Assessment Describe and implement strategies for engaging with mental health and addiction service users and their natural supports Unit standard 26983 Version 2 Level 4 Credits 6 Learner information Your name: Your workplace: Your date of birth: Your national student number (if known): Declaration I was told about and understand the assessment requirements. I have prepared my answers myself. Any evidence I have provided as my own, I produced myself. I understand that this assessment may be used for moderation and quality control purposes. I understand that when I achieve this unit standard my result will be registered with the New Zealand Qualifications Authority. I confirm the above declaration: Yes No Date : Assessment result (assessor use only) Assessment result Achieved More evidence required Date :
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AssessmentDescribe and implement strategies for engaging with mental health and addiction service users and their natural supports
Unit standard 26983 Version 2Level 4 Credits 6
Learner information
Your name:
Your workplace:
Your date of birth:
Your national student number (if known):
Declaration
I was told about and understand the assessment requirements. I have prepared my answers myself. Any evidence I have provided as my own, I produced myself. I understand that this assessment may be used for moderation and quality control purposes. I understand that when I achieve this unit standard my result will be registered with the
New Zealand Qualifications Authority.
I confirm the above declaration: Yes No Date:
Assessment result (assessor use only)
Assessment result Achieved More evidence required Date:
Reassessment result Achieved More evidence required Date:
Feedback to the learner:
The requirements have been met to demonstrate competency in this unit standard.
Assessor name:
Assessor number: Date:
To demonstrate competency, you must be able to: Outcomes Tasks
describe strategies for engaging with mental health and addiction service users and their natural supports. 1 1, 2
choose and implement strategies for engaging with mental health and addiction service users and their natural supports. 2 3
Instructions Your answers may be written (either electronically or by hand) or spoken. If you need help with this assessment, please contact your assessor. Once you have completed your assessment, you must read and confirm the declaration on the cover.Filled in or written answers If there are open white spaces on a page because you have written shorter answers, this is acceptable.
You don’t have to fill the space. Use a pen to write your answers. If you need to change an answer, write your initials beside any
corrections you make. If you need more space, attach extra pages with your answer. Add your name and task number to all extra pages you use.
Verbal answers If you answer verbally, your assessor will write your answer(s), or may use a voice recorder.
Definitions The learner is you, the person being assessed. You may also be referred to as the trainee, student,
candidate or employee in some instances. The assessor is the person who will assess you. The verifier is a workplace supervisor, team leader, manager or assessor who understands the
assessment, works closely with you and can confirm that you have completed a task competently. Workplace policies and procedures are the policies and procedures or you employer and include ethical
codes, standards and other organisation requirements. Engaging with mental health and addiction service users may include a support worker working under
direct supervision, or assisting a health professional(s). MHA refers to mental health and addiction. Addiction refers to a ‘maladaptive pattern of substance use or problem gambling that leads to a clinically
significant impairment or distress. Maladaptive refers to any pattern of substance use or problem gambling that is unconstructive or
disruptive, and which does not assist or promote the ability of a person to adjust the addictive behaviour which he or she is exhibiting.
Important notesThis assessment cannot be carried out in a simulated environment. It must be carried out in the workplace.
ResourcesThis is an open book assessment. The following learning resources may be useful when completing this assessment: the Careerforce learning resource for this unit standard. learning materials, books, the internet and your workplace’s policies and procedures. the references listed at the back of this assessment.
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Task 1: MHA service usersDescribe strategies for engaging with two contrasting MHA service users and their natural supports.
For these strategies you must describe: the underpinning practice model(s) adopted by your service organisation. how they promote the wellness of your two MHA service users. how they promote positive relationships between each of your two MHA service users and their natural
supports.
Strategies must include: identifying the complexity and dynamics of relationships, focussing on the service users’ strengths. working with barriers.
Barriers refers to attitudes or behaviour that prevent or reduce the likelihood or level of effective engagement.
Contrasting MHA service users are MHA service users who have different reasons for accessing an organisation that provides MHA services. Contrasting MHA service users may include but are not limited to – one MHA service user who only requires mental health or addiction services, and another who has co-existing problems.
Natural supports refers to any assistance, relationships, or interactions provided to a MHA service user by family/whānau, friends, peers, coworkers, or community volunteers. In a specifically Māori context, natural supports may include but are not limited to: kaumātua, kuia, tohunga, whānau, iwi, and hapū.
Practice model(s) include but are not limited to – strengths-based and recovery-based models, Te Whare Tapa Whā, Te Wheke, Whānau Ora, Fonofale.
Wellness is a dynamic process whereby a person becomes aware of, and makes conscious choices towards achieving, a balanced and healthy lifestyle. This process includes learning new life skills that address both the positive and negative aspects of human existence.
Example of describing the MHA service user:
Serena is a Pākehā woman in her early thirties. She lives in a flat in the city with another woman with whom she gets on well but has not known for very long. Her family (parents and twin sister) live in the same suburb but Serena’s contact with them is intermittent. She enjoys seeing her little nieces (pre-schoolers) but she finds the rest of the family judgmental about her and this is stressful. She has a few friends that she socialises with, mainly drinking in bars, when she can afford it. Serena enjoys socialising; she also enjoys music and can play guitar and ukulele. Earlier this year Serena dropped out of her university course; she describes this as another failure to add to the list. Serena has been involved with MHA services since her mid-teens. She has been treated for severe depression and has been suicidal; she has been hospitalised a few times. She has also had counselling for alcohol and other drug problems. She cut back on her drinking for a while, but is drinking more again in response to recent circumstances. She is worried about getting out of control with her drinking. Serena is not keen on having contact with mental health services, she believes that the services take over her life and don’t help much. She has been involved in our service for about four weeks.
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Example of strategies for engaging with the MHA service user:Indicate which of the following is included in your strategies by ticking the box:
identifying the complexity and dynamics of relationships, focussing on the service users’ strengths. working with barriers.
Focus on building a relationship with Serena: I have worked on building rapport with Serena by finding out and focusing on what she wants for herself and negotiating how I can support her in a way that she finds acceptable. I have tried to ensure that there are options and choices for Serena. I have worked at developing a trusting relationship based on respect and mutuality, breaking down barriers. I have been clear about my role and the service, sharing relevant information about my experience, being on time and always keeping appointments, meeting in a place of Serena’s choosing; working at a pace directed by Serena. I focus on communicating empathy and warmth and conveying acceptance of Serena and her experiences and opinions. Serena enjoys her nieces, and we worked together on a plan and on some ways to negotiate with her sister. She is picking the girls up from pre-school twice a week and walking them home. She is getting to know some of the other parents, which she is enjoying. She takes the girls home and plays with them while her sister goes shopping. This helps her sister as well. Serena is worried about her drinking and this is something she is working on, with mixed results, but we have focused on her successful attempts. We have focused on building on her friendships and enjoyment of socialising, setting an alcohol limit and drinking non-alcohol alternatives. Serena is making a list of other ways (non-drinking) that she could spend time with her friends, so that she can reduce the number of drinking opportunities and enjoy her friendships without alcohol always being involved.
Focus on strengths: I consistently highlight Serena’s strengths and focus on the positives, for example, positively affirming any and all steps (no matter how small) that Serena takes to support her recovery. We have focused on Serena’s friendships, her relationship with her nieces, her musical ability, getting on with her flatmate, her willingness to try a university course. Supporting Serena to spend time with her nieces has been a good starting point. We are exploring options to use/develop her musical ability, for example playing with or for friends, learning a new song, linking with a music group, going to musical events in the community Understanding the whole person: I focus on all aspects of Serena’s life (not just MHA related aspects) to provide an opportunity to support Serena in positive and satisfying experiences.
Having, holding and communicating hope: I help Serena explore her hopes and dreams for her life. Focusing on her strengths is an important aspect of communicating and generating hope.
Example of describing how these strategies promote the wellness of this MHA service user. The strategies outlined promote wellness by supporting Serena to build on aspects of her life that provide meaning, purpose, satisfaction and connection to others. Specifically: Serena is connecting on a regular basis with her nieces and her sister, she is able to fulfil her role as an aunt and a sister and this is important to her and provides an important positive focus in her life. Similarly friendships and social connections are a key aspect of wellness for Serena. The strategies used are supporting her to build on the positive aspects of her friendships and minimise the potential harms associated with alcohol and socialising. Working on minimising the negative effects of alcohol has a direct impact on supporting Serena to maintain a level of control over her life that she wants and assists her to maintain physical and mental wellbeing. She feels better when she is not overwhelmed by her drinking. For Serena focusing on strengths and identifying positive steps forward help her remain hopeful for her future.
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Example of describing how these strategies promote positive relationships between this MHA service user and their natural supports. Serena wants to be able to link to her nieces, this is important to her and is a key link to her family and also to others in the community. Supporting Serena to maintain her socialising by minimising the harm from her drinking has enabled the links to friends to continue. Supporting Serena to explore options related to her musical interests will provide opportunities to connect with her community.
A Describe MHA service user 1:
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Describe your strategies for engaging with MHA service user 1. Indicate which of the following is included in your strategies by ticking the box:
identifying the complexity and dynamics of relationships, focussing on the service users’ strengths.
working with barriers.
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Describe your service organisation’s practice model(s) that underpin these strategies for engaging with MHA service user 1:
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Describe how these strategies promote the wellness of MHA service user 1:
Describe how these strategies promote positive relationships between MHA service user 1 and their natural supports:
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B Describe MHA service user 2:
US 26983 version 2 – Assessment – MHA strategies© Careerforce 2014 – Issue 2.0 – Published January 2014 9
Describe your strategies for engaging with MHA service user 2. Indicate which of the following is included in your strategies by ticking the box:
identifying the complexity and dynamics of relationships, focussing on the service users’ strengths.
working with barriers.
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Describe your service organisation’s practice model(s) that underpin these strategies for engaging with MHA service user 2:
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Describe how these strategies promote the wellness of MHA service user 2:
Describe how these strategies promote positive relationships between MHA service user 2 and their natural supports:
Assessor comments (for assessor use only):
Task 1 result: Achieved More evidence required
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Task 2: Choose and implement strategies
Your assessor and/or a verifier will observe you completing this practical task. They will complete the observation form and may ask questions to clarify your understanding of the tasks you are carrying out. Refer to the observation form to see how your work performance will be assessed.
Choose and implement strategies for engaging with two contrasting MHA service users and their natural supports.The strategies must: follow your workplace’s policies and procedures. apply to the service users’ current situation and outlook (these must include working with this service
user’s strengths, and working to overcome barriers to engagement). promote the wellness of the service user. promote constructive and supportive relationships between the service user and their natural supports.
As in all your work, it is important that: you comply with the Code of Rights, the legislation and any relevant New Zealand Standards when
carrying out this activity. your support for MHA service users should be aimed at maintaining, improving and/or restoring their
independence and/or interdependence; utilising their existing strengths; and where possible, utilising the resources of the local community.
you respect the cultural beliefs and values of the people you are supporting. your practice reflects appropriate values, processes, and protocols in relation to working with Māori and
Pacific peoples and/or people from other cultures, in a range of settings and environments. you work within your workplace’s policies and procedures.
A prescribed period within a particular life stage refers to the implementation period of the MHA service user’s wellness support plan and relates to the person’s rate of progress towards achieving the goals set out in his or her wellness support plan. Wellness support plan is a generic term used to cover the individual plans that are developed by service providers with MHA service users and their natural supports for service delivery. Different service providers may use different terms, for example “recovery plan”. A wellness support plan is interpreted and implemented in accordance with its stated aims and objectives, and recognises the MHA service user as the central focus. A wellness support plan may specify interventions. The wellness support plan will also provide an outline of the tasks to be carried out by the support worker with the MHA service user in a residential, community, or vocational setting.
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Observation form – MHA service user 1To be completed by your verifier and/or assessor
Learner name:
Learner workplace:
Comment on each of the stated criteria and give examples of the learner’s performance (where this applies).
Sign and date this document once you are satisfied the learner has achieved all stated criteria.
Describe the current situation and outlook of MHA service user 1:
Name or describe strategies what were used for engaging with MHA service user 1:
The learner demonstrated that they chose and implemented strategies for engaging with two contrasting MHA service users and their natural supports, this being service user 1.
Date observed:
Verifier comment:
The learner applied these strategies to the current situation and outlook of service user 1, working: with the service user’s strengths. to overcome barriers to engagement.
Date observed:
Verifier comment:
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The strategies promoted: the wellness of service user 1. constructive and supportive relationships between service user 1 and their natural supports.
Date observed:
Verifier comment:
The learner followed the workplace’s policies and procedures in using these strategies for engaging with service user 1.
Date observed:
Verifier comment:
The learner demonstrated: compliance with the Code of Rights and any relevant New Zealand standards. respect for the cultural beliefs and values of the client. The learner’s practice reflected appropriate values, processes, and protocols in relation to working with Māori and Pacific peoples and/or people from other cultures, in a range of settings and environments
Date observed:
Verifier comment:
I confirm that this document is valid and authentic. Date:
Verifier name: Position:
Assessor comments (for assessor use only):
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US 26983 version 2 – Assessment – MHA strategies© Careerforce 2014 – Issue 2.0 – Published January 2014 16
Observation form – MHA service user 2To be completed by your verifier and/or assessor
Learner name:
Learner workplace:
Comment on each of the stated criteria and give examples of the learner’s performance (where this applies).
Sign and date this document once you are satisfied the learner has achieved all stated criteria.
Describe the current situation and outlook of MHA service user 2:
Name or describe strategies what were used for engaging with MHA service user 2:
The learner demonstrated that they chose and implemented strategies for engaging with two contrasting MHA service users and their natural supports, this being service user 2.
Date observed:
Verifier comment:
The learner applied these strategies to the current situation and outlook of service user 2, working: with the service user’s strengths. to overcome barriers to engagement.
Date observed:
Verifier comment:
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The strategies promoted: the wellness of service user 2. constructive and supportive relationships between service user 2 and their natural supports.
Date observed:
Verifier comment:
The learner followed the workplace’s policies and procedures in using these strategies for engaging with service user 2.
Date observed:
Verifier comment:
The learner demonstrated: compliance with the Code of Rights and any relevant New Zealand standards. respect for the cultural beliefs and values of the client. The learner’s practice reflected appropriate values, processes, and protocols in relation to working with Māori and Pacific peoples and/or people from other cultures, in a range of settings and environments
Date observed:
Verifier comment:
I confirm that this document is valid and authentic. Date:
Verifier name: Position:
Assessor comments (for assessor use only):
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Task 2 result: Achieved More evidence required
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References American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders – DSM-IV-
TR (4th ed., Text revision). Washington DC: Author; available at http://www.psych.org Mental Health Commission – Te Kaitātaki Oranga; http://www.mhc.govt.nz Ministry of Health. (1998). Guidelines for clinical risk assessment and management in mental health
services. Wellington: Ministry of Health in partnership with the Health Funding Authority Ministry of Health. (2008). Let’s get real: Real Skills for people working in mental health and addiction.
Wellington: Author; available at http://www.health.govt.nz Te Pou o Te Whakaaro Nui, Le Va, Pasifika within Te Pou. (2009). Real Skills Plus Seitapu – Working with
Pacific Peoples. Auckland: Author; available at http://www.tepou.co.nz The Werry Centre. (2009). Real Skills Plus CAMHS: A competency framework for the infant, child and
youth mental health and alcohol and other drug workforce. Auckland: Author; available at http://www.werrycentre.org.nz
Legislation relevant to this unit standard includes:
Alcoholism and Drug Addiction Act 1966 Children, Young Persons, and Their Families Act 1989 Criminal Justice Act 1985 Criminal Procedure (Mentally Impaired Persons) Act 2003 Health and Disability Commissioner (Code of Health and Disability Services Consumers' Rights) Regulations 1996 Health Practitioners Competence Assurance Act 2003 Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 Mental Health (Compulsory Assessment and Treatment) Act 1992 Misuse of Drugs Act 1975 Privacy Act 1993 Protection of Personal and Property Rights Act 1988
New Zealand Standards relevant to this unit standard includes:
NZS 8134.0:2008 Health and disability services Standards – Health and disability services (general) Standard.
NZS 8134.1:2008 Health and disability services Standards – Health and disability services (core) Standards.
NZS 8134.2:2008 Health and disability services Standards – Health and disability services (restraint minimisation and safe practice) Standards.
NZS 8134.3:2008 Health and disability services Standards – Health and disability services (infection prevention and control) Standards.
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Appeals If you wish to appeal against the assessment result or process, talk to your assessor. If you are still not satisfied, you can appeal to Careerforce by completing the assessment result appeal form that can be found online at www.careerforce.org.nz/contact/forms
FeedbackCareerforce regularly reviews its assessment and learning resources. As a user, we would appreciate feedback on how you found them. Feedback can be provided to Careerforce via an online feedback form at www.careerforce.org.nz/contact/resource-assessment-feedback or if you would prefer, send an email to [email protected]
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