Unit of competency Outline

Date retreived
22/07/2026 3:43 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.

Provide supports for children at risk of mental health problems

Provide supports for children at risk of mental health problems

Unit of competency
National Code
CHCMH502A
State Code
D2613
TGA Status
Deleted
DTWD Status
Deleted
Current Release Number
1.00
Current Release Date
25/03/2011
View on TGA
State Implementation and Classification
Approved Date
22/06/2010
Field of Education
090505 - Youth Work
Original Release Date
22/06/2010
Nominal Hours
50
Description
DescriptorThis unit describes the knowledge and skills required to provide support for children and their families where the child is at risk of developing mental health problems
Notes
Elements and Performance Criteria
1. Determine support requirements
  • 1.1 Determine most appropriate assessment strategies based on child's age and presenting circumstances
  • 1.2 Where necessary, confirm appropriateness of assessment strategies with other workers, e.g. teacher
  • 1.3 Determine most appropriate assessment strategies to determine family circumstances
  • 1.4 Determine additional information requirements outside the assessment process, e.g. issues at school
  • 1.5 Confirm the appropriateness, validity and strength of the assessment relative to the child's needs
  • 1.6 Gather resources required to complete the assessment
  • 1.7 Determine availability of child and parent according to organisation protocols
  • 1.8 Determine availability of child friendly, age appropriate space, if required
  • 1.9 Provide information to child and parent about the assessment process
  • 1.10 Obtain informed parental consent for the assessment and to gather information from others, such as teachers
  • 1.11 Conduct the assessment in accordance with the child's pace and intensity requirements
2. Prepare for support and input requirements
  • 2.1 Review possible complexities of client's needs based on an analysis within a mental health diagnostic framework, and with reference to assessment information
  • 2.2 Review complexities of client's needs within a context of the recovery process
  • 2.3 Review literature on best practice that is relevant to client
  • 2.4 Determine most appropriate support and service strategies based on client assessment and research information
  • 2.5 Identify possible interaction effects when multiple interventions are involved
  • 2.6 Determine appropriate outcomes and outcome indicators for specific interventions
  • 2.7 Determine risks associated with planned intervention and take appropriate action
  • 2.8 Determine client's availability according to organisation protocols
  • 2.9 Determine availability of appropriate space, if required
  • 2.10 Gather resources to provide support, in line with client's needs and recovery plan specifications
3. Conduct supports and other service inputs
  • 3.1 Confirm client's understanding of the supports and of the desired outcomes
  • 3.2 Obtain informed consent from client before commencing support activities
  • 3.3 Clarify any misunderstanding or confusion experienced by client
  • 3.4 Work with client to develop a support plan in the context of recovery and to determine appropriate roles of client, worker and others in the intervention
  • 3.5 Monitor participation of client (and others) against progress toward desired outcome/s
  • 3.6 Identify and note any difficulties client experiences completing support activity requirements
  • 3.7 Work with client to adjust support strategy and/or revise outcomes
  • 3.8 Identify and manage compliance issues, including subjective and objective reporting of client's response to the intervention
  • 3.9 Seek assistance when the client presents with needs or signs outside limits of own authority, skills and/or knowledge
4. Recognise and deal with trauma
  • 4.1 Identify indicators of client trauma
  • 4.2 Identify own service capacity to meet client trauma issues
  • 4.3 Identify impact of trauma on client's mental health issues
  • 4.4 Apply accepted procedures to evaluate options of bringing in specialist support and/or appropriate referral
5. Report and document information
  • 5.1 Document information about the intervention according to organisation protocols
  • 5.2 Observe privacy and confidentiality requirements when reporting interventions
  • 5.3 Use appropriate terminology to document consumer response, outcomes and identified problems related to the intervention
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.


Mental health diagnostic framework may include but is not limited to:
Identifiable pain - physical or emotional
Impact of emotional problems on role in work or family contexts
Impact of health problems on physical activity
Impact of health problems on role in work or family contexts
Impact of physical or emotional problems on social activity
Level of energy - fatigue problems
Level of psychological well being or distress
Perception of own state of well being / health
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 of competency is to be assessed after or in conjunction with:
CHCMH405A Work collaboratively to support recovery process
No information