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.


Context includes:
Changing social context of work e.g. Consumer centred approach, changing government and societal views of mental health, approaches to working with clients, deinstitutionalisation
Economic context e.g. The 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
Historical context of work e.g. Changing attitudes to mental health; changing approaches to working with clients
Political context e.g. Government policies and initiatives affecting mental health work, mainstreaming
Statutory framework within which work takes place


Different models of work may include:
Acute, continuing and rehabilitation models
Case management
Clinical mental health services
Clubhouse
Community development and education
Consumer run models
Crisis situation responses
Early intervention/prevention
Home based support
Mental health promotion
Peer support/self help
Psychosocial rehabilitation
Residential services
Respite care
Supported employment
Working with families and carers


Stakeholders and representatives may include:
Carers
Clinical mental health services
Community organisations
Consumers
Families and care givers
Friends, peers and target group
Government representatives and service providers
Local community
Management, colleagues, supervisor, team members
Peak bodies and networks in the sector


The underpinning values and philosophy of the sector may include:
A holistic and consumer-centred approach
Commitment to empowering the consumer
Commitment to meeting the needs and upholding the rights of consumers
Community education
Delivery of appropriate services
Early intervention
Encouragement of personal growth and development toward recovery and wellness
Family sensitive approaches
Promotion of mental health and well being


Commitment to access and equity principles includes:
A non-discriminatory approach to all people using the service, their family, carer/s and friends, the general public and co-workers
Creation of a consumer oriented culture
Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social


Culturally and linguistically diversemay include:
Different cultural and social contexts
Social variables such as social attitudes to mental illness
The needs of indigenous Australians
The needs of people from non-English speaking backgrounds

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