Part B: Course Detail

Teaching Period: Term2 2024

Course Code: PUBH9443C

Course Title: Assess and promote social, emotional and physical wellbeing

School: 535T Social Care and Health

Campus: City Campus

Program: C4423 - Certificate IV in Mental Health

Course Contact: Jennifer Furby

Course Contact Phone: +61399258310

Course Contact Email: jennifer.furby@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

This unit describes the skills and knowledge required to work collaboratively with individuals to assess, promote and review all aspects of wellbeing.

This unit applies to work with people living with mental illness in a range of community services work contexts.

 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCMHS011 Assess and promote social, emotional and physical wellbeing

Element:

1. Assess the persons wellbeing

Performance Criteria:


1.1 Provide information and resources to the person to explain social and emotional wellbeing, holistic practice and the available services and programs

1.2 Explore the domains of wellbeing with the person, identifying strengths and strategies that keeps the person strong

1.3 Reflect on and respond to own values, beliefs, attitudes, power and behaviours regarding wellbeing to ensure non-judgemental practice

1.4 Clarify and respect the person’s choices, parameters and boundaries relating to topics to be discussed

1.5 Work with the person to identify other information to gather or people to contact to add to the understanding of their social emotional wellbeing

1.6 Determine with the person other people, including the natural supports, the person wants involved in their plans and support

1.7 Identify, negotiate, obtain and document any consents required

Element:

2. Promote physical wellbeing

Performance Criteria:


2.1 Discuss with the person their health and physical wellbeing

2.2 Discuss with the person any health issues or potential risks to health including fitness and nutrition and encourage them to seek professional advice as required

2.3 Identify when regular health checks were last undertaken and, according to the person’s needs, facilitate referrals or appointments

2.4 Arrange for health assessments or medication reviews based on the person’s needs

2.5 Proactively support and encourage the person to identify areas where physical health could be improved and develop strategies

2.6 Promote healthy living habits using established and credible information sources

Element:

3. Promote social wellbeing

Performance Criteria:

3.1 Identify and map the person’s social network, including their care network, their community participation and others that are providing the person with support

3.2 Assess the level of social inclusion/exclusion or isolation

3.3 Develop strategies to promote community participation and connection to extend depth or breadth of the person’s social network

3.4 Determine the person’s current level of involvement in socially based activity and their desire to increase participation in any of these areas

3.5 Support and regularly review social inclusion strategies

Element:

4. Promote emotional wellbeing

Performance Criteria:


4.1 Identify emotional strengths, challenges and triggers

4.2 Identify activities or people that promote emotional strength and wellbeing

4.3 Develop strategies and contingency plans to address emotional challenges and promote resilience and emotional wellbeing

Element:

5. Promote cultural or spiritual wellbeing

Performance Criteria:


5.1 Work collaboratively to identify the person’s preferred cultural and/or spiritual values, beliefs, traditions, activities and practices

5.2 Identify cultural and spiritual needs and activities the person wants to undertake or changes they would like to make

5.3 Identify other people or resources required to introduce these changes

5.4 Support the person to implement cultural/spiritual strategies and access resources

5.5 Identify with the person and address any cultural improvements to practice

Element:

6. Review the persons well being

Performance Criteria:


6.1 Recognise and celebrate progress and identify new directions and strategies as chosen by the person

6.2 Respond flexibly and utilise contingency plans as required

6.3 Recognise the need for specialist expertise and seek according to the person’s needs

6.4 Evaluate effectiveness of work and service provision, gathering and acting on feedback from all relevant parties particularly the person receiving service

6.5 Reflect on own practice and use learning to identify strategies and plan for improved practice

6.6 Engage in collaborative record keeping

Learning Outcomes


This course is structured to provide students with the optimum learning experience in order to demonstrate the skills and knowledge required to effectively in the above elements.  


Details of Learning Activities

Classes where information is shared through talks and group discussions, and exercises are conducted to apply learning. Time in class, will also be spent working on applied assessment tasks.


Teaching Schedule

Course Schedule:  Mental Health  
Semester 2: 2024 

 

Week 

Topic 

Assessment due dates  

Week 1 
  • Introduction to the unit 
  • Understanding wellbeing  
  • Maslow's hierarchy  
  • Social, emotional, and cultural wellbeing (SEWB)  
  • Culturally competent healthcare  
  • Coping strategies  
  • Mindfulness  
  • Social factors that can affect wellbeing  

 

 

  

Week 2 

  
  • Systemic oppression  
  • Iatrogenic effects  
  • Power imbalances 
  • Assessing a person’s wellbeing  
  • Non-judgmental practice  
  • Trans-Theoretical Model of Behaviour Change  
  • Celebrating progress 

 

  

Week 3 

 
  • Approaches to practice   
  • Motivational Interviewing  
  • Solution Focussed Approaches  
  • Strength-based approaches  
  • Cognitive-behavioural approaches  
  • Narrative approaches  
  • Acceptance and commitment therapy

 

  

Week 4 

  
  • Policy Framework  
  • Rights and responsibilities  
  • Informed consent  
  • Work role boundaries  
  • Health and safety legislation  

  

Week 5 

 

 

  • Physical health and wellbeing  
  • Health and nutrition  
  • Supporting LGBTIQ+ people with their mental health  
  • Social wellbeing  
  • Social networks  
  • Employment and social wellbeing  
  • Emotional wellbeing 
  
Week 6

Assessment Preparation:

  • Assessment Task 1 Knowledge Questions 
  • Assessment Task 2: Role Play Practice and Written Task

 

 

Week 7 

Assessment Task 2 – Role Plays 

 Assessment 1: Due 

Week 8 

Assessment Task 2 – Role Plays 

 

Week 9

Assessment Task 2 – Role Plays

 Assessment Task 2: Due 

Week 10 

 

Unit catch up review 

  

 


Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

There are two individual assessment tasks consisting of short answer questions and role plays. 

In order to achieve competency in this unit, you must be marked as satisfactory for each assessment task.

Students are allowed two submissions per assessment.  Any further resubmissions is at the discretion of the teacher and coordinator.

Assessment tasks include:   

Task 1: Knowledge assessment  

Task 2: Role plays   


Assessment Tasks

Assessment 1: Knowledge Questions: You provide responses to these short answer questions to demonstrate learning and knowledge of this unit,

 

Assessment 2: Client Role Plays:  Students will demonstrate, apply skills and learning to assess wellbeing of 3 different clients


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.

The assessment matrix is in Canvas, at the end of each assessment task.

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

Course Overview: Access Course Overview