Elements and Performance Criteria

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

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 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