NTISthis.com

Evidence Guide: CHCMH503A - Provide forensic mental health services

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

 

CHCMH503A - Provide forensic mental health services

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

Work within a legal context

  1. Apply knowledge of the legal system and the justice health system
  2. Work with knowledge of legislation (other than mental health legislation) as it applies to the client with forensic mental health issues
  3. Work with understanding of social and political context in which the law operates, in the context of client with forensic mental health issues
Apply knowledge of the legal system and the justice health system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with knowledge of legislation (other than mental health legislation) as it applies to the client with forensic mental health issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with understanding of social and political context in which the law operates, in the context of client with forensic mental health issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with clients with mental health and forensic issues

  1. Determine possible impact of client forensic issues on client's recovery program
  2. Determine impact of mental health status on client's forensic issues
  3. Determine impact on client of the interaction between forensic issues and mental health issues
  4. Where required, and with client's permission, involve legal and advocacy services in client's recovery plan
  5. With client, review recovery plan to best meet the intersection between mental health and forensic issues
  6. Where appropriate, assist client to identify possible cause and effect of mental health issues on forensic issues
  7. Determine client's needs holistically, identifying health and social care needs including factors relating to impacts of culture, race, gender, spirituality and lifestyle
  8. Identify other risk factors for client's population group (e.g. sex offender risk factors)
  9. Work with client to identify indicators that client is approaching a state of relapse
  10. Provide advocacy within legal and mental health sectors where there is an intersect impact on client
Determine possible impact of client forensic issues on client's recovery program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine impact of mental health status on client's forensic issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine impact on client of the interaction between forensic issues and mental health issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where required, and with client's permission, involve legal and advocacy services in client's recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

With client, review recovery plan to best meet the intersection between mental health and forensic issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, assist client to identify possible cause and effect of mental health issues on forensic issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine client's needs holistically, identifying health and social care needs including factors relating to impacts of culture, race, gender, spirituality and lifestyle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify other risk factors for client's population group (e.g. sex offender risk factors)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to identify indicators that client is approaching a state of relapse

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide advocacy within legal and mental health sectors where there is an intersect impact on client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively to plan support

  1. Collaborate with client to develop plans for future support, care and treatment
  2. Provide input into an historical risk document which can be passed on to different forensic health support services
Collaborate with client to develop plans for future support, care and treatment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide input into an historical risk document which can be passed on to different forensic health support services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review mental health status in relation to ongoing forensic issues

  1. Regularly discuss progress with the client and renegotiate goals and strategies as required
  2. Work with the client to identify changes in their mental health status and determine the impact of any change on client's forensic issues
  3. Where appropriate, review effectiveness of legal and advocacy services in relation to client's forensic issues and in the context of their recovery plan
  4. Discuss recovery outcomes and ongoing forensic issues with client and appropriate persons inside or outside the organisation and document in accordance with organisation policies and procedures
  5. In consultation with client and other relevant stakeholders, revise goals, strategies and service delivery decisions to reflect outcomes of review undertaken
Regularly discuss progress with the client and renegotiate goals and strategies as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the client to identify changes in their mental health status and determine the impact of any change on client's forensic issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, review effectiveness of legal and advocacy services in relation to client's forensic issues and in the context of their recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss recovery outcomes and ongoing forensic issues with client and appropriate persons inside or outside the organisation and document in accordance with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with client and other relevant stakeholders, revise goals, strategies and service delivery decisions to reflect outcomes of review undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and document information

  1. Document information about the intervention according to organisation protocols
  2. Observe privacy and confidentiality requirements when reporting interventions
  3. Use appropriate terminology to document consumer response, outcomes and identified problems related to service delivery
Document information about the intervention according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe privacy and confidentiality requirements when reporting interventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document consumer response, outcomes and identified problems related to service delivery

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

Related units:

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

CHCMH501A Provide advanced supports to facilitate recovery

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:

Legislation and policy that has an impact on the client

Own ethical standards and values

Relevant codes of conduct

Advocacy principles and practices

Understanding of the role of community based mental health support in the context of forensic mental health

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work within a code of practice

Work across different systems (i.e. forensic system and mental health system) and respond to tensions between the systems

Support clients to work toward more positive futures

Take action to care to self

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.

Forensic mental health refers to:

Services provided for the assessment and care of mentally disturbed offenders

Mental health and forensic issues may involve:

Client's ability to make a plea in court

Client's state of mind at the time of the offence

Need for assessment and service delivery

Forensic mental health clients may include:

Convicted offenders

People who are accused of crimes, but considered unfit to plead because of their mental disturbance

People who are considered not guilty of alleged crimes because of their mental impairment

Offenders or alleged offenders who are referred by courts

Mentally ill offenders living in the general community