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.


Gather information may include:
Ensuring that any information gathered is in line with state/territory and national privacy, health privacy, records, information and other relevant legislation
Contacting relevant ethics groups and committees before collecting information where this is necessary.
Working in compliance with organisational policy and procedures
Identifying where rights and social justice are not being upheld in the process of data collection and analysis


Available service options may include:
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


Culturally appropriate systems may include:
Inclusion and diversity policies
Culturally diverse and sensitive service arrangements, resources, and employees
Active participation of culturally diverse individuals and community groups in service planning and delivery


Consumer and carer feedback may include:
Information gathered with the consent of the consumer or carer and the intentions of the use of feedback clearly explained to the informant
Informal information gathered through conversation
Formal information or data collected via statistical forms, service and worker evaluations completed by consumers or carers
Individual or group submissions or complaints
Individual or group submissions about positive service actions and suggested improvements
Consumer or carer participation in focus groups specifically designed to obtain information on service gaps, barriers and needs for improvement
Information provided via advocacy or representation


Promote and develop linkages and coordination may include:
Developing networks
Advocacy
Representation
Providing information and education on best practice methods for mental health services
Evidence based practice sharing


Professional development activities may include:
Training
Forums
Journals and other literature
Online resources including You Tube, and Blogs
Conferences
Consumer events and network activities
Newsletters
Mental health activities and resources


Consumer and carer friendly includes:
Information in plain English
Culturally appropriate communication mechanisms
Easily understood information (translated as necessary)
Well designed

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 that they have contributed to the continuous improvement of one or more areas of mental health services


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
AND
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 and health 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 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
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
Resource requirements for assessment of this unit include access to an appropriate workplace where assessment can be conducted


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