Course Title: Provide a range of services to people with mental health issues

Part B: Course Detail

Teaching Period: Term2 2013

Course Code: OHTH5776C

Course Title: Provide a range of services to people with mental health issues

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C5318 - Diploma of Community Services (Alcohol, other drugs and mental health)

Course Contact : Xenia Girdler

Course Contact Phone: +61 3 9925 4660

Course Contact Email:xenia.girdler@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Iren Citler

iren.citler@rmit.edu.au

9925 4914

Nominal Hours: 150

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This course describes the knowledge and skills required to collaboratively assess needs, provide a range of services to meet needs, review progress and evaluate the work undertaken with clients with mental health issues


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCMH504E Provide a range of services to people with mental health issues


Learning Outcomes


By completing this course you will gain the required competencies to work in a consultative and inclusive way with people with complex mental health issues including collaborating on assessment and planning with a complex care client.


Details of Learning Activities

The course is made up of a mixture of: workshops - facilitated by leading industry experts, small group assignments and work-based reflections and assessments which encourage experiential learning. This range of learning and assessment methods is a deliberate attempt to harness and utilise your diverse skill base and current capacity to work in the sector. Guest facilitators and speakers will be brought in from a wide range of disciplines and service areas to enhance your learning. Areas to be covered will include: clinical and non-clinical assessment and management, culturally sensitive practice, counselling and support, forensic services and pharmacotherapy. There will also be opportunities for you to share your knowledge and expertise via small group work and larger group presentations. Trainers and facilitators will be required to draw on the wide ranging skills and expertise of the leaner group – thus ensuring material is relevant and meaningful.


Teaching Schedule

 

Date and TimeTitle and Focus
Introduction and Enrolment
June 25th
10.00am – 12.00
 
Program Introduction

This first gathering of the group provides students with an opportunity to learn about the program – workshop structure, assessment processes and expectations - and to be guided through enrolment
 

Workshop 1
July 26th
10.00 – 4.00pm
80.2.3
 
Breaking down the barriers
This workshop will give students the opportunity to:
• reflect upon and share their professional experiences and expertise
• explore each other’s sector-specific practices
• examine and question the barriers which exist in offering coordinated care within our current service system
 
Workshop 2
August 30th
10.13.16
 
Field Trip - Aradale
Workshop 3
September 27th
10.13.16
 
Working with the family
This workshop continues to explore the principals of recover, intervention and change whilst examining our practice in relation to the case study. Students will also get to work with one or more carers throughout the day
 
Workshop 4
October 25th
80.9.6
 
Assessments
This workshop will focus on:
• The purpose of assessment tools – why do we need them. What does your service currently use and identify the strengths and weaknesses of these. What information do we really need if working with a dual diagnosis focus
• Explore the program assessment task on Assessment Tools and Research
• Explore the new Assessment matrix

Students will also hear from a variety of professionals who conduct assessments to determine pathways of care for clients with complex needs.
 

November 29th
Workshop 5
 
Tools of the trade

Ambivalence and stages of change
Students will be commencing to bring together the assessment tools their groups have been working on and the skills we are learning through workshops to support their case study. In addition they will be discussing What facilitates change - students will explore factors that facilitate change and recovery. Guest facilitators will include people who have gone through this change process themselves
 

Workshop 6 (1.5 days)
February 28th
May 30th
 
Health Promotion and community engagement
Workshop 7
March 28th
 
Intervention and the capacity for change:
Forensic and complex intervention

These workshops, examining a range of different therapeutic approaches .

 

Workshop 8
April 11th

 

 


 

Intervention, Change and Recovery
This workshop will explore the underpinning principals of the two key concepts in AOD and MH health work -
AOD – Intervention and change
MH - Recovery

Acknowledging the differences in language whilst exploring how these differences do not necessarily represent a difference in approach.

Students will also get to work with one or more carers exploring the recovery process throughout the day.
 

Workshop 9
May 30
 
Crisis Intervention and Prevention
Students will have the opportunity to explore and exchange the various intervention and prevention strategies they have implemented with their case study client. This workshop will be facilitated by an experienced practitioner working in the crisis intervention and prevention field.
 
Workshop 10 & 11
June 27
July 25
Final presentations –
Over two days students will present their work –
Health promotion campaign
Final intervention underpinning presentation
 


Learning Resources

Prescribed Texts


References


Other Resources

Learning resources such as unit reading and unit references will be provided to all students via their program folders and also placed within the blackboard site as required.


Overview of Assessment

This course will be assessed via a number of class based and work-integrated tasks. To be deemed competent in this course you will be required to demonstrate your skills knowledge and attitude through a major, staged case study. Each stage will require you to complete a number of tasks relating specifically to assessment, planning and provision of various services. You will be reviewed at each stage by your peers and Teachers and Assessors. In conjunction with this you will be required to undertake a number of in-class role plays in order to demonstrate your skills in case management, assessment, planning and referral processes.


Assessment Tasks

 

 

 

Ability to –
• Identify practices requiring change
• Communicate with stakeholders
• Gather and analyse evidence
• Identify possible practice changes based on evidence

 

All assessments within this course are designed to compliment learner’s work within the community services sector.

Case Study:
In workshop one you will be introduced to your own case study which is reflective of the current client and family groups you work with. The journey you take with this client will become part of a major assessment task as groups develop assessment tools and case plans to meet the ever-changing needs of their client.

To be marked as competent in this assessment task you must –

Demonstrate high-level judgement and autonomy required to effectively work with people with complex and/or multiple issues
Select and apply assessment tools appropriately
Identify and manage risk (including self harm and suicide)
Provide opportunities for meaningful; consumer and carer engagement
Make whole life assessments
Work within a recovery focused framework
Apply relevant monitoring and review techniques

Research Assignment:

Key Underpinning Intervention  Practice - Written Asignment and Presentation

Part A: 1500 word reserach asignment exploring current best practice in a chosen principle of practice.

To be marked as competent in this assessment task you must –
Knowledge and understanding of -
• How to undertake research
• Principles guiding ethical gathering of information
• Evidenced based best practice

 

Part B: Present reserach reserach findings to class in a 15 minute presentation

Knowledge and understanding of -
• Current working principles
• Principles guiding ethical gathering of information
• Evidenced based best practice
• Application of one of these principles


Ability to –
• Utilise underpinning principle in a intervention
To be assessed as competent in this task students must demonstrate their:

Health Promotion Campaign:
You are required to develop a health promotion campaign– on a topic relevant to Dual Diagnosis and targeted to a community of your choosing. This campaign must be reflective of an identified need – through research and evidence. It may be undertaken in a group or individually. The campaign does not need to be undertaken – simply designed. An evaluation process must also be considered and included as part of the overall design.

To be marked as competent in this assessment task you must demonstrate your knowledge of:

Community attitudes toward mental health and AOD issues
The impact of stigma
The importance of health promotion and prevention
Feedback mechanisms
A range of promotional resources
And their ability to:
Engage community members in prevention and promotional activities
Match strategies to target audience
Budget development and management
Time management


Assessment Matrix

Course Overview: Access Course Overview