Establish self-directed recovery relationships CHCMHS002

Subject Code :
CHCMHS002
University :
TAFE NSW Exam Question Bank is not sponsored or endorsed by this college or university.
Country :
Australia

What is the purpose of this document?

The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.

The information includes the following:

Information related to the unit of competency

Guidelines and instructions to complete each task and activity

A student evaluation form

Student Evaluation Form

These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.

Link to other unit documents

The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.

The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.

The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.

Document Usage

CAQA Resources

https://caqaresources.com.au/

Student Pack 2019 CAQA Resources, CAQA and RTO Training Resources

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1.Student and trainer details

Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:

2.Qualification and unit of competency

Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code:	CHCMHS002
Name:	Establish self-directed recovery relationships
Releases:	1.0
Release date:	06/Aug/2015

3.Assessment Submission Method

By hand to trainer/assessor By email to trainer/assessor

Online submission via Learning Management System (LMS)

Any other method _________________________________________________

(Please describe here)

4.Student declaration

I have read and understood the information in the Unit Requirements prior to commencing this Student Pack

I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;

I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;

For the purposes of assessment, I give the trainer/assessor permission to:

o Reproduce this assessment and provide a copy to another member of staff; and

o Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

5.Assessment Plan

The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number	Assessment method/ Type of evidence/ Task name		Sufficient evidence recorded/Outcome
Assessment task 1	Unit Knowledge Test (UKT) Part A- Match the columns Part B- Written Questions Part C- True or False Statements		S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 2	Unit Skill Test (UST) Case Studies		S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 3	Work placement Task		S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 4	Work placement Observations		S / NS (First Attempt) S / NS (Second Attempt)
Outcome	C ? NYC ?	Date assessed:	Trainer signature:

6.Completion of the Assessment Plan

Your trainer is required to fill out the Assessment Plan Outcome records above, when:

You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.

Your work has been reviewed and assessed by your trainer/assessor.

You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.

You have been provided with relevant and detailed feedback.

Every assessment has a Feedback to Student section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:

Result of Assessment (satisfactory or unsatisfactory)

Student name, signature and date

Assessor name, signature and date

Relevant and detailed feedback

7.Unit Requirements

You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.

Pre-Assessment Checklist: Task 1 - Knowledge Test

The purpose of this checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

Make sure you have completed the necessary prior learning before attempting this assessment.

Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

Make sure you understand what evidence is required to be collected and how.

Make sure you know your rights and the Complaints and Appeal process.

Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these with your trainer/assessor).

Make sure that you have access to a computer and the internet (if you prefer to type the answers).

Make sure that you have all the required resources needed to complete this assessment task.

The due date of this assessment task is in accordance with your timetable.

In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

I do require reasonable adjustment

I do not require reasonable adjustment

Declaration (Student to complete)

I confirm that the purpose and procedure of this assessment task has been clearly explained to me.

I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

I confirm I have accessed and understand the assessment information as provided in the Training Organisations Student Handbook.

I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________

Assessment method-based instructions and guidelines: Knowledge Test

Assessment type

Written Questions

Instructions provided to the student:

Assessment task description:

This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.

This assessment task consists of 3 parts:

o Part-A-Match the following columns correctly.

o Part B- Written Questions

o Part C- True or False Statements

You must respond to all questions and submit them to your Trainer/Assessor.

You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task

You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.

Applicable conditions:

All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).

You must read and respond to all questions.

You may handwrite/use a computer to answer the questions.

You must complete the task independently.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

Resubmissions and reattempts:

Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisations Student Handbook.

Location:

This assessment task may be completed in:

a classroom

learning management system (i.e. Moodle),

workplace,

or an independent learning environment.

Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.

Instructions for answering the written questions:

Complete a written assessment consisting of a series of questions.

You will be required to answer all the questions correctly.

Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.

Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.

Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.

You must write your responses in your own words.

Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.

When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.

Purpose of the assessment

This assessment task is designed to evaluate students knowledge essential to promote the principles of recovery oriented practice, and to establish and confirm self-directed recovery relationships with people with mental illness in a range of contexts and industry settings and knowledge regarding the following:

Knowledge of legal and ethical considerations (international, national, state/territory and local) for mental health work, and how these are applied in organisations and individual practice:

o codes of practice

o discrimination

o dignity of risk

o duty of care

o human rights

o informed consent

o mandatory reporting

o practice standards

o privacy, confidentiality and disclosure

o policy frameworks

o records management

o rights and responsibilities of workers, employers and individuals accessing the service

o specific mental health legislation and its impact on individual workers

o work role boundaries responsibilities and limitations

o work health and safety

Knowledge of values and principles of the mental health sector, including:

o recovery

o recovery oriented practice

o health promotion and prevention

o holistic approach

o empowerment/disempowerment

o access and equity

o early intervention

o rights

o social justice and inclusion

o citizenship

Knowledge of historical, current and emerging models of understanding mental illness in Australia and internationally

Knowledge of evidence base for recovery including research and personal recovery experience

Knowledge of programs, services and supports available to people with mental illness

Knowledge of strength-based approaches

Knowledge of reflective practice and its role in underpinning ongoing learning, growth and good practice

Knowledge of techniques for communication and motivational interviewing/counselling, including:

o active listening

o attending skills, use of body language, non-verbal communication

o paraphrasing

o reflecting feelings

o open and closed questioning or probing

o summarising

o reframing

o exploring options

o normalising statements

Task instructions

This is an individual assessment.

To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.

Assessment Task 1: Knowledge Test

Part A - Match the columns correctly

Q1:

You are required to select the correct definition provided under legislation or legal and ethical considerations (international, national, state/territory, local) that specifically relates to the work of carers in the mental health services and mental health context in the following settings:

Every column is labelled alphabetically.

You must write the correct answer in the space provided.

Letter	Legislation/ legal and ethical consideration
A.	As set out in the Fair Work Act 2009 and other workplace legislation, the key elements of our workplace relations framework are: A safety net of minimum terms and conditions of employment. A system of enterprise-level collective bargaining underpinned by bargaining obligations and rules governing industrial action. Provision for individual flexibility arrangements as a way to allow an individual worker and an employer to make flexible work arrangements that meet their genuine needs, provided that the employee is better off overall. Protections against unfair or unlawful termination of employment. Protection of the freedom of both employers and employees to choose whether or not to be represented by a third party in workplace matters and the provision of rules governing the rights and responsibilities of employer and employee representatives.
B.	Some examples are following all lawful employer safety and health rules and regulations and wearing or using required protective equipment while working. Reporting hazardous conditions to the employer. Reporting any job-related injury or illness to the employer and seeking treatment promptly.
C.	Community and disability services workers regularly work with sensitive information that is communicated in confidence. Confidentiality is a fundamental component of service provision. It safeguards client privacy and promotes trust between clients and service providers.
D.	It is a logical structure that is established to organise policy documentation into groupings and categories that make it easier for employees to find and understand the contents of various policy documents.
E.	Boundaries are an integral part of the practitioner-client relationship. They represent invisible structures imposed by legal, ethical, and professional standards of care that respect the rights of practitioner and clients.
F.	Any basic right or freedom to which all humanbeings are entitled and in whose exercise a government may not interfere (including rights to life and liberty aswellas freedomofthought and expression and equality before the law)
G.	A moral or legal obligation to ensure the safety or well-being of others.
H.	It refers to means respecting everyones autonomy and self-determination (or dignity) to make choices for himself or herself.
I.	It is defined as a well-structured program of further education for staff in professional occupations. It is abbreviated as CPE. The main aim of the CPE is ensuring staff in the industry remain up to date with current industry requirements.
J.	The system by which a company deals with clients/ staff' complaints.
K	A set of conventional principles and expectations that are considered binding on any person who is a member of an organisation. This is also known as code of behaviour.
L	Workplace safety and health planning should address situations where children may: Be part of the work activity as customers, patients or students. Be visiting or accompanying their parents; and/olive at a workplace that is also their home, eg farms and some shops. Where relevant, consider also the risks to children in situations where they stray into a workplace or go there to play.
M.	It set out industry standards of conduct of operating an organisation. They are guidelines for fair dealing between you and your clients, and let your clients know what your organisation agrees to do when dealing with them. You must adopt an industry specific code (in some cases this is mandatory). Usually, these are established through consultation with industry representatives and the community. They can be mandatory or voluntary Mandatory codes provide a minimum standard of protection to the consumers. They are prescribed as regulations under fair trading laws and can be enforced. Voluntary codes are a form of industry self-regulation. They can be sponsored by an industry association or can be in partnership with a government agency (membership of an industry association is often a condition of the code). Voluntary industry codes are usually flexible and can be altered quickly in response to changing industry/consumer needs.
N.	Unfair treatment of a person or group on the basis of prejudice
O.	Permission granted in full knowledge of the possible consequences, typically that which is given by a patient to a doctor for treatment with knowledge of the possible risks and benefits.
P.	It is a term used to describe the legislative requirement imposed on selected classes of people to report suspected cases of abuse and neglect to government authorities.
Q.	A set of guidelines for providing high-quality care and criteria for evaluating care. Such guidelines help assure clients that they are receiving high-quality care. The standards are important if a legal dispute arises over the quality of care provided a patient. These are also called standards for practice
R.	It is also known as records and information management, is an organisational function devoted to the management of information in an organisation throughout its life cycle, from the time of creation or inscription to its eventual disposition. This includes identifying, classifying, storing, securing, retrieving, tracking and destroying or permanently preserving records
S.	Framework that decides where responsibilities and limitations happen as according to the work-role.
T.	Examples of some legislation on work included: Mental Health Act 1986 Children, Young and Families Act 2005 (Victoria) Police Powers and Responsibilities Act, 2000
U.	It requires that organisations that employ paid workers ensure, so far as is reasonably practicable, the physical and mental health and safety of its workers, including volunteers.

Satisfactory response

Yes ?

No ?

Setting (Mental health services and mental health context)	Letter that best corresponds with legislation/ legal and ethical consideration
1.1-Children in the workplace
1.2-Codes of conduct
1.3-Codes of practice
1.4-Complaints management
1.5-Continuing professional education
1.6-Discrimination
1.7-Dignity of risk
1.8-Duty of care
1.9-Human rights
1.10-Informed consent
1.11-Mandatory reporting
1.12-Practice standards
1.13-Practitioner/client boundaries
1.14-Privacy, confidentiality and disclosure
1.15-Policy frameworks
1.16-Records management
1.17-Rights and responsibilities of workers, employers and clients
1.18-Industrial relations legislation relevant to employment conditions of role
1.19-Specific legislation in the area of work objectives and key components
1.20-Work role boundaries responsibilities and limitations
1.21- Work health and safety

Provide your response to each question in the box below.

Part B- Written questions

There are total 8 questions in part B.

Student must write the correct answer in the space provided.

Explain the following values and principles of the mental health sector:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/ disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

Answer each one using 50-100 words.

Satisfactory response

Yes ?

No ?

Q2:

How have attitudes and practices to mental health work changed in each of the following contexts:

historical context, changing attitudes to mental health and approaches to working with people with mental health issues

social context. changing societal views of mental health and approaches to working with people

political context, government policies and initiatives affecting the mental health sector

economic context, the current economic situation as it relates to and affects the mental health sector and the subsequent impact on people

Answer each one using 30-60 words.

Satisfactory response

Yes ?

No ?

Q3:

What are the most commonly used historical, current, and emerging models of understanding mental illness in Australia and around the world?

Answer using 300-600 words.

Satisfactory response

Yes ?

No ?

Q4:

What is evidence-based recovery, and how does it relate to research andpersonal recovery experiences? Answer using 300-600 words.

Satisfactory response

Yes ?

No ?

Q5:

What are the main programs, services, and supports available in Australia for people with mental illness? Answer using 30-60 words.

Satisfactory response

Yes ?

No ?

Q6:

Discuss strengths-based approaches using 100-200 words.

Satisfactory response

Yes ?

No ?

Q7:

Explainreflective practice andhow it supports ongoing learning, growth, and good practise.

Answer using 100-200 words.

Satisfactory response

Yes ?

No ?

Q8:

Explain each of the following techniques for communication and motivational interviewing/counselling using 100-200 words for each:

a. active listening

b. attending skills, use of body language, non-verbal communication

c. paraphrasing

d. reflecting feelings

e. open and closed questioning or probing

f. summarising

g. reframing

h. exploring options

i. normalising statements

Satisfactory response

Yes ?

No ?

Part C- True or False Statements

1. When working with individuals who have mental health problems, mental health care professionals must adhere to all legal and ethical considerations (international, national, state/territory, and local).

True

False

2. Confidentiality is about the individual, while privacy is about the information.

True

False

3. Discrimination at workplace is prohibited by the privacy principles.

True

False

4. Understanding the values and principles of the mental health industry will allow you to contribute to the larger common understanding that governs how workers provide care to individualswith mental health conditions.

True

False

5. It is imperative for the mental health care worker to acknowledge the relationships between human needs and rights

True

False

6. Different contexts of mental health work include the changing in attitudes and behaviours of people towards the individuals with mental health issues.

True

False

7. The values of an organisation are the various beliefs and attitudes that determine how a mental health worker should behave while working with people with mental health issues.

True

False

8. Your organisation may not require policies and procedures relating to mental health services discriminating or acting with prejudice.

True

False

9. Many people feel more comfortable with the notion of having 'a nervous breakdown' rather than a mental illness. However, it is important to talk openly about mental illness, as this reduces the stigma and helps people to seek early treatment.

True

False

10. People with mental illness face do not face isolation and discrimination just for having an illness.

True

False

11. Anorexia is the most lethal psychiatric disorder, carrying an increased risk of death risk from major depression.

True

False

12. Existing services provided by a service may include health and care systems, providing education and training and access to organisational policy framework and protocols.

True

False

13. As a mental care and support worker, you are required to understand the appropriate responses to changes in mental health, mental distress and crisis

True

False

14. A referral to a psychiatrist for treatment should be provided to all people with mental health care needs.

True

False

15. Depression is qualified as a serious medical condition even if it does not incapacitate the employee or prevents the employee from working.

True

False

Assessment Results Sheet

Outcome

First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ? or Not Satisfactory (NS) ?

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ? or Not Satisfactory (NS) ?

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Student Declaration

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this students submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.

Trainer/Assessor Signature

Date

Office Use Only

The outcome of this assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Pre-Assessment Checklist: Task 2 - Skills Test

The purpose of this checklist

Section 1: Information for Students

Make sure you have completed the necessary prior learning before attempting this assessment.

Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

Make sure you understand what evidence is required to be collected and how.

Make sure you know your rights and the Complaints and Appeal process.

Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).

Make sure that you have access to a computer and the internet (if you prefer to type the answers).

Make sure that you have all the required resources needed to complete this Assessment Task (AT).

The due date of this assessment task is in accordance with your timetable.

The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

I do require reasonable adjustment

I do not require reasonable adjustment

Declaration (Student to complete)

I confirm that the purpose and procedures of this assessment task has been clearly explained to me.

I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

I confirm I have accessed and understand the assessment information as provided in the Training Organisations Student Handbook.

I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________

Assessment method-based instructions and guidelines: Skills Test

Assessment type

Skills Test Read the case study and answer the given questions.

Instructions provided to the student:

Assessment task description:

This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.

This assessment task is a Skills Test.

This assessment task requires you to read the case study and answer the given questions.

You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.

You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.

Applicable conditions:

This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).

You will be assessed independently on this assessment task.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.

Your trainer/assessor may ask you relevant questions during this assessment task

Resubmissions and reattempts:

Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisations Student Handbook.

Location:

This assessment task may be completed in:

a classroom

learning management system (i.e. Moodle),

workplace,

or an independent learning environment.

Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

Purpose of the assessment

The purpose of this assessment task is to assess the students knowledge and skills to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

Skills to establish and maintain self-directed recovery relationships with at least 3 people with mental illness.

Skills to perform the activities outlined in the performance criteria of this unit during a period of at least 80 hours of work.

Task instructions

This is an individual assessment.

To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

Your writing must be concise, to the point, not provide irrelevant information and according to the word limit given.

This assessment task requires you to read the case study and answer the given questions.

You must write your responses in your own words.

You will be required to complete all parts of this assessment task.

Assessment Task 2 - Skills Test

Case study 1: Deli Narula

Re: Promote principles of recovery and recovery-oriented practice

You are a new mental health support worker at the Rosedale support centre. Deli Narula is your first client.

Before beginning work with your client, you participated in an orientation program in which you read the following information about recovery and recovery-oriented practises.

Recovery, from the viewpoint of the person suffering from mental illness, entails regaining and maintaining hope, recognising one's abilities and limitations, participating in an active life, personal autonomy, social identity, meaning and purpose in life, and a healthy sense of self. It is important to note that recovery does not imply cure. Recovery refers to both internal circumstances faced by people who identify as being in recovery - hope, redemption, strength, and attachment - and external conditions that promote recovery - human rights implementation, a supportive community of healing, and recovery-oriented services.

Read the case study and answer the questions:

Why is it important to recognise and respect the person as the author, definer, and director of their own recovery and recovery journey? Answer using 100-200 words.

What are the ways you can work with a client to encourage future hope and confidence in recovery by engaging in the individual and the relationship and increasing support for the person in their preferred community. Answer using 100-200 words.

How would you prepare and carry out all job tasks, identify and consider personal values and attitudes towards recovery, mental wellbeing, and illness. Answer using 100 150 words.

How would you show empathy and appreciation for the person's other relationships, life events, culture, and activities as they contribute to the recovery process?

Why should you encourage the use of recovery principles and recovery-oriented practises. Explain using 100-200 words.

Case study 2: Xeon Ho

Re: Establish the context for a self-directed recovery relationship

Xeon Ho is a 37-year-old man from Southeast Asia. He comes from a society where people with mental illnesses are regarded as demonic and immoral. He lives in a two-bedroom apartment and works as a shop assistant in his community. He has been seeing his doctor for several months, complaining of depression, dissatisfaction with his job, a lack of stamina, a lack of sleep, a loss of appetite, and suicidal ideation when he becomes seriously ill. According to the findings of the many medical records you reviewed, he has no physical health problems. His GP decided to refer him to a Psychiatrist for further examination. He was diagnosed with major depression and was prescribed antidepressant medication. He was not taking his medication as prescribed, which aggravated his condition. Xeon feels that he has no power or influence over the treatment and medication suggested to him.

Read the case study and answer the following questions:

How would you create and sustain a constructive, healthy working relationship and environment with the client? Answer using 100-200 words.

How can you recognise and resolve the power dynamics that are affecting the relationship? Answer using 100-200 words.

How do you use efficient communication strategies to build a working partnership focused on shared understandings? Answer using 100-150 words.

How do you communicate with the individual in a way that demonstrates warmth, openness, care, and authenticity? Answer using 100-150 words.

What is the importance of discussing, articulating, and using the person's recommended language, understandings, analogies, and ideas regarding their experiences in all communications? Answer using 100-150 words.

How can you modify your communication strategies to accommodate cultural preferences? Answer using 100-150 words.

What is the significance of identifying acceptable relationship guidelines and clarifying job role expectations? Answer using 100-200 words.

Case study 3: Ms Green

Ms. Green is a 57-year-old female who has had bipolar 1 for a long time. You've invited her to tell you her story. She mentioned that she has serious trust issues and believes that people are not always what they appear to be.

She also became ill quite oftenand admitsto hospital withsuicidal thoughts. However, she observes a volatile mood, loneliness, alienation, stress, and anxiety. She also addresses her depression history, which was diagnosed as stress-related while she was in her early twenties. She still feels isolated from the world and even her immediate neighbours. Her former husband left her with a daughter, but the relationship did not last. Ms Green has never been in a serious relationship and claims that men find her unattractive. Ms Green has also expressed frustration about how she is handled by healthcare professionals, claiming that they do not understand her condition and often look down on her and attempt to discredit her intellect.

Read the case study and answer the following questions:

What should you considerwhen inviting others to share their story? Answer using 100-200 words.

How shouldyou respond correctly in order to understand, clarifyaspects of the story and the individuals' understanding of their experience? Answer using 50-100 words.

How can you respond to the individual in a way that shows empathy for their condition and fosters respect, rights, dignity promotion, hope, and belief in their recovery? Answer using 100-200 words.

How do you identify the effects of mental illness and a mental health diagnosis on a person's life and sense of self? Answer using 100-200 words.

How do you determine eligibility and priority for service and, if necessary, requirements to refer the client appropriately? Answer using 100-200 words.

How do you work with the person's experiences, understandings, and meanings to develop a shared understanding of their issues, requirements andneeds? Answer using 100-200 words.

Assessment Results Sheet

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Pre-Assessment Checklist: Task 3 - Work Placement task