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Evidence Guide: CHCMH404A - Conduct assessment and planning as part of the recovery process

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCMH404A - Conduct assessment and planning as part of the recovery process

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare for intake assessment

  1. Work collaboratively with the person being assessed to determine possible impact that an assessment might have on them
  2. Organise an appropriate time and a safe, suitable and comfortable environment for the assessment
  3. Inform person of the purpose and process of the assessment and confirm their understanding
  4. Obtain consent from the person where required by organisation policy and procedure
  5. Confirm the appropriateness of the nature of assessment to the assessment purpose
Work collaboratively with the person being assessed to determine possible impact that an assessment might have on them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise an appropriate time and a safe, suitable and comfortable environment for the assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform person of the purpose and process of the assessment and confirm their understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain consent from the person where required by organisation policy and procedure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the appropriateness of the nature of assessment to the assessment purpose

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct intake assessment

  1. Determine person's needs and choices based on appropriate assessment tools and/or processes according to organisation policy and procedures
  2. Identify requirements for assessment of person's mental state outside job scope and refer to an appropriate mental health professional in a timely manner
  3. Comply with the organisation's guidelines when conducting the assessment
  4. Work collaboratively with the client to ensure the assessment is fair, ethical and objective, whilst reflecting the client's perspective and preferences
  5. Observe the person's level of comfort with the assessment process and suspend assessment, if necessary
  6. If any risk of harm is identified, take steps to ensure safety of client and self and refer to an appropriate authority in a timely manner
  7. Record assessment results and prepare and file assessment report according to defined guidelines and organisation policy and procedures
Determine person's needs and choices based on appropriate assessment tools and/or processes according to organisation policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify requirements for assessment of person's mental state outside job scope and refer to an appropriate mental health professional in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with the organisation's guidelines when conducting the assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively with the client to ensure the assessment is fair, ethical and objective, whilst reflecting the client's perspective and preferences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe the person's level of comfort with the assessment process and suspend assessment, if necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If any risk of harm is identified, take steps to ensure safety of client and self and refer to an appropriate authority in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record assessment results and prepare and file assessment report according to defined guidelines and organisation policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate collaborative planning process

  1. Use assessment results as a basis for identifying available service and/or referral options
  2. Explain the purpose of the planning process and discuss the importance of planning collaboratively
  3. Discuss different planning options with the person to select the most appropriate planning option
  4. Work with the person to determine their readiness for the development of activities to support a recovery plan
  5. Work with the person to determine stakeholders to be included in the planning process and the logistical requirements of planning
  6. Identify and organise necessary background material and provide to relevant stakeholders
Use assessment results as a basis for identifying available service and/or referral options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the purpose of the planning process and discuss the importance of planning collaboratively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss different planning options with the person to select the most appropriate planning option

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the person to determine their readiness for the development of activities to support a recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the person to determine stakeholders to be included in the planning process and the logistical requirements of planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and organise necessary background material and provide to relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a recovery plan

  1. Conduct planning session in a manner that respects the person as their own expert, fosters their strengths and promotes their participation, giving them control of their lives
  2. Work collaboratively with the person to determine their goals for recovery and elements of risk that may be associated with achieving them
  3. Work collaboratively with the person to identify strategies to achieve identified goals and remove or reduce identified risk
  4. Clearly record the planning activities and document plan as a basis for evaluation of its effectiveness
  5. Provide feedback on outcomes of the planning process to relevant stakeholders
Conduct planning session in a manner that respects the person as their own expert, fosters their strengths and promotes their participation, giving them control of their lives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively with the person to determine their goals for recovery and elements of risk that may be associated with achieving them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively with the person to identify strategies to achieve identified goals and remove or reduce identified risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly record the planning activities and document plan as a basis for evaluation of its effectiveness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback on outcomes of the planning process to relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate ongoing relevance of service activities to the recovery plan

  1. Provide information and training to assist the person to monitor their plan
  2. Respond to reports of variation in the person's circumstances that could affect the support requirements
  3. Work collaboratively with the person and relevant others to make any required adjustments to the plan
Provide information and training to assist the person to monitor their plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to reports of variation in the person's circumstances that could affect the support requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively with the person and relevant others to make any required adjustments to the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation

  1. Comply with the organisation's reporting requirements in relation to assessment and planning processes
  2. Complete documentation according to organisation policy and protocols
  3. Maintain documentation in a manner consistent with reporting requirements
  4. File documentation according to organisation policy and protocols
Comply with the organisation's reporting requirements in relation to assessment and planning processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation according to organisation policy and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain documentation in a manner consistent with reporting requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

File documentation according to organisation policy and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

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 include:

access to appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Required Skills and Knowledge

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:

Understanding of own work role and responsibilities

Recovery theory and philosophy

Understanding of validity and reliability requirements for assessment

Understanding of assessment process requirements

Understanding of person-centred assessment processes with a psychosocial focus, to establish needs, risk, and personal support requirements

A range of planning processes that support person's strengths, interests, health and emotional well being and self determination

Duty of care requirements when conducting assessment and facilitating a plan

Relevance of services provided to the holistic recovery goals

Organisation policy and procedure associated with individual assessment

Reporting requirements of individual assessment

Consent requirements for dissemination of a person's assessment results

Essential skills:

It is critical that the candidate demonstrate the ability to:

Follow organisation policies and protocols

Liaise and report to appropriate persons/agencies

Adhere to own work role and responsibilities

Conduct an assessment within defined guidelines

Report on assessment results

Apply basic problem solving skills to resolve problems within organisation protocols

Apply planning processes that support person's strengths, interests, health and emotional well being and self determination

Address duty of care requirements when conducting assessment and facilitating a recovery plan

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:

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require a literacy level that will enable workers to interpret international safety signs, read client service delivery plans, make notations in client records and complete workplace forms and records

Apply verbal and non-verbal communication skills:

industry work roles will require effective verbal and non-verbal communication skills to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support including active listening and empathy

Work effectively with clients, social networks, colleagues, supervisors and other services/agencies

Range Statement

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.

Nature of assessment may include:

Needs based assessment

Domain based assessment

Norm based assessment

Competency based assessment

Logistical requirements of planning may include:

Time, place and venue

Advance notification of stakeholders

Information gathered from other involved health and community services and from family and friends, where appropriate

Influences on fair assessment may include:

A person's comprehension of assessment requirement due to:

language difference

values difference

cultural difference

cognitive impairment

nature of disability

Provision of adequate time for the client's response

Provision of an appropriate environment

Psychological needs may include:

Freedom from undue stress

A sense of control

Self-esteem

Self-determination

Acceptance of disability

Personal identity

Sense of belonging

Life stage acceptance

Veteran/War widow related issues

Spiritual needs may include:

Formal and informal religious observance

Need for privacy and an appropriate environment to reflect and/or participate in spiritual activities

Ceremonial observances

Cultural needs may include

Dress and dietary observance

Ceremonial and festive observances

Need for continued interaction with cultural community

Sexuality and identity needs may include:

Love and affection

Touch

Physical appearance

Need for privacy and discretion

Access to assistive/protective devices

Different planning options may include:

Informal plans

Person-centred planning processes, including:

MAPS

PATH

Personal Futures Planning

Organisation planning processes, including:

Individual program plan

Care plan

Education plan

Recovery plan

Employment plan

Recreation and access plan

Readiness for development of a plan may refer to:

Capacity to make decisions

Capacity to understand the process

Capacity to participate

Involvement of an advocate

Power imbalances

Background material may include:

Information on the process

Requests for information to bring to the meeting

Reporting may include:

Verbal:

telephone

face-to-face

Non-verbal (written):

progress reports

case notes

incident reports