Part 1 – preliminary questions for the third party

Third Party Observations/Demonstrations

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCMHS010: Implement recovery oriented approaches to complexity
Assessment	Third party
Due date of assessment
Third party’s name
Third party’s position
Third party’s relation to learner
Name of workplace
Third party’s telephone and email

Part 1 – Preliminary questions for the third party

provided/performed that you are required to comment on?

Has the assessor explained the purpose of the learner’s Yes No

Part 2 – Main questions for the third party

Please indicate the type of evidence the learner has provided you with for each criteria:

Direct – such as an observation of workplace performance by an assessor

What did the learner do?
When did s/he do it?

Third party observation

Tasks	Third party response based on observation (direct/indirect/supplementary – please indicate)
Invite the person to share their life experience, values, hopes, expectations and needs The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Demonstrate how to respond sensitively and warmly and exchange information with a person to assist facilitating understanding of issues and establish rapport using any of the following techniques: active listening summarising reframing	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify the breadth of issues a person is facing (e.g. alcohol issue, gambling problem, grief) and any associated or impacting factors Identify legal considerations.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Identify how records can be kept in collaboration with other agencies/mental health professionals	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Reflect and self-evaluate their working practice, identifying their strengths and limitations	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Discuss the compatibility of the service approach to the person’s values and preferences to facilitate real choice	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify systemic and personal issues and challenges and report according to organisation procedures The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify extent of the person’s social and support network and any indications of social exclusion or inclusion The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Research and outline a policy either at state level or federal level and any funding limitations or criteria	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify differences in other service practice environments and compatibility to the person’s preferences	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Collaborate and agree with a client on the process they will use to prioritise the individual’s needs	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Identify how options, directions and timelines are agreed on with patients in recovery-oriented care including how to work collaboratively	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Talk with a client to identify strategies (e.g. WRAP strategy) related to their care.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify other members of their support network, other services or professionals they wish to involve debt domestic violence	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Respond flexibly to the changing needs and circumstances of the person The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Give an example of how they might negotiate flexible responses to service provision	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Establish, expand and maintain partnerships and support networks to meet the person’s needs and create sustainable service pathways	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Describe the role of the co-ordinator of care Describe the kind of duties might the co-ordinator of car might perform in managing a service user’s case	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Describe how support might be provided to the carers, family, friends and community support relating to a service use	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Collect, review and maintain information on local community services and supports, and share and engage in knowledge exchange eligibility criteria opening hours	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Use outcomes measures and feedback to ensure the person’s needs are being met by contributing services and natural supports The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
List involvement strategies that they have used to more greatly engage service users.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Proactively respond to support and service gaps both internally and externally	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Identify ways they can proactively follow up with a person	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Explain why conflict resolution be a necessary skill when maintaining transparency with service users	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Adapt the communication style and language to meet the needs of others, identifying and addressing any barriers	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Listen to patient’s concerns, complaints or feedback and act on them – for example:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Proactively anticipate change and utilise advanced negotiation skills to address challenges and resolve systemic issues The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify potential physical signs and three potential verbal signs that a person is at risk Identify techniques you can use to de-escalate potential incidents or risks	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Demonstrate the skill of being ‘beside’ the service user, rather than taking their side	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Reflect on own work practice and identify areas for improvement	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify means of gathering patient and peer feedback Explain how they or their organisation has used feedback from others to improve approaches for working with complexity	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify environmental issues that may contribute to complexity Work collaboratively to prioritise needs and develop self-determined directions	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Alcohol and other drugs (AOD) Gambling Child protection Justice system	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:

Third party declaration

Date: _______________________________________________________

Assessor’s third party checklist

This should be used by the trainer/assessor to document that observations/demonstrations carried out by the third party are satisfactory, as relevant to the performance criteria of this unit. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) in the observations or if reassessment is required.

Assessor Observations/Demonstrations

Assessor observation

Tasks	Observer response based on observation (direct/indirect/supplementary – please indicate)
Talk to a client and invite them to share their life experience, values, hopes, expectations or needs	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Respond sensitively and warmly and exchange information with the person to assist in facilitating understanding of issues and establish rapport paraphrasing reflecting feelings normalising statements.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify with the person the breadth of issues they are facing and any associated or impacting factors	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Interact with a patient/client using attending skills such as active listening	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Describe their organisation’s policy on ongoing consent	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify strengths and limitations of worker and their expertise and experience in dealing with the person’s circumstances	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Talk to the client about their options Identify the client’s preferences and values for the service	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify any limitations relating to geographical location and isolation The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify indications of social exclusion or inclusion	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify current policies, at a state and federal level and any funding limitations or criteria	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
List factors of a service practice environment Give an example of why a person might hold a preference for a particular service practice environment	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Use focusing techniques to help a service user prioritise their needs	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Talk with a client to identify and explore risks (e.g. substance abuse)	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify members of a support network, other services or professionals people may want to involve in their care. Make a list of additional members to be involved in the recovery plan that you might recommend to a patient with the following complexity issues:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Outline what a contingency plan is and what the elements that should be included	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Provide and negotiate flexible responses in service provision The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Provide an example of how they have established, expanded or maintained partnerships and support networks to meet a person’s needs and create sustainable service pathways	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Work effectively with colleagues, and partner organisations to integrate any existing service provision	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Create supportive and collaborative partnerships with carers, family, friends and community supports The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Research local community services and/or supports and provide the following information for each: services provided location key contacts.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Explain how to complete/review outcomes measures, using any templates/paperwork, etc. available.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Continually utilise a range of strategies to actively inspire and foster the person’s ongoing development	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Review feedback from service users, to find support and service gaps Address the gaps in service	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Communicate clearly, honestly and transparently to develop and maintain trusting relationships The learner should be able to:	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Identify therapeutic communication techniques they can use Identify techniques that can be used to adapt language or communication style to meet the needs of multicultural service users and overcome any language barriers	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
escalate a complaint speak n to a supervisor about issues with procedures	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Explain the possible risks associated with changes and how they would manage them	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Respond to de-escalate potential incidents or risks and promote safety	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Define ‘self-advocacy’ in the context of mental health care	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Reflect on their own work using a model of reflective practice and identify areas for improvement	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Seek and use feedback from others as the basis for improving approaches to working with complexity	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
The learner should be able to: Identify the person’s issues that may contribute to complexity Address challenges to communication and relationships Review and reflect on practice	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
Grief and loss Disability	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:

Assessor’s checklist

This should be used by the trainer/assessor to document the learner’s performance during observations/demonstrations, as relevant to the performance criteria of this unit. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) in the observations or if reassessment is required.