Course Title: Assess co-existing needs

Part B: Course Detail

Teaching Period: Term2 2017

Course Code: HWSS6069C

Course Title: Assess co-existing needs

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4364 - Certificate IV in Alcohol and Other Drugs

Course Contact: Chris Walters

Course Contact Phone: +61 3 9925 8268

Course Contact Email: chris.walters@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 80

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

In this unit you will develop  the skills and knowledge required to assess the diverse and multi-faceted needs of people and determine both internal and external services required to meet those needs.

This unit applies in a range of community service contexts.


 This course addresses three units of competency:

- Work with people with mental health issues CHCMHS001
- provide services to people with co-existing mental health and AOD issues CHCMHS005
AND
- Assess co-existing needs CHCCCS004

These units are delivered and assessed together


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCCS004 Assess co-existing needs

Element:

1. Prepare for assessment

1.1 Identify and prepare assessment tools and processes according to organisation policy and procedures
1.2 Gather existing information about the person
1.3 Seek additional information from specialists and other sources as required to determine the range of issues that may be affecting the person
1.4 Organise practical aspects of assessment in consultation with the person being assessed
1.5 Provide information about the assessment process to the person and obtain consent
 

Performance Criteria:

1.1 Identify and prepare assessment tools and processes according to organisation policy and procedures

1.2 Gather existing information about the person

1.3 Seek additional information from specialists and other sources as required to determine the range of issues that may be affecting the person

1.4 Organise practical aspects of assessment in consultation with the person being assessed

1.5 Provide information about the assessment process to the person and obtain consent

Element:

2. Analyse the person’s needs using a collaborative approach

2.1 Work within scope of own role and seek assistance from colleagues and experts as required
2.2 Empower the person to identify and prioritise their own needs
2.3 Evaluate needs based on full range of relevant information
2.4 Identify and analyse complex, multiple and interrelated issues
2.5 Evaluate issues of urgency and eligibility
2.6 Assess potential risk factors for service delivery
 

Performance Criteria:

2.1 Work within scope of own role and seek assistance from colleagues and experts as required

2.2 Empower the person to identify and prioritise their own needs

2.3 Evaluate needs based on full range of relevant information

2.4 Identify and analyse complex, multiple and interrelated issues

2.5 Evaluate issues of urgency and eligibility

2.6 Assess potential risk factors for service delivery

Element:

3. Determine appropriate services

3.1 Consider service delivery and referral options from strengths-based perspective
3.2 Evaluate internal capability and other service networks to determine best fit for the person
3.3 Provide the person with service information and support their decision making process
3.4 Encourage the person to advocate on their own behalf to access services

Performance Criteria:

3.1 Consider service delivery and referral options from strengths-based perspective

3.2 Evaluate internal capability and other service networks to determine best fit for the person

3.3 Provide the person with service information and support their decision making process

3.4 Encourage the person to advocate on their own behalf to access services

Element:

4. Complete reporting

4.1 Document the outcomes of the assessment process according to organisation procedures
4.2 Maintain and store the person’s information according to confidentiality requirements
4.3 Provide the person’s information to other services according to consent and confidentiality requirements

Performance Criteria:

4.1 Document the outcomes of the assessment process according to organisation procedures

4.2 Maintain and store the person’s information according to confidentiality requirements

4.3 Provide the person’s information to other services according to consent and confidentiality requirements

Element:

5. Evaluate assessment and referral processes

5.1 Seek feedback about assessment processes from the person and other networks
5.2 Monitor processes and their outcomes in terms of success in meeting the person’s needs
5.3 Routinely seek feedback and reflect on own performance
5.4 Use feedback and own evaluation as a basis for improving processes

Performance Criteria:

5.1 Seek feedback about assessment processes from the person and other networks

5.2 Monitor processes and their outcomes in terms of success in meeting the person’s needs

5.3 Routinely seek feedback and reflect on own performance

5.4 Use feedback and own evaluation as a basis for improving processes


Learning Outcomes


On successful completion of this course you will have developed the skills and knowledge required to demonstrate competency in the above elements


Details of Learning Activities

In class: Class lectures and exercises, group discussion and practical demonstrations.


Teaching Schedule

Cluster 4

Co-Morbidity : CHCMH001

                           CHCMH004

                           CHCMH005

Class

Topic

Content

Assessment Details

Week1

VDDI

Dual Diagnosis in victoria

 

 

 

MH interventions/ tools explored

 

Week 2

MH  Assessment /screening tools

Comprehensive screening and assessment tools explored for clients with complex needs

 

 

MH  Assessment /screening tools

Comprehensive screening and assessment tools explored for clients with complex needs

 

 

 

Identifying and responding to clients with dual issues

 

Week 3

MH issues

Research one MH issue in class ( pairs)

 

 

MH issues

Research one MH issue

 

 

MH issues

Present MH issue to class 15 mins per pair

 

Week 4

Complex care clients

MSE, MH interventions etc work in pairs to complete MSE ( role play)

 

 

Complex care clients

ITP for ‘James’ based on new evidence

 

 

Complex care clients

MSE for James stage 3

Completed Mental State Exam file for James (part 3)to be entered in his file this week

Week 5

Complex care services in Victoria

Looking at client ‘James’ various co morbidity issues

 

 

Complex care services in Victoria

Which services would best provide for his complex needs

 

 

Complex care services in Victoria

Arbias, MH / dual issues

Appropriate services for ‘James’ stage 3 in current complex care state to be identified this week

Week 6

Recovery processes

Recovery concepts explored in relation to ‘James’

 

 

 

Recovery processes

translate assessment information into recovery-focused care planning.

 

 

Recovery processes

further develop the practice of motivational

enhancement skills during assessment and case planning.

Completed client file including recovery process to be submitted this week


Learning Resources

Prescribed Texts


References


Other Resources

Learning Resources The University Library provides extensive services, facilities and study space as well as comprehensive collections of books, periodicals and other course related materials, such as DVD’s, magazines, slides, films etc. Computer laboratories with access to a wide range of desktop publishing software are also available. The library also has an expanding virtual collection of electronic resources and networks, including product data, e-books, electronic journals and newspapers, web based tutorials, online reference and document delivery services etc., all of which are accessible on campus, and off campus 24 hours per day. More information on library resources and services can be found at: http://www.rmit.edu.au/library

If you need additional support, visit RMIT’s Learning Lab, either in person or online: http://www.dlsweb.rmit.edu.au/lsu/

Equitable Learning Services (ELS) provides support and equal opportunities for students with a disability, long-term illness and/or mental health condition and primary carers of individuals with a disability.The link is : https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services


Overview of Assessment

 

Assessment 1: Completion of Mental State Exam with fictitious client for client file

Assessment 2: Identification of appropriate complex care services for fictitious client for case file

Assessment 3: Final submission of completed file, including recovery process notes


Assessment Tasks

Assessment 1: Week 4 of cluster: Completion of Mental State Exam with fictitious client for client file

Assessment 2: Week 5 of cluster: Identification of appropriate complex care services for fictitious client for case file

Assessment 3: Week 6 of cluster: Final submission of completed file, including recovery process notes


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrix's are available through program administration

Other Information

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students

Cover Sheet for Submissions You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.

Attendance It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for an Extension Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.

Applying for Special Consideration If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration

Academic Integrity Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing

Plagiarism and Collusion Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include: • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation; • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation; • Piecing together text from one or more sources and adding only linking sentences; • Copying or submitting whole or parts of computer files without acknowledging their source; • Copying designs or works of art and submitting them as your original work; • Copying a whole or any part of another student’s work; and • Submitting work as your own that someone else has done for you. • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence. For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93

Plagiarism Software The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com

Complaints Procedure: RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22 Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf

 

Police Checks Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.

The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.

Where required by the workplace, students shall provide a copy of their police check on request.

If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate: - advise the student of the outcome; and - discuss placement options with the student; and/or - provide program and career counselling.

RMIT will not store Police Checks on student files.

Early Termination of Placement

Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.

Possible reasons for such decisions may include, but are not limited to-

  • failure to follow processes required for safety • breach of client or patient confidentiality • failure to comply with the instructions of supervisors • or other unprofessional behaviour

Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.

Course Overview: Access Course Overview