Unit of competency Outline
Date retreived
23/07/2026 12:56 AM AWST
23/07/2026 12:56 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Work with people with mental health issues
Work with people with mental health issues
Unit of competency
National Code
CHCMH411A
CHCMH411A
State Code
WB992
WB992
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
061309 - Community Health
Original Release Date
17/07/2014
Nominal Hours
50
Description
DescriptorThis unit describes the knowledge, skills and attitudes required by workers in community services and health settings to work in a consumer directed and oriented way with consumers who are living with mental health issues
Notes
Elements and Performance Criteria
1. Apply knowledge of the mental health sector
- 1.1 Demonstrate basic knowledge of mental health organisations and services
- 1.2 Reflect an understanding of different service approaches in mental health in work
- 1.3 Apply basic knowledge of common mental health issues and associated signs and symptoms
- 1.4 Apply basic knowledge of how to respond appropriately to changes in mental health and mental distress and to report appropriately
- 1.5 Clarify statutory requirements and duty of care responsibilities applying to own work, including role, responsibilities, accountabilities and potential consequences of own actions
2. Establish appropriate working relationships with consumers who are living with mental health issues
- 2.1 Demonstrate and apply understanding of and commitment to a consumer's right to self define and direct their own recovery
- 2.2 Use strategies to ensure all contacts with consumers reflect appropriate expression of value systems and consideration of emotional impact of intervention
- 2.3 Use appropriate communication and relationship building processes to facilitate strong positive relationships
- 2.4 Discuss with the consumer possibilities and options for responding to their needs and determine and prioritise preferred action
- 2.5 Respond promptly and supportively to consumers in distress or crisis, respecting the consumer's wishes to the extent possible in the circumstances, and in accordance with organisation policies and procedures
- 2.6 Work in collaboration with consumer and their support network to routinely ensure that:
- the consumer's desires, preferences, experiences, knowledge and life skills directly influence the nature and type of services provided
- the consumer's needs and goals are met
- individual and cultural differences are addressed
- potential barriers and challenges to achieving positive outcomes are identified and appropriately resolved
- appropriate levels of consultation are implemented
- relevant information is collected
- 2.7 Consistently comply with statutory requirements and duty of care responsibilities
3. Clarify the needs and issues of consumers
- 3.1 Identify and document consumer's current needs, wants and preferences
- 3.2 Discuss with the consumer their abilities to address their own needs and aspirations and identify support they require
4. Provide non-clinical services to meet consumer aspirations and needs
- 4.1 In collaboration with the consumer, consider their experience, knowledge, skills and abilities and ensure these are taken into account in determining strategies to address the impact of their mental distress
- 4.2 In consultation with the consumer, facilitate the use of appropriate strategies, services and resources
- 4.3 Negotiate short and long term strategies and implement as appropriate
- 4.4 Provide services in a manner which supports and encourages independence and consumer self direction
- 4.5 Follow organisation policy and procedures particularly in relation to consumer and carer rights, best practice principles, record keeping, confidentiality and privacy
- 4.6 Review progress and effectiveness of strategies with consumer, supervisor and others as appropriate
- 4.7 Acknowledge limits of own knowledge, abilities and work role and make appropriate referral to other services as required in accordance with organisation policies
- 4.8 Seek emergency assistance as required
5. Apply self-care strategies
- 5.1 Maintain a positive work life balance
- 5.2 Regularly seek and undertake supervision and peer support
- 5.3 Demonstrate awareness of strategies to address personal physical and emotional needs and apply as appropriate
- 5.4 Undertake debriefing and seek access to employee assistance programs 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.
Different service approaches in mental health may include:
Medical models
Psychosocial rehabilitation models
Recovery oriented practice
Needs may include:
Cultural
Disability
Emotional
Employment
Financial and economic
Grief and loss
Health
Housing
Legal
Mental health
Physical
Problematic alcohol and other drugs use
Sexuality
Social
Spiritual
Trauma informed care
Goals may be:
Flexible, regularly reviewed and changed
Formally or informally negotiated
Generated in accordance with consumer's wishes and aspirations
Appropriate communication and relationship building processes may include:
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
Information is shared within the bounds of confidentiality, and wherever possible, with the consent and knowledge of a consumer, with people such as:
Care network
Case managers
Consumers
Family members
Other services
Other staff
Supervisor
Services provided take into account:
Available resources
Benefit to a consumer and their care network
Contingency plans
Strategies may include assistance with:
Accessing peer support
Education about recovery
Elimination of discrimination
Encouraging a person's sense of hope and personal value
Enhancing a person's own sense of agency
Enhancing and supporting the care network
Identifying and exploring positive and negative risks with consumers
Promoting self advocacy and self determination
Promoting the right of equal and full citizenship with access to all community resources and opportunities
Removal of barriers to participation
Supporting people to develop and pursue their recovery goals and aspirations
Trauma and trauma informed care
Working with consumers with their choices to live, and work in their community of choice
Recordkeeping:
Ideally all records should be developed in collaboration with the consumer
Records of service provision may include:
Advanced directive
Advocacy letters
Assessment records
Care and service plans
Complaints
Consent letters
Consumer's own records of their recovery
Evaluation forms
Feedback and satisfaction forms
File notes
Individual program plans
Individual service plans
Initial contact forms
Personal records
Recovery wellness plans
Referral letters
Emergency assistance may be sought from:
Ambulance
Clinical mental health services
Cultural consultants
Hospitals
Other organisations
Peer workers
Person's care network
Police
Workers within the organisation
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.
Different service approaches in mental health may include:
Medical models
Psychosocial rehabilitation models
Recovery oriented practice
Needs may include:
Cultural
Disability
Emotional
Employment
Financial and economic
Grief and loss
Health
Housing
Legal
Mental health
Physical
Problematic alcohol and other drugs use
Sexuality
Social
Spiritual
Trauma informed care
Goals may be:
Flexible, regularly reviewed and changed
Formally or informally negotiated
Generated in accordance with consumer's wishes and aspirations
Appropriate communication and relationship building processes may include:
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
Information is shared within the bounds of confidentiality, and wherever possible, with the consent and knowledge of a consumer, with people such as:
Care network
Case managers
Consumers
Family members
Other services
Other staff
Supervisor
Services provided take into account:
Available resources
Benefit to a consumer and their care network
Contingency plans
Strategies may include assistance with:
Accessing peer support
Education about recovery
Elimination of discrimination
Encouraging a person's sense of hope and personal value
Enhancing a person's own sense of agency
Enhancing and supporting the care network
Identifying and exploring positive and negative risks with consumers
Promoting self advocacy and self determination
Promoting the right of equal and full citizenship with access to all community resources and opportunities
Removal of barriers to participation
Supporting people to develop and pursue their recovery goals and aspirations
Trauma and trauma informed care
Working with consumers with their choices to live, and work in their community of choice
Recordkeeping:
Ideally all records should be developed in collaboration with the consumer
Records of service provision may include:
Advanced directive
Advocacy letters
Assessment records
Care and service plans
Complaints
Consent letters
Consumer's own records of their recovery
Evaluation forms
Feedback and satisfaction forms
File notes
Individual program plans
Individual service plans
Initial contact forms
Personal records
Recovery wellness plans
Referral letters
Emergency assistance may be sought from:
Ambulance
Clinical mental health services
Cultural consultants
Hospitals
Other organisations
Peer workers
Person's care network
Police
Workers within the organisation
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
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
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVB69 | CHCMHS001 | Work with people with mental health issues | Unit of competency |