Use conflict resolution and negotiation as appropriate 
Take appropriate action to ensure safety of self, client and others 
Acknowledge limits of own abilities and make referrals as appropriate in accordance with organisation policies and available resources 
Seek emergency assistance as required 

Forms

Assessment Cover Sheet

CHCMH405A - Work collaboratively to support recovery process
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCMH405A - Work collaboratively to support recovery process

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: