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

The candidate must show evidence of being able to identify the context of mental health peer work and apply the values and philosophies of the area to their own work role

Conditions of assessment:

This unit includes skills and knowledge specific to mental health peer work

Assessment must be undertaken by a qualified Assessor [as determined by the Australian Quality Training Framework] who has lived experience and holds this unit of competency or demonstrated equivalent competencies

OR

A consumer/carer him/herself who has lived experience and demonstrated experience in a consumer peer worker or carer peer worker role

accompanied by a qualified Assessor who has the necessary assessment competencies [as determined by the Australian Quality Training Framework]

Where the candidate being assessed in a consumer peer worker context, they must be assessed by an experienced consumer peer worker with lived experience (and a qualified Assessor where the consumer peer worker is not a qualified assessor)

Where the candidate is being assessed in a carer peer worker context, they must be assessed by an experienced carer peer worker who has lived experience (and a qualified assessor where the carer peer worker is not a qualified assessor)

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

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

All workers should develop their ability to work in a culturally and linguistically 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 Torres Strait Islander people communities

In recognition of particular issues facing culturally and linguistically [CALD] diverse communities, workers should be aware of cultural and current issues impacting on CALD groups

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on individuals from culturally and linguistically diverse 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, or other appropriate persons

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include sufficient knowledge of the following areas to undertake the role outlined:

Complaints processes of the organisation and sector

Historical, social, political and economic contexts of mental health services and mental health consumer and carer movements including impacts of mental health systems on consumers and carers

Philosophical, ethical and values based approaches to peer work

International and national developments in consumer and carer peer work

History and context of self-directed recovery and recovery principles, facilitation, pathways and practices

Impacts and different types of stigma for consumers and carers including self-stigma, individual stigma, community stigma, prejudice and discrimination on the recovery journey

Social justice issues, principles and approaches including working from a rights based framework and awareness of the rights and responsibilities of consumer and carers and peer workers

Different understandings of mental illness and distress/issues

Principles and practices of duty of care as these apply to peer work

Relevant legislation, standards and policies, that relate to mental health services and peer work

Language, meaning and terminology in relation to mental health and peer work including dignity of risk and first person language

Essential skills:

The candidate must be able to::

• Apply and promote the underpinning values, ethics and philosophies of mental health peer work in all aspects of work

• Communicate effectively with clinicians, consumers/carers and other service providers

• Maintain confidentiality and explain limits of confidentiality

• Use inclusive and person first language

• Use the consumer’s or carers preferred language and terminology and their personal meaning and interpretations

• Apply an understanding of relevant legislation and standards in mental health peer work

• Access and be informed by contemporary and emergent literature on mental health peer work and practices

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

Social, political, cultural and economic context includes but is not limited to:

Statutory framework within which work takes place

Historical context of work including:

changing attitudes to mental health and working with people with mental illness

emergence of consumer/carer movements

development of a body of consumer and carer written literature

Changing social context of work including:

person-centred and collaborative approach to working with people with mental illness

changing government and societal views of mental health

increasing use of consumer workers

deinstitutionalisation

Political context including:

government policies and initiatives affecting mental health work

Current economic situation as it relates to and affects mental health and the subsequent impact on client needs

Facts/myths about mental illness and psychiatric disability

Information about recovery

The needs of Aboriginal and Torres Strait Islander people

The needs of people from non-English speaking backgrounds

Social variables such as social attitudes to mental illness

Forced migrants and refugees

Access and equity principles in peer work includes:

Creation of a consumer oriented culture

A non-discriminatory approach to all people using the service, their family, carer/s and friends, the general public and co-workers

Ensuring the work undertaken takes account of and caters for differences including cultural, physical, religious, economic and social

Recognition of diverse perspectives

The range of support services provided by consumer peers and carer peers may include but is not limited to:

Promoting self-advocacy

Advocacy

Representation

Community education and promotion

Facilitation of peer groups

Visitation and social recreational activities

The range of service options available includes but is not limited to:

Consumer operated services

Self-help support groups

Integrated approaches

Consumer and or carer networks

Community development and education

Mental health promotion

Working with families and carer/s

Clubhouse

Supported employment

Crisis situation responses

Early intervention/prevention

Consumer consultancy services

Residential services

Respite care

Home based support

Recreational services

Alternative services

Consumer in this context is defined as:

A person who uses or has used a mental health service. In this context it also includes the term Lived experience -

Consumer:

The personal experience of living with mental illness and the consequences. This experience includes the consumer’s mental, physical, emotional, social and spiritual wellbeing and may have significant social and economic impacts

Carer:

A person who has an unpaid caring role with a person with a mental health problem or mental illness.

In this context it includes the term Lived experience - Carer:

The personal experience of being in an unpaid carer role with a person who is living with mental illness. This experience includes the carer’s mental, physical, emotional, social and spiritual wellbeing and may have significant social and economic impacts