Course Title: Apply peer work practices in the mental health sector
Part B: Course Detail
Teaching Period: Term2 2025
Course Code: EMPL9810C
Course Title: Apply peer work practices in the mental health sector
Important Information:
Please note that this course has compulsory in-person attendance requirements for some teaching and assessment activities.
School: 535T Social Care and Health
Campus: City Campus
Program: C4425 - Certificate IV in Mental Health Peer Work
Course Contact: Fiona McLean
Course Contact Phone: 9925 4449
Course Contact Email: fiona.mclean2@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 35
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 for working with the mental health peer workforce in a range of settings where peer work occurs.
This unit applies to peer support work with individuals affected by mental illness in a range of mental health services.
This unit is delivered and assessed in a cluster with CHCPWK003: Apply lived experience in mental health peer work.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCPWK001 Apply peer work practices in the mental health sector |
Element: |
1. Identify the context of mental health peer work |
Performance Criteria: |
1.1 Access, review and use contemporary and emergent literature on mental health peer work and practices 1.2 Apply awareness of the historical context of peer work 1.3 Consider changing social, political, cultural and economic context in all peer work 1.4 Define peer work role and structures in a range of mental health services 1.5 Identify a range of mental health consumer and carer networks relevant to peer work 1.6 Apply knowledge of the consumer and carer movements |
Element: |
2. Apply the values and central philosophies of mental health peer work |
Performance Criteria: |
2.1 Identify own values and how these may influence/impact peer work 2.2 Identify the organisation's peer work philosophies and how this impacts on own approach to peer work 2.3 Apply access and equity principles in peer work 2.4 Communicate with consumers and others in ways that support the values and philosophies of peer work 2.5 Maintain confidentiality of information and explain limits of confidentiality to others |
Element: |
3. Identify and use mental health service options |
Performance Criteria: |
3.1 Access the range of support services provided by consumer peers and carer peers 3.2 Use information about mental health systems and the range of service options available to support the recovery process |
Learning Outcomes
On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate competency 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
| Cluster Name | Peer Work |
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| Unit 1 | CHCPWK001 Apply peer work practices in the mental health sector | |||||
| Unit 2 | CHCPWK003 Apply lived experience in mental health peer work | |||||
| Week No | Topic | Assessment Task | Resoources / guest speakers | |||
| Week 1 | Intoduction: Overview | Definitions | Fundamentals | Assessments • Definitions o Peer support o Peer work o Lived experience • Defining peer work and peer support • Apply awareness of the historical context of peer work • Peer work in Victoria • Myths and facts of mental illness • Political and economic impact of mental illness • What is recovery? • Working in a recovery-oriented framework • What is recovery-oriented practice? • The personal recovery framework • Fundamental components of recovery • A National Framework for Recovery-oriented Mental Health Services: Policy & Theory |
Overview of Assessments: Assessment Task 3 - Placement Portfolio |
• Learner’s Materials • Power Point • Canvas access Class activities: • Reflection activity – How would you introduce yourself? • Reflection and discussion activity – Stigma • Reflection activity – Recovery |
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| Week 2 | • Revision from last week • Peer workers, consumers and carers • Peer support • Peer support roles • Supporting others to share their stories • Consumer and carer networks relevant to peer work • Apply knowledge of the consumer and carer movements • The values and central philosophies of mental health peer work • Intentional peer support – principles and tasks • Own values and how these may influence/impact peer work • An organisation’s peer work philosophies and how this impacts your approach to peer work • Access and equity principles in peer work o Social justice - principal and issues |
• Learner’s Materials • Power Point • Canvas access Class activities: • Reflection activity – Remaining contemporary • Discussion board activity - Brainstorming forum • Think - What are my values? • Reflection and discussion activity – What does social justice mean to you? |
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| Week 3 | • Revision from last week • Mental Health Statement of Rights and Responsibilities • Core principles and objectives of the Victorian Mental Health & Wellbeing Act 2022 • Identify and use mental health service options • Elements of Australia’s mental health sector • Access support services provided by consumer and carer peers |
• Learner’s Materials • Power Point • Canvas access Class activities: |
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| Week 4 | • Revision from last week • establishing your organisation’s expectations of the use of lived experience in peer work • defining the role of the peer worker • Organisation policy and guidelines when using lived experience in peer work. • lived experience storytelling • establishing appropriate personal boundaries and guidelines • applying varied levels of sharing in relation to lived experience • reviewing the impact of sharing lived experience and making a determination to proceed or vary the level of disclosure • making genuine connections • ways to be ‘present’ and ways to be authentic • seeking input from experienced peers about ways to effectively use lived experience in peer |
Assessment Task 1 Knowledge Questions due midnight Sunday | • Learner’s Materials • Power Point • Canvas access Class activities: • Reflection activity – Your experiences with storytelling • Discussion - Sensitive information • Discussion - Informed consent • Discussion - Being 'present' |
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| Week 5 |
• Revision from last week Assessment Task 2 & 3 preperation |
• Learner’s Materials • Power Point • Canvas access Class activities: • Discussion board activity - Views of lived experience forum • Discussion board activity - Share your selfcare strategies |
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| Week 6 | •Assessment Task 2 undertaken in class | Assessment Task 2 - Practical Assessment | • Learner’s Materials • Power Point • Canvas access |
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| Week 7 to 10 | • Work-placement activities | • Learner’s Materials • Power Point • Canvas access |
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| Weeks 11 |
• Unit catch up and review • Assessment Task 3 |
Assessment Task 3 due midnight Sunday | • Work placement logbook | |||
Learning Resources
Prescribed Texts
References
Other Resources
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
This unit is part of an integrated program. You must demonstrate critical aspects for assessment and evidence required to demonstrate competency in this unit.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Oral or written questioning
• Oral presentations
• Assignments and projects
• Direct observation of work practice
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Regular attendance is necessary.
You will be given two (2) attempts for each assessment to demonstrate the required knowledge and skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.
If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the Program Co-ordinator or the Equitable Learning Services team if you would like to find out more.
Full assessment briefs will be provided and can be found on Canvas.
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Oral or written questioning
• Oral presentations
• Assignments and projects
• Direct observation of work practice.
Full assessment briefs are provided in Canvas.
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills to a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
Regular attendance is necessary.
You should refer to the assessment brief which is available through Canvas for a full assessment criterion.
Results that apply to courses that are delivered and assessed in accordance with competency-based assessments are:
CA - Competency Achieved
NYC - Not Yet Competent
DNS - Did not submit for assessment
This unit is delivered and assessed in a cluster with CHCPWK001: Apply peer work practices in the mental health sector.
You will be given two (2) attempts for each assessment to demonstrate the required knowledge and skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.
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: https://www.rmit.edu.au/students
Course Overview: Access Course Overview