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
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 Time | Title 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 |
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 .
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Workshop 8 April 11th
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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