Course Title: Provide advanced supports to facilitate recovery
Part B: Course Detail
Teaching Period: Term1 2012
Course Code: OHTH5606C
Course Title: Provide advanced supports to facilitate recovery
School: 365T Global Studies, Soc Sci & Plng
Campus: City Campus
Program: C5289 - 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
Nominal Hours: 50
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 provide advanced support strategies for people with mental illness and psychiatric disabilities. Advanced supports involve analysis within a mental health diagnostic framework and the planning and implementation of psychosocial rehabilitation for specific client outcomes
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCMH501A Provide advanced supports to facilitate recovery |
Element: |
1.Determine support and service requirements |
Performance Criteria: |
1.1 Determine the possible complexities of client's and carer's needs based on an analysis within a mental health diagnostic framework |
Element: |
2.Prepare for support and service requirements |
Performance Criteria: |
2.1 Review possible complexities of client and carer needs based on an analysis within a mental health diagnostic framework, and with reference to assessment information |
Element: |
3.Conduct supports and other service delivery |
Performance Criteria: |
3.1 Confirm the client and carer understanding of the support to be provided and desired outcomes |
Element: |
4.Recognise and deal with trauma |
Performance Criteria: |
4.1 Identify indicators of trauma for client and/or carer |
Element: |
5.Evaluate effectiveness of services provided and adjust as required |
Performance Criteria: |
5.1 Work collaboratively with client and carer to determine and measure outcomes of support and/or services provided in the context of goals identified in the recovery plan |
Element: |
6.Report and document information |
Performance Criteria: |
6.1 Document information about service delivery, outcomes, issues and revisions according to the organisation's protocols |
Element: |
7.Maintain safety in practice |
Performance Criteria: |
7.1 Use conflict resolution and negotiation as appropriate |
Learning Outcomes
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 October 21st 10.00am - 2.00pm |
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 November 18th 10.00 -4.00pm |
Breaking down the barriers This workshop will give students the opportunity to:
|
Workshop 2 January 20 2012 10.00 - 4.00pm |
Sector Orientation This workshop will focus on how to effectively share our knowledge, share our language and support our clients. Students will be introduced to their case study and begin to explore the presenting issues and support needs within their assigned "working group". |
Workshop 3 February 17 2012 10.00 - 4.00pm |
Intervention, Change and Recovery This workshop will explore the underpinning principles 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 |
Workshop 4 March 16 2012 10.00 - 4.00pm |
Working with the family This workshop continues to explore the principles 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 5 April 20 2012 10.00 - 4.00pm |
Assessments This workshop will focus on:
Students will also hear from a variety of professionals who conduct assessments to determine pathways of care for clients with complex needs. |
Workshop 6 May 11 2012 10.00 - 4.00pm |
Tools of the Trade Borderline Personality Disorder (level 1) |
Workshop 7 May 18 21012 10.00 - 4.00pm |
Tools of the Trade Chroming |
Workshop 8 June 15 2012 10.00 - 4.00pm |
Tools of the Trade Narrative Therapy |
Workshop 9 June 22 2012 10.00 - 4.00pm |
Tools of the Trade Borderline Personality Disorder (level 2) |
Workshop 10 June 29 2012 10.00 - 4.00pm |
Tools of the Trade Victorian Transcultural Psychiatry Unit |
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 -
case study - you will be placed into a small working group and assessed on your
ability to case manage a fictitious client over the duration of the course
assessment and screening tool - in your small working group you will be require
to develop an assessment tool which will provide you with the information required
to develop an effective treatment-recovery plan for your case study client
self and supervisor assessments
class presentations
direct observation of actual and simulated class based activities
Assessment Tasks
All assessments within this course are designed to compliment learner’s work within the community services sector.
For Semester 1 2012 you will not be required to submit any of the outlined assessment tasks however you will be introduced to and commence work on the assessment tasks and be guided throughout the workshops on expectations and progress you need to be making in order to achieve competency in Semester 2 2012.
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. In workshop two you will be placed into small learning groups and commence to case manage the client via your Case Study. 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
Assessment Tool:
In your working groups you will be required to develop an assessment tool which will provide the information required to develop an effective treatment/recovery plan for your case study client. This assessment tool needs to be able to provide a clear understanding of your case study’s current situation and support requirements. In developing this tool it is important you consider the tools currently in use, what information you will require and provide evidence to support your use of the tool.
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
Self and Supervisor Assessments:
You and your work-place supervisors will assess your skills, knowledge and attitude against the critical aspects of the nineteen (19) units making up this qualification. It is anticipated this assessment will form the basis of your professional supervision and reflective practice thus embedding your learning within existing work practice.
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