Assessor Resource

CHCMH502A
Provide supports for children at risk of mental health problems

Assessment tool

Version 1.0
Issue Date: May 2024


This unit involves partnerships with family and relevant other services such as schools

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 provide support for children and their families where the child is at risk of developing mental health problems

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

Related units:

This unit of competency is to be assessed after or in conjunction with:

CHCMH405A Work collaboratively to support recovery process

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:

A range of mental health assessment strategies and features which are appropriate to different ages and presenting circumstances of children and young people in order to clarify:

needs, developmental status and behavioural issues of child or young person

family circumstances

issues arising at school and in other social situations

complexity of needs and situation of the child or young person

Recovery strategies appropriate for children and young people

Interventions appropriate for children and young people, and associated:

indicators of likely success of each intervention in relation to presenting issues and situations

factors that may potentially be obstacles to success of each intervention

potential risks for the child/young person, their families, carers and support workers

potential interaction effects when multiple interventions are involved

appropriate roles of client, mental health professionals, worker and others in each intervention

Resources required for each intervention and their availability

Range of relevant and appropriate services and activities available for children and young people, including:

promotion and support of social inclusion

skill development and education

support

strategies to overcome barriers

Indicators of trauma to the child or young person

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work collaboratively as part of a mental health support team for children and young people to:

contribute to a mental health assessment of the child or young person

determine needs and support requirements of the child or young person

contribute to the development and implementation of a recovery plan for a child or young person

monitor client participation and progress and identify appropriate adjustments to the support strategy

Recognise and deal appropriately with signs of trauma in a child or young person in line with organisation policies and procedures

Make observations and report and document information relevant to the intervention and client progress

In addition, the candidate must be able 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 the ability to:

Work effectively and sensitively with children, young people and their families

Work effectively with carers and consumer workers in a mental health context

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.

Mental health diagnostic framework may include but is not limited to:

Identifiable pain - physical or emotional

Impact of emotional problems on role in work or family contexts

Impact of health problems on physical activity

Impact of health problems on role in work or family contexts

Impact of physical or emotional problems on social activity

Level of energy - fatigue problems

Level of psychological well being or distress

Perception of own state of well being / health

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
Determine most appropriate assessment strategies based on child's age and presenting circumstances 
Where necessary, confirm appropriateness of assessment strategies with other workers, e.g. teacher 
Determine most appropriate assessment strategies to determine family circumstances 
Determine additional information requirements outside the assessment process, e.g. issues at school 
Confirm the appropriateness, validity and strength of the assessment relative to the child's needs 
Gather resources required to complete the assessment 
Determine availability of child and parent according to organisation protocols 
Determine availability of child friendly, age appropriate space, if required 
Provide information to child and parent about the assessment process 
Obtain informed parental consent for the assessment and to gather information from others, such as teachers 
Conduct the assessment in accordance with the child's pace and intensity requirements 
Review possible complexities of client's needs based on an analysis within a mental health diagnostic framework, and with reference to assessment information 
Review complexities of client's needs within a context of the recovery process 
Review literature on best practice that is relevant to client 
Determine most appropriate support and service strategies based on client assessment and research information 
Identify possible interaction effects when multiple interventions are involved 
Determine appropriate outcomes and outcome indicators for specific interventions 
Determine risks associated with planned intervention and take appropriate action 
Determine client's availability according to organisation protocols 
Determine availability of appropriate space, if required 
Gather resources to provide support, in line with client's needs and recovery plan specifications 
Confirm client's understanding of the supports and of the desired outcomes 
Obtain informed consent from client before commencing support activities 
Clarify any misunderstanding or confusion experienced by client 
Work with client to develop a support plan in the context of recovery and to determine appropriate roles of client, worker and others in the intervention 
Monitor participation of client (and others) against progress toward desired outcome/s 
Identify and note any difficulties client experiences completing support activity requirements 
Work with client to adjust support strategy and/or revise outcomes 
Identify and manage compliance issues, including subjective and objective reporting of client's response to the intervention 
Seek assistance when the client presents with needs or signs outside limits of own authority, skills and/or knowledge 
Identify indicators of client trauma 
Identify own service capacity to meet client trauma issues 
Identify impact of trauma on client's mental health issues 
Apply accepted procedures to evaluate options of bringing in specialist support and/or appropriate referral 
Document information about the intervention according to organisation protocols 
Observe privacy and confidentiality requirements when reporting interventions 
Use appropriate terminology to document consumer response, outcomes and identified problems related to the intervention 

Forms

Assessment Cover Sheet

CHCMH502A - Provide supports for children at risk of mental health problems
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

CHCMH502A - Provide supports for children at risk of mental health problems

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: