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Evidence Guide: CHCMH405A - Work collaboratively to support 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

 

CHCMH405A - Work collaboratively to support recovery process

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

Clarify service requirements

  1. Obtain information about the requirements and boundaries of possible services or activities from the person's recovery plan
  2. Work collaboratively with person to determine relevance of services or activities to recovery
  3. Gather the resources to facilitate service delivery, in line with person's needs and specifications of the recovery plan
  4. Confirm the person's understanding of the services and support to be provided
  5. Ensure informed consent has been obtained from the client before commencing the service activity
Obtain information about the requirements and boundaries of possible services or activities from the person's recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively with person to determine relevance of services or activities to recovery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather the resources to facilitate service delivery, in line with person's needs and specifications of the recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the person's understanding of the services and support to be provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure informed consent has been obtained from the client before commencing the service activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies collaboratively

  1. Guide and support the person to participate in the service delivery as defined in the recovery plan
  2. Ensure service delivery reflects evidence-based practice and values based practice
  3. Work collaboratively to identify and note any difficulties the person experiences completing the requirements and report to supervisor in a timely manner
  4. 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
  5. Provide feedback to reinforce the person's understanding of the intervention and their progress
  6. Seek assistance when the person presents with needs or signs outside limits of own authority, skills and/or knowledge
  7. Report difficulties to supervisor for advice before continuing the service delivery
Guide and support the person to participate in the service delivery as defined in the recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure service delivery reflects evidence-based practice and values based practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively to identify and note any difficulties the person experiences completing the requirements and report to supervisor in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback to reinforce the person's understanding of the intervention and their progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance when the person presents with needs or signs outside limits of own authority, skills and/or knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report difficulties to supervisor for advice before continuing the service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review outcomes to determine effectiveness of services provided

  1. Work collaboratively with person to determine outcomes of services provided or activities undertaken
  2. Collaboratively identify indicators of progress toward goals identified in recovery plan
  3. Identify and discuss any new or ongoing difficulties and concerns of the person
  4. Identify and discuss with person potential changes to the services provided or referral options
  5. Adjust recovery plan and service delivery to strengthen achievements towards recovery goals
Work collaboratively with person to determine outcomes of services provided or activities undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively identify indicators of progress toward goals identified in recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss any new or ongoing difficulties and concerns of the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss with person potential changes to the services provided or referral options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust recovery plan and service delivery to strengthen achievements towards recovery goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and document information

  1. Provide progress feedback to supervisor
  2. Report difficulties and client concerns to supervisor in a timely manner
  3. Implement variations to the service delivery according to the instructions of supervisor
  4. Document information about services delivered according to the organisation's protocols
  5. Use appropriate terminology to document person's response, outcomes and identified problems related to the services and support provided
Provide progress feedback to supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report difficulties and client concerns to supervisor in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement variations to the service delivery according to the instructions of supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document information about services delivered according to the organisation's protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document person's response, outcomes and identified problems related to the services and support provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use self protection strategies

  1. Use conflict resolution and negotiation as appropriate
  2. Take appropriate action to ensure safety of self, client and others
  3. Acknowledge limits of own abilities and make referrals as appropriate in accordance with organisation policies and available resources
  4. Seek emergency assistance as required
Use conflict resolution and negotiation as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action to ensure safety of self, client and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge limits of own abilities and make referrals as appropriate in accordance with organisation policies and available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek emergency assistance as required

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 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

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:

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

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.

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