Work effectively with people with mental illness

Student Name
 
Student Number
 

Unit Code/s & Name/s
CHCMHS001 Work effectively with people with mental illness

Assessment Type
Observation

Assessment Name
Simulated scenario and observation
Assessment Task No.
AT3

Date of Observation
 

Student Declaration
☐ I have been provided with instructions about the assessment task to be undertaken.

Student Signature
 
☐
Check box if this assessment is conducted online.

Assessor Feedback:

 

 

 

☐ Student provided with feedback (check box when completed)

Attempt 1
Satisfactory  ☐
Unsatisfactory  ☐
Date
     /      /

Attempt 2
Satisfactory  ☐
Unsatisfactory  ☐
Date
     /      /

Assessor Name
 
Assessor Signature
 

Note to assessor:  Please record any reasonable adjustment that has occurred to this assessment.

 

 

 

 

PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law.

 

Instructions to Student
General Instructions:

You will be provided with two consumer scenarios, one of which must be addressed to demonstrate competency for this unit.  Your assessor/teacher will decide which scenario you will simulate.

You simulate the scenario demonstrating the skills listed in the Marking Criteria and be observed by your teacher/assessor.

 

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills to an acceptable industry standard.

1.         effective skills in communication,

2.         responding appropriately to distress

3.         identifying signs and symptoms of mental illness and its impact,

4.         awareness of work role and codes of practice,

5.         recovery oriented practice.

 

Number of Attempts:

You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt. If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task, with the exception of Apprentices or Trainees who are permitted an additional supplementary assessment. For more information, refer to the TAFE Queensland Student Rules.

Submission details
Insert your details on page 1 and sign the Student Declaration. Include this template with your submission.

 

Save your work with the following name:

[your surname]_ [your first name.]_CHCMHS001_AS2

Example: Duck_Daffy_CHCMHS001_AT3

 

Assessment to be submitted via

Instructions to Assessor
There must be evidence that the candidate has:

·                worked with at least 3 people with mental health issues in ways that support individual empowerment and recovery through:

·                use of communication techniques

·                provision and adaptation of services to meet particular needs

 

Work, Health and Safety:

A work health and safety check of the assessment environment is to be conducted prior to the assessment and any hazards addressed appropriately.

Examination Range and Conditions:

Remind students of TAFE Queensland Student Rules assessment requirements.

Note to Student
An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

 

 

 

Assessment Task

One of the scenarios below will be chosen by the teacher/assessor for you to use in a simulated workplace scenario.

 

Your role in the simulation

You work at Families Back on Track[1] (FBOT) which is a service that supports sole parents and their children who are homeless or at risk of homelessness.  You are the case worker who has been assigned to work with one of the sole parents in the scenarios below.  An assessment has already taken place with the team leader and you are needing to meet with her in her new home at Families Back on Track[2] (FBOT) to work out a plan to meet the person’s needs.

 

Focus of the simulation

Explain your role, the boundaries and code of practice.
Use your active listening skills including questioning to identify the client’s needs and those of her child.
Use your communication skills to respond to her distress.
Explore any immediate, short and long term goals and discuss their priorities.
Identify strengths
Identify and work towards making an appropriate referral

 

See the marking criteria for the specific skills that need to be demonstrated in the simulation.

 

Please note that scenarios such as the ones below include challenging concepts and behaviours.  These can sometimes lead to people feeling a range of negative feelings or remembering negative experiences.

 

The Queensland TAFE campuses do have confidential counsellors that you can talk with for free.  If you go to the customer service centre or ask a teacher, they will guide where to go.

 

Alternatively, there are various services outside of TAFE Queensland that offer confidential support 24 hours a day.  These include:

Case Scenario 1

Ms Charlotte Brown, 25 years of age

 

Summary

Charlotte and her 3 year old daughter have been at FBOT for 4 months.  Charlotte does not want to go outside the home. She has not worked in 4 years, since she was raped and this has led to her leaving her job of a graphic designer and withdrawing from her family and friends.

Charlotte does not appear to be interested in her daughter, has low levels of hygiene and does not want to engage with any workers. Lately Charlotte has not been eating or sleeping well either and has not been to the playgroup for the past two weeks.

 

 

Case Scenario 2

Ms Pauline Smith, 17 years of age

 

Summary

Pauline completed high school when she was eight months pregnant and has recently separated from the father of the child due to his abusive behaviour.  Her son is now 6 months old and her mother sometimes takes care of him when Pauline is at work, but no one else in the family know about this.  Pauline has been instructed not to contact her family as they were afraid that her partner would cause trouble for them.

After moving to FBOT 2 weeks ago, Pauline has started waitressing at Versace again, and usually works about 25 hours per week.  These are sometimes evening shifts and she often goes out with a couple of friends after these shifts as her mother has her son.  This is causing some issues as Pauline’s mother is uncomfortable lying to her husband about where she is.

Pauline has started attending private counselling to try and work through some issues such as alcoholism, anxiety and her relationships. It has not helped and she was admitted into hospital over the weekend because she fainted at work.  The fainting was due to still being heavily drunk from the night before and not having eaten.

Observation Checklist (Single Observation)

During the demonstration of skills, did the student satisfactorily:

Attempt 1
Attempt 2

 
Y
N
Y
N

Role Play

1.         Utilised communication techniques that develop and maintain respect, hope, trust, and self-direction
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2.         Responded appropriately to the persons distress
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3.         Supports the person to understand and exercise their right for individual expression without imposing own values
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4.         Explained work role, boundaries and code of practice
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5.         Assisted the person to identify their needs
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6.         Offered an appropriate referral
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7.         Utilised open questions to gather information
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8.         Worked with client to develop and prioritise personal goals that include their support network
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9.         Demonstrated understanding of the impact of stigma, prejudice and discrimination
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10.      Discussed symptoms of mental health issues without labelling
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Based on the criteria demonstrated above, the student performance was:
S
U
S
U

☐
☐
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Comments feedback (include date of observation):

 

 

 

 

[1] https://www.vinnies.org.au/page/Find_Help/QLD/Housing/Family_Accommodation/

[2] http://statements.qld.gov.au/Statement/Id/70469

[3] https://www.1800respect.org.au/telephone-and-online-counselling/

[4] https://www.beyondblue.org.au/the-facts/suicide-prevention/helpful-contacts-and-websites/counselling-services