Unit of competency Outline
Date retreived
22/07/2026 5:04 PM AWST
22/07/2026 5:04 PM 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 effectively in mental health settings
Work effectively in mental health settings
Unit of competency
National Code
CHCMH401A
CHCMH401A
State Code
D2605
D2605
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
12/08/2014
Field of Education
090599 - Human Welfare Studies And Services, N.e.c.
Original Release Date
12/08/2014
Nominal Hours
45
Description
DescriptorThis unit describes the knowledge and skills required in the context and across the range of settings where mental health work occurs
Notes
Elements and Performance Criteria
1. Work within the context of the mental health sector
- 1.1 Demonstrate consideration of the historical context of the sector in all work
- 1.2 Demonstrate consideration of the changing social, political and economic context in all work
- 1.3 Clarify and work within individual, team and multi-disciplinary work roles and structures, using collaborative approaches to work in the mental health sector, including contribution of consumer workers
2. Apply knowledge of the mental health sector
- 2.1 Apply basic knowledge of the current issues and different models of work which impact on the sector
- 2.2 Apply basic knowledge of the historical and social context of the mental health sector
- 2.3 Apply basic knowledge of the political and economic context of the mental health sector
- 2.4 In collecting information about the mental health sector, consider and apply appropriately views of relevant key stakeholders and representatives
3. Demonstrate commitment to the central philosophies of the mental health sector
- 3.1 Demonstrate consideration and understanding of the underpinning values and philosophy of the sector in all work undertaken
- 3.2 Demonstrate commitment to access and equity principles in all work in the sector
- 3.3 Ensure clients participate in all aspects of service planning and support activities
- 3.4 Identify and take into account personal values and attitudes regarding mental health and illness when planning and implementing all work activities
4. Demonstrate an understanding of the range of mental health service options
- 4.1 Identify the range of mental health service options
- 4.2 Demonstrate consideration and understanding of the contribution of different service options to the recovery process
- 4.3 Identify broad job requirements in different service options
- 4.4 Demonstrate consideration of the role of other health and community service providers in supporting a consumer in the recovery process
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.
Identification of reasons for seeking help may be assisted by:
The client
Carers
Colleagues
Information from other services
Context includes:
Statutory framework within which work takes place
Historical context of work e.g.
changing attitudes to mental health
changing approaches to working with people with mental health issues
Changing social context of work such as:
person-centred and collaborative approach to working with people with mental health issues
changing government and societal views of mental health
increasing use of consumer workers
deinstitutionalisation
Political context such as:
government policies and initiatives affecting mental health work
mainstreaming
Economic context e.g. 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
Different models of work in the sector may include:
Community development and education
Mental health promotion
Case management
Working with families and carer/s
Clubhouse
Psychosocial rehabilitation
Supported employment
Peer support/self help
Crisis situation responses
Early intervention/prevention
Consumer run models
Clinical mental health services
Residential services
Respite care
Home based support
Stakeholders and representatives may include:
People with mental health issues
Carers
Friends, peers and target group
Families and care givers
Consumer workers
Local community
Community organisations
Government representatives and service providers
Clinical mental health services
Peak bodies and networks in the sector
Management, colleagues, supervisor, team members
The underpinning values and philosophy of the sector may include:
A holistic and person-centred approach
Family sensitive approaches
Community education
Promotion of mental health and well being
Early intervention
Delivery of appropriate services
Commitment to meeting the needs and upholding the rights of consumers
Commitment to empowering the consumer
Encouragement of personal growth and development toward recovery and wellness
A commitment to access and equity principles 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, social
Cultural and linguistic differences may include:
Different cultural and social contexts
The needs of indigenous Australians
The needs of people from non-English speaking backgrounds
Social variables such as social attitudes to mental illness
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.
Identification of reasons for seeking help may be assisted by:
The client
Carers
Colleagues
Information from other services
Context includes:
Statutory framework within which work takes place
Historical context of work e.g.
changing attitudes to mental health
changing approaches to working with people with mental health issues
Changing social context of work such as:
person-centred and collaborative approach to working with people with mental health issues
changing government and societal views of mental health
increasing use of consumer workers
deinstitutionalisation
Political context such as:
government policies and initiatives affecting mental health work
mainstreaming
Economic context e.g. 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
Different models of work in the sector may include:
Community development and education
Mental health promotion
Case management
Working with families and carer/s
Clubhouse
Psychosocial rehabilitation
Supported employment
Peer support/self help
Crisis situation responses
Early intervention/prevention
Consumer run models
Clinical mental health services
Residential services
Respite care
Home based support
Stakeholders and representatives may include:
People with mental health issues
Carers
Friends, peers and target group
Families and care givers
Consumer workers
Local community
Community organisations
Government representatives and service providers
Clinical mental health services
Peak bodies and networks in the sector
Management, colleagues, supervisor, team members
The underpinning values and philosophy of the sector may include:
A holistic and person-centred approach
Family sensitive approaches
Community education
Promotion of mental health and well being
Early intervention
Delivery of appropriate services
Commitment to meeting the needs and upholding the rights of consumers
Commitment to empowering the consumer
Encouragement of personal growth and development toward recovery and wellness
A commitment to access and equity principles 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, social
Cultural and linguistic differences may include:
Different cultural and social contexts
The needs of indigenous Australians
The needs of people from non-English speaking backgrounds
Social variables such as social attitudes to mental illness
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 should be assessed after or in conjunction with:
CHCMH402A Apply understanding of mental health issues and recovery processes
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 should be assessed after or in conjunction with:
CHCMH402A Apply understanding of mental health issues and recovery processes
