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Evidence Guide: CHCPW408A - Work effectively in carer mental health peer work

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

 

CHCPW408A - Work effectively in carer mental health peer work

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

Elements define the essential outcomes of a unit of competency.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain effective carer peer work relationships

  1. Use lived experience to establish and maintain a safe and positive working relationship with other carers
  2. Clarify role of carer peer worker at initial engagement to clarify role expectations and define appropriate relationship guidelines
  3. Build effective communication strategies to clarify meaning and build aworking relationship based on shared understanding
  4. Discuss carer needs and goals using a strengths based approach to address their own needs and identify required carer support
  5. Collaborate with the carer to establish a carer support plan
Use lived experience to establish and maintain a safe and positive working relationship with other carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify role of carer peer worker at initial engagement to clarify role expectations and define appropriate relationship guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build effective communication strategies to clarify meaning and build aworking relationship based on shared understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss carer needs and goals using a strengths based approach to address their own needs and identify required carer support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborate with the carer to establish a carer support plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate access to resources and information

  1. Provide information about opportunities and strategies for carers to achieve their preferred support
  2. Provide appropriate information and education on a range of matters relating to carer support
  3. Maintain accurate information and regularly review for currency and relevance
  4. Compile carer developed resources and literature for access to service users and staff
Provide information about opportunities and strategies for carers to achieve their preferred support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate information and education on a range of matters relating to carer support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain accurate information and regularly review for currency and relevance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compile carer developed resources and literature for access to service users and staff

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support and services

  1. Use strategies to ensure all interactions with carers uphold the principles and practices of peer work
  2. Collaborate with carers and relevant others to ensure that individual and cultural needs are addressed
  3. Collaborate with carers to ensure appropriate levels and opportunities for carer consultation
  4. Facilitate and support carer networks and represent carer perspectives
  5. Respond promptly and supportively to carers in distress or crisis, in accordance with duty of care and organisation policies and procedures
  6. Complete documentation, records of service and reports as this applies to carer peer work
  7. Follow organisation’s policy and procedures particularly in relation to code of conduct, ethics, duty of care, record keeping, confidentiality and privacy, as this applies to carer peer work
  8. Identify and minimise role strain, role conflict and role confusion issues in a timely way
  9. Maintain boundaries appropriate to the delivery of peer delivered services
Use strategies to ensure all interactions with carers uphold the principles and practices of peer work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborate with carers and relevant others to ensure that individual and cultural needs are addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborate with carers to ensure appropriate levels and opportunities for carer consultation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate and support carer networks and represent carer perspectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond promptly and supportively to carers in distress or crisis, in accordance with duty of care and organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation, records of service and reports as this applies to carer peer work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow organisation’s policy and procedures particularly in relation to code of conduct, ethics, duty of care, record keeping, confidentiality and privacy, as this applies to carer peer work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and minimise role strain, role conflict and role confusion issues in a timely way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain boundaries appropriate to the delivery of peer delivered services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively with other staff

  1. Discuss limits of own knowledge, abilities and work role and make appropriate referral as required in accordance with organisation’s policy and procedures
  2. Work collaboratively with other service staff and mental health workers to support holistic and seamless services
  3. Contribute to policy development about peer issues
  4. Promote the service and peer work to other workers
Discuss limits of own knowledge, abilities and work role and make appropriate referral as required in accordance with organisation’s policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work collaboratively with other service staff and mental health workers to support holistic and seamless services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to policy development about peer issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote the service and peer work to other workers

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

The candidate must show evidence that they have used their lived experience to work effectively in a mental health carer peer worker 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 carer him/herself who has lived experience as a carer and demonstrated experience in a carer peer worker role

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

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 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

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

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

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 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 each of the following areas to undertake the role outlined:

Importance of self-awareness in mental health peer work

Contemporary frameworks and influences underpinning mental health peer work including recovery, trauma informed care, person centred, rights based, self-determination, holistic physical health and wellbeing

Historical, social, political and economic contexts of mental health services and mental health consumer and carer movements

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

Work from demonstrated and consistent peer ethos

Work from demonstrated and consistent peer ethics

Social justice issues and approaches

Impacts of trauma and trauma informed care

Different understandings of mental illness and distress

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

Relevant policies, standards and legislations that relate to peer work

Carer participation and leadership approaches

Range of services that exist to assist people to meet their needs

Community development and peer work

Types of work methods and practices which can improve on personal performance such as time management, information management

Essential skills:

It is critical that the candidate demonstrate the ability to:

Reflect on own attitudes, behaviours and practice and how this affects other people

Work from demonstrated and consistent peer ethics

Apply a strengths based approach to work

Access other carer workers, resources and services

Communicate effectively with carers and service providers

Complete documentation as required by the organisation and job role that is consistent with peer work approaches

Effective referral including identification of circumstances in which referral to a health or other professional is appropriate

Maintain confidentiality and explain limits of confidentiality

Strategic questioning to:

develop understanding of carer perspective of their own experiences

support the rights and needs of carers

Respond to crisis appropriately according to job role and organisation policy

Use the carers preferred language and terminology

Identify barriers experienced by people affected by mental illness

Demonstrate the underpinning values, ethics and philosophies of mental health peer work in all aspects of work

Promote and support the right of consumers and carers to advocate on their own behalf and in their own interests

Self care strategies in mental health peer work

Basic workplace protocols for maintaining an effective workplace

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.

Lived experience in this context as a Carer is defined as:

The personal experience of being in a 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

Maintain a safe and positive working relationship includes:

appropriate use of lived experience as a carer

defining carer peer work relationship

clarifying expectations

maintaining self-care strategies

accessing self-care strategies

awareness of own vulnerabilities and that of the carer

honest and trusting communications

Clarify role of carer peer worker which may include but is not limited to:

providing information about services and opportunities for carer support services and participation in service delivery

community and service educator

facilitator of carer support groups

carer representative at local and national level

independent carer consultants

appropriate sharing of lived experience as a carer

referral to internal and/or external services

advocate for carers

Effective communication strategies may include:

Appropriate disclosure and use of lived experience as a carer

Collaborative consultation

Empathy

Engagement

Giving hope

Listening and responding to the person verbal and nonverbal communication

Non-judgemental and sensitive approach

Rapport building

Respect

Valuing and responding to the uniqueness of each person

Working with the person’s own understanding of their experience

Carer needs may include:

Culturally sensitive services and resources

Disability services

Emotional support and resilience strategies

Financial and economic opportunities relevant to care provisions

Grief and loss counselling and support services

Health services for social and emotional wellbeing

Access to information on affordable housing options

Legal information and support services

Mental health services providing support to carers

Social and recreational belonging and inclusion

Spiritual connectedness

Information on trauma informed care

Information on recovery oriented practices and principles