CHC53315 - Diploma of Mental Health - Nursing Assignment Help

Assignment Task

Introduction

This Candidate Assessment Guide should be used to provide information and instructions to the reader regarding the assessment requirements for the unit CHCMHS010 Implement recovery oriented approaches to complexity.

This Candidate Assessment Guide includes information and instructions which ensure assessment is conducted in a manner that is fair, flexible, valid and reliable and evidence collected meets the rules of evidence, which includes authenticity, validity, sufficiency and currency.

This Candidate Assessment Guide includes two (2) parts:
• Part A – General instructions to you
• Part B – Assessment tasks 

Part A: General instructions to the candidate

Purpose of assessment

The assessments for this unit have been designed to ensure you are able to competently demonstrate your knowledge and skills for each of the elements and performance criteria as well as the required knowledge and skills for this unit.

Application of the unit

Once competency has been achieved for this unit, you will be able to competently identify and respond to issues of complexity when supporting people living with mental illness and their care networks.

This includes the ability to:
1. Identify the person’s issues that may contribute to complexity
2. Identify worker or service issues that may affect capacity to work with the person
3. Identify environmental issues that may contribute to complexity
4. Work collaboratively to prioritise needs and develop self-determined directions
5. Coordinate and negotiate recovery oriented service
6. Address challenges to communication and relationships
7. Review and reflect on practice

Assessment Outcomes

Each Assessment Task carries two assessment outcomes, i.e. S (Satisfactory) and NYS (Not Yet Satisfactory). On the individual cover sheet for assessment tasks, the assessor must mark S (Satisfactory) if you have satisfactorily completed the task, submitted all necessary evidence and met the assessment criteria. If you have not satisfactorily completed the task, the evidence is insufficient and/or all requirements have not been met, you will be marked as NYS (Not Yet Satisfactory) and provided with the opportunity to be reassessed in accordance with EQUAS policies and procedures.

Re-assessment

If, after the first attempt, you have proved to be unsuccessful at achieving a satisfactory result, you will be given two further opportunities for reassessment at a mutually agreed time and date. For further details, refer to EQUALS’ Re-Assessment Policy and Course Progress Policy

Assessor feedback

Each assessment tool requires an assessor to provide feedback to you, both where competency has been demonstrated and where further evidence is required. Providing feedback shows fairness in the assessment process and allows you to understand why a result was awarded.

The assessor will provide feedback to you on any assessment that you have submitted. You are responsible for retaining a copy of the feedback provided, together with your submission, throughout the course.

Final Assessment:
On completion of this unit, if the assessor is satisfied that you have provided appropriate evidence and satisfied all necessary requirements to meet the unit criteria in line with the Rules of Evidence, you will be awarded C (Competent). If it is considered that you have failed to meet the necessary requirements of the unit and/or assessment tasks, you will be awarded NYC (Not Yet Competent) and provided with the opportunity to be reassessed in accordance with EQUALS policies and procedures. To achieve competency (C) for this unit, you must demonstrate a satisfactory result in all assessment tasks. Final assessment results are to be recorded on the Summary of Assessment form.

Support

You can contact your assessor at mutually agreed times to seek clarification on assessment information, instructions and tasks.

Assessor intervention

The assessor will:

• Ensure you are ready for assessment and defer the assessment if this is not the case.
• Provide feedback to you at the completion of the assessment.
• Participate in role play, when required, but not interfere in any way with the assessment.
• Ensure assessment activities are not harmful to you in any way. If they might impact on your safety or that of others, the assessment will be immediately stopped.

Plagiarism, cheating, collusion and assessment dishonesty

Plagiarism, cheating and collusion are considered as serious matters. Any evidence that you have participated in plagiarism, cheating and collusion will be treated on a case by case basis. Consequences for candidates found to have engaged in these practices may include being deemed Not Yet Satisfactory for that assessment or Not Yet Competent in the unit. You may also be excluded from the course. For more information, refer to EQUALS’ Academic Misconduct Policy and Procedure, available to view here: https://www.equals.edu.au/policies/.

Part B: Assessment tasks

The following pages contain the assessment tasks that will provide you with information and instructions to complete each of the assessments.

You will be provided with a due date for each of the assessment tasks and where required you will submit your Assessment Tool cover sheet with your assessment.

Final Assessment – To be assessed as competent for this unit, you must demonstrate a satisfactory result in all assessment activities. Your assessor will record your final assessment results on the Summary of Assessment tool.

Before commencing the assessment tasks, it is recommended that you have read through all of the learning materials provided to you for this unit.

Assessment Task 1 – Knowledge Questions

Context of assessment:
This assessment will require you to demonstrate your knowledge for implementing recovery oriented approaches to complexity
This assessment will be conducted as a written assessment individually in your own time or during class (if time permits).
The questions contained within this assessment will be uploaded into Moodle and you will be required to formulate answers to each question using the space provided in Moodle.
Your EQUALS assessor will review your response to each question in Moodle to ensure you have met the criteria of this assessment.
Planning the assessment:
You are required to log in to Moodle using your individual username and password to answer the questions within this assessment.
You will be advised of this assessment during session 1 for this unit, your trainer and/or assessor will
allocate a due date for submission at the time it is provided to you.
You may be required to undertake individual research to answer some of the identified questions.
Questions 1 – 23 of this assessment are the same questions within the knowledge questions assessment in the unit CHCMHS006, if you have successfully completed those questions or vice versa, you will not be required to answer them again and should proceed from question 24 onwards.
You are required to complete this assessment within your own time and/or during your session for this unit (where time permits).
The expected duration to complete the questions is approximately 4 – 5 hours. This is a guide only and you may be allowed more or less time to complete the assessment.
You will receive feedback to your questions through Moodle and/or your assessment cover sheet. Your final result of this assessment (Satisfactory/Not yet Satisfactory) will be recorded on the Summary of Assessment tool.

Required Documents and equipment
Access to a computer with internet access to log in to Moodle
Relevant resources and handouts associated with this unit
Submission Evidence:
Prior to undertaking the assessment, candidates must complete all sections of the assessment cover sheet in preparation for assessor feedback.
All questions are to be answered in Moodle
Competency assessment:
To be deemed Satisfactory for this assessment, you must provide satisfactory responses to all questions identified on Moodle.

Any candidate not achieving a Satisfactory outcome, will be provided with the relevant feedback and allowed to repeat the question and resubmit the assessment tool (second attempt).
If the assessment outcome is Not Yet Satisfactory after the second attempt, any further intervention strategies will be planned in accordance with EQUALS’ Assessment Policy.

Assessment Task 1 – Knowledge Questions:

Question 1 – In approximately 1 paragraph, explain the purpose of the National Mental Health Plan.

Question 2 – The national framework for recovery-oriented mental health services identifies that recovery oriented practice and service delivery, recognises the role of families and support givers in fostering recovery across the life span. What are the core principles of this as outlined in the national framework?

Question 3 – Which standard within the National practice standards for the mental health workforce 2013 relate to working with people, families and carers in recovery-focused ways?

Question 4 - Which 2 documents would you refer to when determining what is expected in relation to rights, responsibilities, safety and privacy for yourself, your workplace and the person with Mental Illness.

Question 5 – As identified in the National Practice Standards for the Mental Health Workforce 2013, what are the 12 key principles of a mental health practitioner? Question 6 – When obtaining informed consent from a person with Mental Health and/or AOD issues, what are 5 things you should be aware of and consider when providing information to the person and their family/carers?

Question 7 – Which document and part sets out the specific rights and responsibilities of carers and support persons? Question 8 – According to the document identified in the previous question, what is the responsibility of the person who provides services in relation to:

• Record keeping
• Services that are available
• The role of carers and support persons

Question 9 – visit SANE Australia (www.sane.org.) and identify who may be classified as a carer for a person with mental illness.

Question 10 – In approximately 1 paragraph, identify some of the ways carers and families can contribute to a person’s recovery process.

Question 11 – What are some of the support services SANE Australia recommends for carers of people with a mental illness?

Question 12 – Using the internet, provide an explanation of what Mind Australia does.

Question 13 – What are some of the broad services that Mind Australia offers?

Question 14 – How can Mind Australia support carers of people with a mental illness?

Question 15 – Standard 3 of the National standards for mental health services 2010 is in relation to Consumer and Carer participation. Provide an overview of what criteria 3.1 and 3.2 encompasses in relation to participation.

Question 16 – Identify 3 ways you may be able to demonstrate you are meeting the requirements of this standard (Standard 3).

Question 17 – In approximately one paragraph, explain the concept of recovery according to the National Framework for recovery-oriented mental health services. Question 18 – What are six principles of recovery oriented practice?

Question 19 – Identify a minimum of 3 requirements of the mental health worker for health promotion and prevention according to the National Standards for the Mental Health workforce 2013.

Question 20 – According to the National framework for recovery-oriented mental health services, what are 5 skills and behaviours you may demonstrate by working holistically with a person with mental illness?

Question 21 – In a few sentences, explain how empowerment can help people with experience of mental health issues?

Question 22 – According to the National framework for recovery-oriented mental health services, what are six of the skills and attitudes you could display to support social inclusion and advocacy on social determinants?

Question 23 – Identify a minimum of 8 ways in which you as a mental health worker can promote selfadvocacy.

Question 24 – In approximately one paragraph for each of the following headings, identify some factors that may contribute to a person’s complexity, the service delivery models, frameworks and legislation and their links with mental health:

• AOD
• Chronic Disease
• Economic circumstance
• Education
• Gambling
• Torture
• Grief and Loss
• Disability
• Family Violence
• Child Protection
• Justice System
• Social Housing/homelessness

Question 25 – In approximately 200 words, explain the meaning of cultural safety and identify some strategies that can enhance the ability to be culturally safe.

Question 26 – Explain the following communication and motivational interviewing/counselling techniques in approximately one paragraph for each:

• Active Listening
• Attending skills, use of body language, non
verbal communication
• Paraphrasing
• Reflecting feelings
• Open and closed questioning or probing

• Summarising
• Reframing
• Exploring options
• Normalising statements

Question 27 – Conflict resolution and negotiation are often communication techniques that are required when working with people with complexity. Explain their meaning in approximately one paragraph each.

Question 28 – In approximately 500 words, explain what reflective practice is, why it is important to your ongoing learning, growth and good practice and the reflective practice cycle.

Question 29 – Provide 3 examples of information you might find in a work health and Safety policy in relation to preventing safety concerns in Mental health work. Question 30 – In approximately 1 paragraph, explain what citizenship means in relation to Mental Health Work? Question 31 – Identify and provide an explanation of the four basic principles of Motivational interviewing:

• Resist the righting reflex
• Understand your patient's motivations
• Listen with empathy
• Empower your patient

Question 32 – In approximately 1 paragraph, explain how solution based therapy can help change a person’s behaviours.

Question 33 – In approximately 1 paragraph, explain what a strength based approach is.

Question 34 – In approximately 1 paragraph, explain how cognitive behaviour therapy works.

Question 35 – In approximately 1 paragraph, explain what narrative therapy is and how it can help people become more positive.

Question 36 – In a few sentences, explain what Acceptance and Commitment Therapy (ACT) is and identify the 6 processes that you would focus on with the person when undertaking this approach to practice.

Question 37 – Identify and explain the acceptance-oriented skills and change-oriented skills you will develop as part of Dialectal behaviour therapy

Context of assessment:
This assessment will be conducted as a simulated/scenario based activity at the EQUALS campus.
As part of this assessment, you will be required to demonstrate your ability to work collaboratively with at least 3 different people with mental illness and complexity issues and their support network (as relevant) to develop and implement a recovery plan
You are required to demonstrate your skills working with 3 people who collectively present with a minimum of 4 of the following complexity issues
Alcohol and other drugs (AOD)
Gambling
Torture
Grief and loss
Disability
Family violence
Child protection
Justice system
social housing/homelessness
An EQUALS assessor will observe your performance playing the role of the service provider to ensure you have met the criteria of this assessment

Planning the assessment:

This assessment will be broken into four (4) parts, part 1 – Identify needs, part 2 – Prioritise Needs, part 3 – Coordinate and negotiate recovery-oriented service, Part 4 – Review and reflect on Practice.

You will demonstrate the criterion of this assessment in a simulated environment.

You are required to work with 3 different people with mental health and complexity issues. For the purpose of this assessment, the people you will be working with will be your classmates.

Your assessor will provide 3 different case examples of a person with mental health and complexity issues to be role played by the 3 people you are working with for this assessment. The class member playing the role of the person with mental health and complexity issues will be allowed adequate time to consider their role, who they are in the case example and what their background may be. They may embellish the role as much as they like as long as it fits in with the context of the assessment task.

Demonstration will occur over 3 separate dates for each assessment to allow for adequate planning and assessment.

Part 3 of this assessment requires you to research available support options for the person. To allow for adequate research and planning, a follow up meeting with the person to discuss options will need to occur at a later stage than parts 1 and 2.

Part 3 of this assessment requires you to foster relationships with your colleagues, for the purpose of this assessment your colleagues will be played by your classmates. You will need to work with a minimum of 3 classmates to share knowledge and information that may assist with the person’s service provision.

Part 3 of this assessment requires you to meet with the person’s family/friends and/or carers. This role will be played by a minimum of 1 of your classmates.

Part 4 of this assessment requires you to meet with your supervisor to discuss and receive feedback on your service provision. For the purpose of this assessment, the supervisor will be played by the assessor.

You are to assume the role of the service provider within the Mental Health Industry and should prepare your meeting with the 3 people by ensuring you have understood the case example, the complexity issues, and the criterion of this assessment.

You are required to record the relevant information from this assessment on the recovery plan and reflective practice report and submit for final assessment with your assessment cover sheet.

You will be provided with this assessment in adequate time to allow for preparation of your roles.

The time allowed for the simulation/scenario activity assessment is 60 minutes for parts 1 and 2 and a further 30 – 60 minutes for parts 3 and 4 (please note, this timeframe does not include the reflection report required in part 4). This is a guide only and you may be allowed more or less time to complete the assessment tasks. This time does not include preparation of the simulation. ? The EQUALS assessor will allocate a date and time for each simulation (3) to be conducted. This will be arranged over 3 separate sessions.

A mutually agreeable time will be set to provide feedback to you regarding the outcome of the assessment

Required Documents and equipment
Simulation Based Assessment (this tool)
Classmates playing various roles to facilitate the assessment task
Simulated environment
National framework for recovery-oriented mental health services Available on Moodle
Access to the internet and relevant local community support networks

Submission Evidence:

Prior to undertaking the assessment, you must complete all sections of the assessment cover sheet in preparation for assessor feedback.

Completed reflective practice report including a recovery plan for each client with specific criteria as outlined in this assessment.

Assessment Task: Simulation

For this assessment, you are required to assume the role of a service provider working in a mental health organisation.

This assessment requires you to respond to issues of complexity when supporting people living with mental illness. Your role is to work with the person and their care networks to develop and implement a recovery plan using a strengths-based approach and that acknowledges that complexity is not a characteristic of an individual.

You will be required to demonstrate the criterion identified in each of the four parts for this assessment. As you are demonstrating each part of this assessment you will also need to consider and use effective communication skills. This will require you to:

communication skills. This will require you to:

• Communicate clearly, honestly and transparently to develop and maintain trusting relationships

• Adapt the communication style and language to meet the needs of others, identifying and addressing any barriers

• Adapt to changing circumstances and respond to the reactions and feedback of others, including responding to person in distress or crisis

• Proactively anticipate change and utilise advanced negotiation skills to address challenges and resolve systemic issues

• Respond to de-escalate potential incidents or risks and promote safety

• Promote and support self advocacy

Part 1 – Identify Needs

• At this stage of the assessment, you will meet with the person with mental health and complexity issues individually to identify their issues and needs as well as determining the environmental issues that may contribute to complexity and your and/or the services ability to work with the person. You will need to:

• Welcome the person to your service in an inviting and respectful way. You will need to take into consideration that this person may have experienced trauma and should apply the principles of trauma informed care to your practice. Ensure you consider your communication skills as identified earlier in this assessment.

• Using motivational interviewing techniques, invite the person to share their life experience, values, hopes, expectations and needs and respond sensitively and warmly, you should exchange relatable information with the person to assist in facilitating understanding of issues and establish rapport. If you are unable to draw on personal experience, consider discussing experiences of people who may be in a similar situation (in line with confidentiality).

• Use effective communication skills to identify with the person the breadth and type of issues they are experiencing and discuss any associated or impacting factors. Consider using specific assessment tools when helping the person to identify their issues.

• Respect and uphold people’s complex needs and aspirations across cultural, spiritual, relationship, emotional, physical, social and economic realms—not just in relation to their illness or mental health issues

• Use active listening to ensure the person’s experiences and issues are heard to support exploration and validation of issues raised.

• In collaboration with the person, record notes of issues and needs and gain their consent to share their information in exploration of support options

• Identify if the person may experience any limitations to services, people, community activities etc relating to where they live – is this contributing to their complexity?

• Determine and discuss the type and extent of the person’s social and support network, who can they rely on? What do they like to do for fun? How often do they engage with others and/or their community? If the person is demonstrating social exclusion, you will need to discuss ways of overcoming this such as linking them in with support groups, local community events, identifying people who are close to them who they would be able to go to for support etc.

• Provide information to the person relating to the objectives of the current National Mental Health Policy and National Mental Health Plan as well as some programs or services that are associated with this that could be of benefit to them. You will need to research this information, once you are aware of their mental health and complex issues, look at sites such as mindhealthconnect. Discuss funding availability for programs (as relevant) such as the NDIS/Partners in recovery or Medicare and determine if the person will meet the criteria for funding and/or be able to access specific services.

• Consider the strengths and limitations as well as expertise and experience of yourself and your service for working with the person and their current mental health and complexity issues. You will need to make recommendations and referrals as necessary to ensure they have access to the appropriate service delivery in line with their values and preferences.

Part 2 – Prioritise needs

• Provide information to the person on how the following practice approaches can assist with prioritising needs:

• motivational interviewing • solution focused approaches

• strength based approaches • cognitive behavioural approaches

• narrative approaches • acceptance and commitment therapy (ACT)

• dialectal behavioural therapy You will need to promote and support self-advocacy and encourage the person to consider and select options that they feel most comfortable with.

• Using one or more of the above approaches, prioritise needs and hopes in collaboration with the person, you will need to document these in the person’s recovery plan

• Discuss and agree on timelines for achieving their goals (needs and hopes) and discuss available options to meet these needs. Consider the resources, services and support options that may be available to them and if they will be attainable within the identified timeframes. Record the timelines and options in the person’s recovery plan • In conjunction with the person, explore risks, opportunities and strategies that may be associated with their goals – consider what risks the person will need to take as well as the risks of what may happen as a result of things not going to plan, discuss the opportunities that may arise from addressing their needs and hopes and the strategies that will need to be put in place to achieve them.

• Help the person to consider who else they would like to involve in their recovery. Discuss their support network and highlight the importance of including them in the recovery process. It may also be necessary to include other services or professionals, you should discuss the possibility of this and determine who these services and professionals will be. You will need to record the details of who is to be involved in the person’s recovery plan.

• Develop and agree on contingency plans in the event one of their options, strategies and/or services does not provide the person with the outcome they were hoping for. You will need to discuss all of the possible outcomes and discuss what they would like to do in this situation. Is there an alternative option? Do they need to adjust or rearrange their goals? Record details of the contingency plans in the person’s recovery plan.

• Discuss with person how their needs and circumstance may change throughout their recovery process, and discuss how your service provision could adapt to fit with these changes. You will need to discuss possible scenarios for changing needs and the type of services/options that would be available should these scenarios come to fruition. Record details of anticipated changing needs and how you will respond to these in the person’s recovery plan.

Part 3 – Coordinate and negotiate recovery-oriented service

This part of the assessment will focus on establishing and maintaining partnerships with support networks and other local services or supports to create sustainable service pathways. You will need to:

• Consider the information you have previously obtained from the person to determine the best type of supports for their recovery. To establish the type of support they can offer, you may need to visit local service providers and/or research their relevant websites. Depending on the person’s needs, you may consider one or more of the following:

• General practitioners, psychiatrists and other allied health practitioners

• local area mental health services and hospital networks • housing services

• employment services and agencies • training organisations, including the TAFE and university sector

• Commonwealth and state government agencies such as Centrelink and the Department of Human Services

• recreation and sporting organisations

• Beyond Blue

• Their family and carers

• Once you have gathered the relevant information on possible supports, you will need to discuss these with the person to establish which would be most beneficial and preferential to their recovery.

• Once the relevant supports have been discussed and agreed on you will need to gain the consent of the person to share their information (as required) with relevant supports and services. Record this information in the person’s recovery plan.

• Considering the services the person would like to engage with, you will need to begin to form a partnership with these services to create a sustainable service pathway. You will need to connect with a minimum of 2 support organisations to obtain further information and begin to establish a relationship for ongoing support, you will need to document, the name of the organisation, what services they provide, the contact person, what information is required to attend, the timeframe of support offered, if there are any waiting times to attend the service, any other relevant information. Record this information in “notes” to include with the person’s recovery plan

• Foster networks with colleagues, who for the purpose of this assessment will be your classmates, to integrate existing service provision. You will need to work effectively with a minimum of 3 of your classmates (colleagues), share information regarding your person’s issues and seek their input and information relating to service provision. Record this information in “notes” to include with the person’s recovery plan

• Invite the person’s family/friends and/or carers to attend your service with the person to begin to establish a supportive and collaborative partnership. Your classmates (a minimum of 1), for the purpose of this assessment, will play the person’s family/friends and/or carers. You will need to share information (with the person’s consent) about the person’s issues and discuss with them how they can support the person in their recovery.

• Arrange a follow up meeting with the person, which, for the purpose of this assessment will occur immediately following meeting with them and their family/friends/carers and we will assume this meeting is occurring one month from the previous meeting.

• During your meeting with the person, you will discuss how their recovery is progressing, determine if there have been any changes to their issues and gain their feedback as to whether their needs are being met by service options and supports. Identify any gaps and discuss ways in which to overcome these or consider alternative options.

• Use strategies such as self-advocacy and self efficacy to actively inspire and foster the person’s involvement in their recovery.

• Discuss with the person the importance of gathering their regular feedback regarding service provision to ensure their needs and recovery are being met and encourage them to provide you with feedback if any changes were to occur. You will also need to establish a plan for when ongoing follow up will occur. This may be face to face or via telephone. Details of the plan for follow up are to be recorded in the recovery plan.

Part 4 – Review and reflect on practice

• Once you have completed your simulation exercise with the person, you will need to arrange a meeting with your supervisor (assessor) to discuss aspects and receive feedback on your service delivery, this may include suggestions for how to improve your practice, what you did particularly well, how you could have approached certain aspects etc.

• Following this feedback, you will be required to write an approximate 500 - 1000 word reflection report that will include:

• What you have learned from the person’s experience and how this may inform your future practice (would you do anything differently)

• How you were able to meet the person’s needs – were the resources adequate, were the supports you identified suitable?

• Did you identify or encounter any systemic and personal issues and challenges that affected your service delivery?

• What would you identify as some of your strengths and limitations in dealing with the person’s circumstances?

• Did you feel you had good communication with the person and their supports, were you able to build an effective relationship with them?

• Have you identified the need for additional learning or professional development before working with people with similar issues in the future?

• The feedback you received from your supervisor and how you will implement this into future practice.

• You will be required to complete this at the completion of services for each person (3) and submit a copy with the person’s recovery plan for final assessment.

Context of assessment:

This assessment must be undertaken in a work placement venue during your professional industry placement

You are required to demonstrate the activities outlined in the performance criteria of this unit during a period of 160 hours of work

You will be working under the supervision of an appropriate manager at the work placement venue.

For the identified assessment, an EQUALS assessor will observe your performance in the workplace.

Planning the assessment:

You are required to regularly review your professional placement logbook to ensure you are meeting the requirements of the unit within the workplace.

You are required to implement the skills you have acquired throughout the delivery of this unit, including your simulation assessment, and demonstrate these skills within the workplace, whereby you are required to work with 3 people with mental health and complexity issues.

You will work with these people either on your own (under supervision of an experienced worker within the workplace) or in conjunction with an experienced worker, assisting with relevant questioning and documentation.

You are to demonstrate your skills and knowledge by effectively carrying out the skills that are identified below (Section 1 of the professional placement logbook).

The placement supervisor will observe you working with the 3 people and will verify your ability to demonstrate the skills by providing feedback in the space allocated in the logbook.

You will also be required to provide information in response to each of the criterion identified in section 2 of the logbook, the information you provide will be relevant to each of the 3 people you are working with and/or observing. You will require access to the following resources when completing this section.

Template recovery plan (where relevant)

Information relating to support organisations for the person’s complexity issues.

Organisation policies and procedures ? consultation with staff who have been working with the clients

Your EQUALS facilitator will observe your progress to achieve the skills identified within this unit as part of their facilitation visits. You will be required to provide them with your logbook so they can adequately consult with your placement supervisor regarding their feedback, review your responses in section 2 as well as observe you working with clients (where applicable).

A mutually agreeable time will be set to provide you with feedback on your performance during your professional placement.

Required Document and equipment:
• CHC53315 Professional Placement Logbook (one per candidate).
• Access to a suitable workplace to perform the tasks identified within this unit.
• Access to 3 people with Mental Health and at least one of the following complexity issues:

• alcohol and other drugs (AOD)
• gambling
• torture
• grief and loss
• disability
• family violence
• child protection
• justice system
• social housing/homelessness
• Workplace policies and procedures.
• Staff who have been working with the people with whom the candidate can consult
• Workplace supervisor.

Evidence submission:
• You are required to submit your completed and signed professional placement logbook upon completion of your industry hours.
• Record of hours completed in professional placement
• Reflection Journal (where relevant)
• Candidates must retain their own copy of their logbook where required.

Workplace etiquette:

• When undertaking professional placement and related assessment tasks, you must comply with all standards, codes, guidelines, legislation and regulations underpinning the Mental Health Industry.

• Before accessing the policies and procedures of an organisation, you must liaise with the workplace supervisor and seek permission.

• Confidentiality and privacy requirements must always be observed in relation to documents and information.

 

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