Chcmhs011 at1 underpinning knowledge questions checklist

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STUDENT ASSESSMENT
ASSESSMENT SUBMISSION
Student Name:				Student ID
Assessment Item		AT1 Underpinning knowledge questions
Assessment Item		AT2 Research Projects using group work; IT research skills and oral presentations
Student Declaration - I declare that I am ready to be assessed for Assessment AT1 and AT2 and that this is my own work. Any ideas and comments made by other people have been acknowledged and referenced. I understand that if this statement is found to be false it will be regarded as plagiarism and misconduct under AHIC policy and procedures.
Submission method
			Request a read receipt	☐ Hardcopy:
Formative Assessment Result AT1 & AT2

☐Student has received feedback and been provided with results of the assessments AT1 and AT2 and made aware of their appeal rights if deemed not yet satisfactory.
AT1	☐ Student has submitted the required evidence for AT1 that meets their understanding of performance criteria and knowledge skills for this unit and has been deemed competent.
Assessment Item	☐ Student has submitted the required evidence for AT2 that meets their understanding of performance criteria and knowledge skills for this unit and has been deemed competent.
Assessor’s Name:					Date:
Assessor’s Signature:
Student’s Signature:					Date:

CHCMHS011 Assess and promote physical, social and emotional wellbeing 5

Assessment AT1 Underpinning knowledge questions 9

Disclaimer: While every effort has been made to ensure that unit requirements are covered, the developers do not give any warranty or accept any liability in relation to the assessment tools in this resource. RTOs are advised to validate assessment instruments and tools before use, after any customisation or contextualisation, and during their scheduled validation processes to ensure they meet any requirements set by the standards under which the RTO is registered, current Training Package requirements, and any RTO requirements.

Unit Strategy

UNIT	CHCMHS011 Assess and promote physical, social and emotional wellbeing
Purpose of assessment
The assessments are to address skills and knowledge required to work safely with clients when practicing direct care work
Target Group

Assessors
Trainer and Assessor who holds the Unit and vocational competency for direct client care skills
Place for assessment AT1 & AT2 to be loaded onto secure Moodle platform
Training Site Australian Harbour International College campus
Assessment arrangements confirmed with appropriate personnel
Student must sign and date student declaration (Front cover) to confirm they are ready to be assessed for this unit of competency.
Method of assessment and related planning requirements		Assessment tools required
Assessment Task 1 – Complete written questions 1 –5 individually. All questions and scenario must be completed.
Group discussions and presentations in main group when required as scheduled on session plan.		Student Assessment Task AT2 Guide
		Assessment Matrix
Materials/resources need for assessment
Assessment Matrix for the unit CHCMHS011
Timeline for assessment
By due date, set by Assessor and listed in Moodle
Evidence required for AT1 & AT2
Individual written work for AT1; class participation in discussions and feedback Group or individual oral presentations for researched project work for AT2; class participation in discussions and feedback
Special arrangements
Clinical Placement Coordinator to email student’s supervisor in the workplace advising of skills covered in Training and education delivery encouraging professional experience in the workplace as directed by organisational policy and procedure.
Reporting arrangements for assessment

Assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

AT3 Located in Simulation and Workplace Logbooks

Assessment Method	Satisfactory Result	Not Satisfactory Result
	All steps in the demonstration of practical skills in a simulated learning environment whilst being observed by an assessor, using an observational checklist, are deemed satisfactory	Could not demonstrate satisfactory completion of all the steps required of the practical skill as evidenced by observation checklist
This third-party report is only obtained as part of the assessment evidence for a unit of competency when the AHIC workplace assessor is seeking additional evidence to support a judgement about a student’s competence in the workplace. As part of the evidence of competence the third-party report should be completed by an RN who has worked closely with the student.
Workplace Observation Third party report	Registered Nurse who observes your work performance and confirms that you consistently meet the standards expected from an experienced enrolled nurse	Could not demonstrate consistency in practical skills in the workplace.

physical
social

legal and ethical considerations (international, national, state/territory, local) for client wellbeing, and how these are applied in organisations and individual practice:

codes of practice
informed consent
mandatory reporting
rights and responsibilities of workers, employers and individuals accessing the service
work role boundaries – responsibilities and limitations

physical
cognitive

requirements for physical wellbeing, including:

nutrition
comprehensive health checks
access to health services, and natural supports and resources

community
volunteering

quality of support systems
healthy relationships

cognitive aspects that affect wellbeing, including:

ability to practise coping strategies

approaches to practice, including:

motivational interviewing
acceptance and commitment therapy (ACT)

Assessment Conditions

Assessment AT1 Underpinning knowledge questions

Madison is a 15-year-old Japanese girl who presented to your stall as a volunteer for the community day event to assist with handing out a range of youth related health promotion and adolescent mental health services brochures and fact sheets.

Madison seemed very happy to be helping at the stall, however, Sandy noticed that at times throughout the day Madison was giving away some of her personal possessions to strangers which seemed a bit odd. Sandy told Madison to stop being crazy giving strangers her possessions as she might scare aware potential consumers and service users.

Madison’s primary reason for engaging in self-injury was to release built-up emotional pressure. Episodes typically occurred after an emotional conflict with her parents or a perceived rejection by her peers on social media. The frequency of self-injury episodes ebbed and flowed, ranging from daily to monthly depending on family conflicts or what internet bullies were saying on social media.

The next day Sandy hears from her friend at the hospital that Madison was admitted to the emergency unit this morning for cutting her wrists, but left the hospital alone prior to being discharged.

How can community support workers like Sandy promote physical wellbeing to young people such as Madison? Including:

How can Sandy identify if Madison is having regular physical health check and mental health checks? How would Sandy go about referral and arranging:	Sandy, as a community support worker has the ability to identify if Madison is having regular physical health checks and mental health checks. So, based on Madison’s behavior, feelings, mood, symptom, Sandy could easily able to get to know whether is Madison os taking her physical and mental health checks or not. By assessing the medical reports of Madison, Sandy could also check for whether she is undergoing her regular physical and mental checks. Sandy can arrange the below by:
How can Sandy proactively support Madison to identify areas where physical health could be improved:
Sandy needs to provide Madison with some healthy living habits resources: How will Sandy identify that they are credible sources of information.	There are various criteria based on which the credible sources of the information can be identified are: These criteria indicate the CRAAP test, so this test must be conducted for identifying credible sources of information. Some examples of credible sources are research articles or reviews, organizational or governmental sites, etc (Tandoc et al., 2018).

How would Sandy identify any cultural improvements to her practice when engaging with Madison?

Sandy should have complete and sufficient information about the background of the Madison to which she belongs when engaging with Madison. This identification of the culture and the background is equivalent to paying respect to the culture of the Madison she belongs to. She must check the words to which the sentiments of the Japanese background are associated, so she may not hurt her in any way. Sandy should also avoid making judgments and respect her beliefs and actions.

CHCMHS011 AT1 Underpinning Knowledge Questions Checklist

CHCMHS011 Assess and promote physical, social and emotional wellbeing
Student’s name:
Assessor’s name:
The assessor needs to indicate whether they have conducted the questioning as written questions or as verbal questions by ticking the box below.
Written Questioning		Verbal Questioning For verbal questioning, the assessor must provide dot points as a minimum on the student’s responses.
If questions are answered verbally, the assessor must write detailed answers in the sections provided below. The space below does not indicate the size of the answer anticipated. Keep typing and the space will expand. If answers are recorded separate to this document, they must be attached to the assessment documents.			Response
			S	NYS
Q 1	Identify how Madison’s wellbeing was assessed by the people she came in contact with currently and in the past? Including: Min of 200 words for the table (PC 1.1,1.2,1.3,1.4,1.5,1.6,1.7.)
	Assessor’s comments and feedback to student on response. ☐Met the min word count		☐	☐
Q 2
	Assessor’s comments and feedback to student on response. ☐Met the min word count		☐	☐
Q 3
	Assessor’s comments and feedback to student on response. ☐Met the min word count		☐	☐
Q 4	How will Sandy promote cultural or spiritual wellbeing when providing services to Madison to meet her physical, social and emotional needs? Including: (Min 300 words for the table) (PC 5.1, 5.2, 5.3, 5.4, 5.5)
	Assessor’s comments and feedback to student on response. ☐Met the min word count		☐	☐
Q 5
	Assessor’s comments and feedback to student on response. ☐Met the min word count		☐	☐
If student was deemed Not yet satisfactory, assessor and student to agree to a new date for assessment.
Result ☐ Satisfactory ☐ Not Yet Satisfactory ☐Student provided with results
Assessor’s Signature:			Date:
Student’s Signature:			Date:

Assessment AT2 -Research Work/Project Work

The group will be divided into 4 smaller groups and each group will be assigned one of the following topics to gain an awareness of how these factors influence physical, social, emotional, cultural and spiritual wellbeing.

The Groups are to present a 5 min presentation back to the larger group and group finding are to be listed in the table below. The research task is to complete the table with the group findings.

GROUP 1	social exclusion
GROUP 2	disadvantage,
GROUP 3	systemic oppression
GROUP 4	power dynamics

Names of Group 1 members for Research project 1

Names of Group 3 members for Research project 1

Brainstorming/group activity Stages of Change

Question - Which stage of readiness for change seems to fit each young person?

Ashlyn is a 15-year-old girl who has been using amphetamines for about two years. She uses amphetamines orally. On assessment, Ashlyn tells you that she has been trying to cut down on her amphetamines use and has even had a period of two weeks where she didn't use it. She appears to be 'high' when you meet with her.
Batsa is a 17-year-old boy who smokes cannabis mixed with tobacco. On assessment of his cannabis use, he states that he can 'take it or leave it'. He tends to smoke socially with friends on the weekend. Batsa smokes cigarettes only when he can afford them.
Garvesh is an 18-year-old male who has been using heroin for about three years. He smokes heroin on a daily basis and also takes Valium or Normison if he can't get any heroin. Garvesh has been caught breaking and entering on a number of occasions. His family are very worried about his drug use and the trouble he is in. Garvesh has no desire to detox from heroin use. He states 'It's a hassle sometimes, but at least I don't inject it'.
Shireen is a 16-year-old female who is involved in a Drug Court program. She has a history of poly-drug use and has worked as a sex worker. Shireen has been trying to stay off cocaine and speed. She continues to drink heavily a couple of times a week and also takes street benzos as she says this helps her to sleep. Shireen's latest urinalysis reveals cannabis, benzodiazepines and amphetamines. She is pretty worried that she will be taken off the Drug Court Program and she states she really wants to stay out of trouble.

Provide some strategies to support this person and list any legal or ethical considerations that you may need to consider with a person presenting with this problem.

GROUP 1	Case Study 3
GROUP 2	Case Study 1
GROUP 3	Case Study 5
GROUP 4	Case Study 2
GROUP 5	Case Study 4

Please list names in your group

motivational interviewing solution focused approaches

List the names of the students in each group

Names of Group 1 members for Research project 3

Names of Group 3 members for Research project 3

Names of Group 5 members for Research project 3

Group work Research Project 4

Group discussion:

Questions for consideration	Group or individual responses
What values can you identify that underpin your response to these questions?
How may these values impact on your work with young people?
How similar is your position to that of the rest of the group?
How might the way you view a person affect the way you behave towards them?
To what extent did you make assumptions? Do you do this in real life situations?
What conclusions can we draw (in regard to your work with young people)?
What conclusions can we draw (in regard to working with Muslims)?

CHCMHS011 AT2 Research Work/Project Checklist