Course Title: Apply lived experience in mental health peer work
Part B: Course Detail
Teaching Period: Term2 2025
Course Code: EMPL9811C
Course Title: Apply lived experience in mental health peer work
Important Information:
On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.
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: 40
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 by consumers and carers in the mental health peer workforce to use and apply their lived experience in a purposeful way.
This unit applies to consumers/carers, who as a condition of employment, must themselves have lived experience of mental illness and are working with consumers/carers who are affected by mental illness.
This unit is delivered and assessed in a cluster with CHCPWK001: Apply peer work practices in the mental health sector.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCPWK003 Apply lived experience in mental health peer work |
Element: |
1. Clarify organisation context for using lived experience |
Performance Criteria: |
1.1 Confirm organisation's expectations of the use of lived experience in the course of peer work 1.2 Apply organisation policy and guidelines in relation to using lived experience in peer work, especially in relation to safe disclosure and public disclosure 1.3 Determine the extent and the types of stories to be shared from own lived experience |
Element: |
2. Determine boundaries of sharing lived experience and prepare aspects of consumer/carer's story |
Performance Criteria: |
2.1 Establish appropriate personal boundaries and guidelines 2.2 Apply varied levels of sharing in relation to lived experience 2.3 Evaluate and select options in framing stories for different purposes 2.4 Consider privacy in developing parameters of stories to be told or written 2.5 Obtain clear and consent from others before including them in any story 2.6 Review impact of sharing lived experience and make determination to proceed or vary level of disclosure 2.7 Seek input from experienced peers about ways to effectively use lived experience in peer work |
Element: |
3. Use lived experience to establish role in peer work |
Performance Criteria: |
3.1 Ensure sharing is positive, purposeful and within the philosophical framework of peer ethics, values, role definition and organisation requirements 3.2 Recognise and address the potential impacts and implications of sharing aspects of own personal story on consumers, carers, other staff and upon the organisation 3.3 Recognise sharing of own personal story is one component of job role |
Element: |
4. Maintain a safe working relationship in relation to lived experience in peer work |
Performance Criteria: |
4.1 Engage in debriefing and peer supervision according to identified needs 4.2 Recognise and take action to attend to own vulnerabilities associated with use of lived experience in peer work 4.3 Recognise and take action to attend to own vulnerabilities associated with vicarious trauma |
Element: |
5. Utilise responsible self-care strategies |
Performance Criteria: |
5.1 Apply strategies to address personal physical and emotional needs 5.2 Maintain a positive work life balance and personal wellness plan 5.3 Negotiate reasonable adjustments in the workplace to meet own self-care requirements |
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