Unit of competency Outline

Date retreived
22/07/2026 9:51 AM AWST

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Work collaboratively to support recovery process

Work collaboratively to support recovery process

Unit of competency
National Code
CHCMH405A
State Code
D2609
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
08/08/2012
Field of Education
061309 - Community Health
Original Release Date
08/08/2012
Nominal Hours
30
Description
DescriptorThis unit describes the knowledge and skills required to work collaboratively with clients to provide services to implement a range of strategies within the scope of an individual recovery plan for a person with a mental health condition
Notes
Elements and Performance Criteria
1. Clarify service requirements
  • 1.1 Obtain information about the requirements and boundaries of possible services or activities from the person's recovery plan
  • 1.2 Work collaboratively with person to determine relevance of services or activities to recovery
  • 1.3 Gather the resources to facilitate service delivery, in line with person's needs and specifications of the recovery plan
  • 1.4 Confirm the person's understanding of the services and support to be provided
  • 1.5 Ensure informed consent has been obtained from the client before commencing the service activity
2. Implement strategies collaboratively
  • 2.1 Guide and support the person to participate in the service delivery as defined in the recovery plan
  • 2.2 Ensure service delivery reflects evidence-based practice and values based practice
  • 2.3 Work collaboratively to identify and note any difficulties the person experiences completing the requirements and report to supervisor in a timely manner
  • 2.4 Identify and manage compliance issues, including subjective and objective reporting of the person's response to the intervention, and report to supervisor in a timely manner
  • 2.5 Provide feedback to reinforce the person's understanding of the intervention and their progress
  • 2.6 Seek assistance when the person presents with needs or signs outside limits of own authority, skills and/or knowledge
  • 2.7 Report difficulties to supervisor for advice before continuing the service delivery
3. Review outcomes to determine effectiveness of services provided
  • 3.1 Work collaboratively with person to determine outcomes of services provided or activities undertaken
  • 3.2 Collaboratively identify indicators of progress toward goals identified in recovery plan
  • 3.3 Identify and discuss any new or ongoing difficulties and concerns of the person
  • 3.4 Identify and discuss with person potential changes to the services provided or referral options
  • 3.5 Adjust recovery plan and service delivery to strengthen achievements towards recovery goals
4. Report and document information
  • 4.1 Provide progress feedback to supervisor
  • 4.2 Report difficulties and client concerns to supervisor in a timely manner
  • 4.3 Implement variations to the service delivery according to the instructions of supervisor
  • 4.4 Document information about services delivered according to the organisation's protocols
  • 4.5 Use appropriate terminology to document person's response, outcomes and identified problems related to the services and support provided
5. Use self protection strategies
  • 5.1 Use conflict resolution and negotiation as appropriate
  • 5.2 Take appropriate action to ensure safety of self, client and others
  • 5.3 Acknowledge limits of own abilities and make referrals as appropriate in accordance with organisation policies and available resources
  • 5.4 Seek emergency assistance 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.


Possible service delivery or activities may include:
Skill development and/or education
Support
Strategies to overcome barriers
Facilitation of employment


Compliance issues may include:
Active non-conformance
Passive non-conformance
An indicators of more complex issues


Evidence-based practice in the mental health context applies to:
Medication
Education
Family / social support networks
Integrated mental health and alcohol and other drugs work
Supported employment
Social skills training
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
No information