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ASSESSMENT KIT SAMPLE
CHC53315
D IPLOMA OF MENTAL HEALTH
I nc l ud es :
• S tuden t Ass essm ent B ook l e t
• M a rk i ng Gu i de w i t h M app ing
• Ass es sm ent Rec o rd Too l
• S uppo r t i ng Doc um ents
STUDENT ASSESSMENT BOOKLET CHCMHS011 AS SESS A ND P ROM OTE S O CIA L ,
E MOTI ONA L AND P HYS I C A L W ELLB EI NG
Student first name: ______________________________________________________________________
Student last name: ______________________________________________________________________
© 2018 Eduworks Resources
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Bigstock www.bigstock.com (Images 1 & 3) and © Shutterstock www.shutterstock.com (Image 2)
The copyright of any adaptations and/or modifications to this material remains with Eduworks Resources. Adapted and/or modified materials
must not display the Eduworks Resources logo. The following attribution must be made on this page:
‘This is a modified document based on materials prepared by Eduworks Resources.’ Material that has been modified by the RTO after purchase and that has received a non-compliant audit outcome is not covered by our
Customer Guarantee.
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 3
Contents
Assessment overview ........................................................................................................................................... 4
Assessment plan .................................................................................................................................................. 5
Assessment Task Cover Sheet – Assessment Task 1 ......................................................................................... 7
Assessment Task 1: Reflective journal ................................................................................................................. 9
Assessment Task Cover Sheet – Assessment Task 2 ....................................................................................... 11
Assessment Task 2: Supervisor report ............................................................................................................... 13
Assessment Task 3: Direct observation ............................................................................................................. 15
Assessment Task Cover Sheet – Assessment Task 4 ....................................................................................... 17
Assessment Task 4: Written questions .............................................................................................................. 19
Appendix A – Reflective journal .......................................................................................................................... 21
Appendix B – Work placement forms ................................................................................................................. 28
Appendix C – Supervisor report ......................................................................................................................... 31
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 4
Assessment overview
This Student Assessment Booklet includes all your tasks for assessment of CHCMHS011 Assess and promote
social, emotional and physical wellbeing.
About your assessments
This unit requires that you complete 4 assessment tasks. You must complete all tasks to achieve competency
for this unit.
Assessment Task About this task
Assessment Task 1: Reflective journal You are required to complete a reflective journal to demonstrate
your ability to work collaboratively with people to assess,
promote and review all aspects of their wellbeing.
Assessment Task 2: Supervisor report You must provide a copy of the supervisor report that confirms
your ability to demonstrate specific skills and knowledge
required of this unit.
Assessment Task 3: Direct observation You will be observed in the workplace environment undertaking
a range of day-to-day activities that relate to assessing,
supporting and promoting social, emotional and physical
wellbeing.
Assessment Task 4: Written questions You must correctly answer all questions in this task to show that
you understand the knowledge required of this unit/topic.
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents
you submit into your student file. These will not be returned to you.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of
the Task Cover Sheet.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process.
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 5
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency for the unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Reflective journal
2. Supervisor report
3. Direct observation
4. Written questions
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? Yes No
Have you read and understood the RTO’s policies and procedures related to reassessment?
Yes No
Do you understand the requirements of this assessment? Yes No
Do you agree to the way in which you are being assessed? Yes No
Do you have any special needs or considerations to be made for this assessment?
If yes, what are they?
__________________________________________________________________
Yes No
Do you understand your rights to appeal the decisions made in an assessment? Yes No
Student name: ___________________________________________________________________________
Student signature: ______________________________________________ Date: ___________________
Assessor name: __________________________________________________________________________
Assessor signature: _____________________________________________ Date: ___________________
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 7
Assessment Task Cover Sheet – Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name:
Date of submission:
Unit: CHCMHS011 Assess and promote social, emotional and physical wellbeing
Assessor to complete
Assessment Task
Satisfactory/
Not satisfactory Date
Was this a
resubmission?
Y/N
Reflective journal
STUDENT DECLARATION
I _________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ________________________________________________________________________
Student name: ___________________________________________________________________________
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 8
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Assessor signature: _______________________________________________________________________
Assessor name: __________________________________________________________________________
Date: __________________________________________________________________________________
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 9
Assessment Task 1: Reflective journal
TASK SUMMARY
You are required to complete the reflective journal provided below to demonstrate your ability to work
collaboratively with people to assess, promote and review all aspects of their wellbeing.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:
▪ Reflective journal (see Appendix A; an electronic copy is also provided if you wish to type your responses)
▪ Suitable work or work placement in a trauma informed care environment
WHEN AND WHERE IS THIS TASK TO BE COMPLETED?
▪ You should complete your journal throughout your work placement.
▪ Your assessor will give you a due date for submission of your reflective journal.
WHAT HAPPENS IF I GET SOMETHING WRONG?
If your assessor sees that you have not completed your journal entries in sufficient detail, or you supervisor has
not initialled some entries, they will talk to you about resubmission. You will only have to re-do the entries in
your journal that are identified as having issues; however, you will need to resubmit the entire assessment.
Your assessor will discuss an appropriate timeframe for resubmission with you when you are provided with the
outcome for this task.
STUDENT GUIDANCE:
You are required to fill out the reflective journal provided.
A reflective journal has two aims:
▪ It provides you with a structured way of recording the activities that you undertake during a work placement
which demonstrate that you are able to apply what you have learnt in class.
▪ It also provides you with an opportunity to reflect on your own performance during your work placement
and to look for areas for improvement.
Guidance on how to complete your journal is provided below.
What should I include?
Sometimes it’s difficult to know what to include in a reflective journal. How much is too much? While it is
tempting to record every minute of every day, that’s not necessary. Your assessor only needs to see what is relevant to this unit. You will find a checklist attached to the reflective journal. Use this list to ensure that you
have satisfied the full requirements of the unit of competency.
If you are unsure about any of items on the checklist, speak to your assessor.
How should I complete the journal?
Record enough information about the activity to demonstrate that you can apply the skills and knowledge learnt
in class. You should also cross reference each activity to the checklist at the front of the journal and reflect on
what went well on what you would do differently next time.
It’s up to you whether you complete your journal in hard copy or on computer. A template has been provided in
Appendix A or see your assessor for an electronic copy. Most important though, is to keep your journal up to
date and to ask a supervisor to sign-off as you go.
An example of a completed journal entry is provided below.
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 13
Assessment Task 2: Supervisor report
TASK SUMMARY
Your workplace supervisor is to complete a report that confirms your ability to demonstrate the specific skills
and knowledge required of this unit.
As someone who observes the way that you interact with clients on a day-to-day basis and who understands
the needs of your clients, your supervisor is well placed to comment on your workplace performance.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:
▪ Supervisor Report (refer to Appendix C, also provided as a Word document to be completed electronically
by the supervisor if preferred)
WHEN AND WHERE WILL THIS TASK BE COMPLETED?
Your supervisor will fill out the report based on your work performance so far.
STUDENT INSTRUCTIONS FOR TASK 2:
Give your workplace supervisor a copy of the attached Supervisor Report. They will fill it out based on their
observations of your work performance. They may like to do this using the Word file or they may fill it out on
hard copy.
Have a look at the items on the Supervisor Report – do you think you have shown that you can do all of these
things to workplace standards?
WHAT MUST BE SUBMITTED FOR TASK 2:
The completed supervisor report.
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 19
Assessment Task 4: Written questions
TASK SUMMARY
You must answer all questions below correctly.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:
▪ Access to textbooks and other learning materials
▪ Access to a computer, printer, Internet and email software (if required)
▪ Access to Microsoft Word (or a similar program)
WHEN AND WHERE IS THIS TASK TO BE COMPLETED?
▪ This task may be done in your own time as homework or you may be given time to do this task in class
(where applicable).
▪ Your assessor will provide you with the due date for this assessment. Note the due date in your Student
Assessment Booklet.
WHAT HAPPENS IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will make arrangements with you about
resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may
need to provide new written responses to the questions that were answered incorrectly. Your assessor will give
you a due date by which this must be provided.
STUDENT INSTRUCTIONS FOR TASK 4:
▪ This is an open book test – you can use your learning materials as reference.
▪ You must answer all questions in this task correctly.
▪ You must answer the questions by typing your answers in Microsoft Word or a similar program – your
assessor will advise as to whether you must email them your completed assessment, submit the file on a
USB drive or hand in a hard copy.
▪ If there are tables included in your task that you need to fill out, you may choose to recreate them in a word
processing application. If you have been provided with an electronic version of this booklet, you may prefer
to type your answers directly into the document.
WRITTEN ANSWER QUESTION GUIDANCE
The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many
answers you need to give – for example, ‘Describe three strategies…’. ▪ Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features
and express some form of critical judgment. Generally, you are expected to write a response of one or two
paragraphs in length.
▪ Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 21
Appendix A – Reflective journal
Reflective Journal
Student’s name:
Employer:
Position:
Summary of role:
Supervisor’s name:
Supervisor’s phone and email:
Reflective journal checklist
Have I done
this? Item number and area to discuss
☐ 1. Describe how you have delivered wellbeing support reflecting recovery-oriented practice with at least three people (describe each instance
separately) including:
☐ 1.1. physical support
☐ 1.2. social support
☐ 1.3. emotional support
☐ 1.4. cultural and/or spiritual support
☐ 1.5. promoting collaborative practice
☐ 2. Describe how you have provided information, resources and support to clients to promote social wellbeing.
☐ 2.1. Social wellbeing includes:
− education
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 30
CLIENT PERMISSION FORM
I, _________________________________________________________________________________ ,
<client name> agree to participate in this observation task with
___________________________________________________________________________________
<student’s name>.
I understand that I can withdraw my involvement in this task at any time.
I understand that the student’s assessor will be present while the task is being completed.
I understand that the student is required to do the following during the task:
▪ [student to insert the tasks that they will be undertaking with the family]
I request that a staff member or family member is present while the student completes this task.
I do not require a staff member or family member to be present while the student completes this task.
Name: _____________________________________________________________________________
Signature: __________________________________________________________________________
Date: _______________________________
* In situations where the client may be unable to sign this document (due to age or issues with capacity), permission may
be granted by the client’s carer or other representative where the client is unable to sign this document.
CHCMHS011 STUDENT ASSESSMENT BOOKLET (ID 155220) © 2018 EDUWORKS RESOURCES PAGE 33
SUPERVISOR REPORT
Student’s name:
Supervisor name:
Workplace name:
Contact number/s and/or email address:
Dates during which you have worked in a supervisory capacity to the student:
Do you understand the expectations and requirements of your role based on the above information? YES NO
Area/skills to be confirmed
Yes
(✓)
No
(✓)
Not able to
confirm (✓)
Provide examples or comments on the student’s skills and performance in each area
Has the student provided wellbeing support with a recovery-oriented
focus to at least three people? Including:
- physical support
- social support
- emotional support
- cultural and/or spiritual support
Has the student provided information and resources to clients that
explains and supports social wellbeing?
Social wellbeing information might include:
− education
− employment
− community
− volunteering
− hobbies
− personal interests
MARKING GUIDE CHCMHS011 AS SESS A ND
P ROM OTE S OCIA L , E MOTI ONA L A ND
P HYS I CA L W ELLBE ING
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES PAGE 4
Assessment information
About this marking guide
This document is to be used as a guide to marking the assessment tasks required for this unit. It outlines the
instructions provided to the student for each task and accompanying sample/benchmark answers and any
relevant instructions for the assessor.
Assessment tasks
The assessment conditions for this unit specify that the student must be able to demonstrate their skills and
knowledge in the context of a job role within a work environment or simulated work environment.
While the Assessment conditions for this unit do refer to a simulated environment as being appropriate for
assessment for this unit, it is unfeasible to establish a simulation which reflects real working conditions and
which models industry operating conditions and contingencies. As well as being unfeasible, it would be
inappropriate to carry out simulations and role plays involving the portrayal of people with mental illness in need
of trauma informed care. This assessment should therefore be conducted in the workplace – either in the
student’s own role or in a suitable work placement.
Assessment Tasks
This unit is assessed in the following ways:
Assessment Task Assessment method Overview
Assessment Task 1:
Reflective journal Journal Students are required to complete a reflective journal to
demonstrate their ability to work collaboratively with
people to assess, promote and review all aspects of their
wellbeing.
Assessment Task 2:
Supervisor report Supervisor report Students must provide a copy of the supervisor report that
confirms their ability to demonstrate specific skills and
knowledge required of this unit.
Assessment Task 3:
Direct observation Observation Students will be observed in the workplace environment
undertaking a range of day-to-day activities that relate to
assessing, supporting and promoting social, emotional
and physical wellbeing.
Assessment Task 4:
Written questions
Questions and
Answers
Students must correctly answer all questions in this task
to show that they understand the knowledge required of
this unit/topic.
Assessment documents
We have developed a range of comprehensive assessment documents for assessment of this unit.
Assessors will need the following documents:
▪ Assessment Record Tool – to be used by the assessor to record the decision-making process. Details
about workplace-based tasks (if applicable) are also included in this document.
▪ This Marking Guide, which includes:
− a guide to assessors on the process of assessment
− benchmark responses to assessment tasks
− mapping of assessment tasks to unit of competency requirements (see the end of this booklet).
▪ Students will need to receive the Student Assessment Booklet for this unit.
Assessors must provide students with the due date for each assessment task for this unit – students should be
instructed to write the dates in their Student Assessment Booklet.
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES PAGE 5
Assessment Attempts and Resubmissions
Students have up to three attempts to complete assessment tasks satisfactorily. If after the third attempt, the
student has not completed the task satisfactorily, the assessor must make alternative arrangements for
assessment. Depending on the task, this may include:
▪ resubmitting incorrect answers to questions (such as written tasks and case studies)
▪ resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task
▪ redoing a role play after being provided with appropriate feedback about their original performance
▪ being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.
Students should be provided with an appropriate time frame in which to resubmit their work, for example
students may:
▪ be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
▪ be provided with feedback on the day about their performance in a role play and then redo the task during
the next task
▪ need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up
observation may be required – you should discuss arrangements with the student’s supervisor to agree on a suitable time and date for reassessment.
Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further
information.
Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students
must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one
or more of tasks are assessed as Not Satisfactory, students will be given an overall outcome for the unit of Not
Yet Competent (NYC).
Students can be given two further attempts to complete the task and achieve a Satisfactory outcome. Students
need to be given a timeframe for resubmission and advised what they must include in the resubmission.
Assessors are required to use the Assessment Record Tool to record the assessment decision for each task.
The Record of Assessment Outcomes on the final page of the Assessment Record Tool should be completed
by the assessor.
Assessment appeals
All students have the right to appeal an assessment decision. To make an appeal about an assessment
decision, students must follow the process outlined in their RTO’s student handbook.
Task cover sheet
Students must submit a complete and accurate cover sheet with every assessment task unless the task is an
observation only. Cover sheets are provided in the student assessment booklet but, where the organisation
provides its own coversheets, those should be used in preference.
Training and assessment strategy
Each RTO will have a training and assessment strategy (TAS) that outlines the assessment methods and tasks
to be used in the delivery of each course.
All assessors should be provided with a copy of the relevant TAS for the courses they deliver.
Assessors must ensure they work within the parameters and guidelines of the strategy and communicate any
areas that may need improvement or updating as they are identified.
Plagiarism, cheating and collusion
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, they should report this along with their reasons for the allegation. Assessors should
refer to their RTO’s policy and procedures regarding training and assessment for further information.
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES PAGE 10
Assessment Task 1: Reflective journal
TASK SUMMARY
You are required to complete the reflective journal provided below to demonstrate your ability to work
collaboratively with people to assess, promote and review all aspects of their wellbeing.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:
▪ Reflective journal (see Appendix A; an electronic copy is also provided if you wish to type your responses)
▪ Suitable work or work placement in a trauma informed care environment
WHEN AND WHERE IS THIS TASK TO BE COMPLETED?
▪ You should complete your journal throughout your work placement.
▪ Your assessor will give you a due date for submission of your reflective journal.
WHAT HAPPENS IF I GET SOMETHING WRONG?
If your assessor sees that you have not completed your journal entries in sufficient detail, or you supervisor has
not initialled some entries, they will talk to you about resubmission. You will only have to re-do the entries in
your journal that are identified as having issues; however, you will need to resubmit the entire assessment.
Your assessor will discuss an appropriate timeframe for resubmission with you when you are provided with the
outcome for this task.
STUDENT GUIDANCE:
You are required to fill out the reflective journal provided.
A reflective journal has two aims:
▪ It provides you with a structured way of recording the activities that you undertake during a work placement
which demonstrate that you are able to apply what you have learnt in class.
▪ It also provides you with an opportunity to reflect on your own performance during your work placement
and to look for areas for improvement.
Guidance on how to complete your journal is provided below.
What should I include?
Sometimes it’s difficult to know what to include in a reflective journal. How much is too much? While it is
tempting to record every minute of every day, that’s not necessary. Your assessor only needs to see what is relevant to this unit. You will find a checklist attached to the reflective journal. Use this list to ensure that you
have satisfied the full requirements of the unit of competency.
If you are unsure about any of items on the checklist, speak to your assessor.
How should I complete the journal?
Record enough information about the activity to demonstrate that you can apply the skills and knowledge learnt
in class. You should also cross reference each activity to the checklist at the front of the journal and reflect on
what went well on what you would do differently next time.
It’s up to you whether you complete your journal in hard copy or on computer. A template has been provided in
Appendix A or see your assessor for an electronic copy. Most important though, is to keep your journal up to
date and to ask a supervisor to sign-off as you go.
An example of a completed journal entry is provided below.
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES PAGE 12
ASSESSMENT TASK 1: INSTRUCTIONS TO THE ASSESSOR
Provide students with the date of submission of the reflective journal.
The student should provide evidence in their journal that they have demonstrated the following as part of
their work in providing trauma informed care:
a) Did the student describe how they have delivered wellbeing support reflecting recovery-oriented
practice with at least three people (describing each instance separately) including:
▪ physical support
▪ social support
▪ emotional support
▪ cultural and/or spiritual support
▪ promoting collaborative practice.
b) Did the student provide information, resources and support to clients to promote social wellbeing?
Social wellbeing includes:
▪ education
▪ employment
▪ community
▪ volunteering
▪ hobbies
▪ personal interests.
Resources include:
▪ available services
▪ available programs.
Supports include:
▪ identifying and mapping a client’s social network, including:
− their care network
− their community participation
− their support network
▪ assessing the level of social inclusion, exclusion or isolation
▪ developing strategies to promote community participation and connection
▪ determining the client’s current level of involvement in socially-based activity
▪ determining the client’s desire to increase participation in socially-based activity
▪ supporting and regularly reviewing social inclusion strategies.
c) Did the student provide information, resources and support to clients to promote emotional wellbeing?
Emotional wellbeing includes:
▪ ability to self-care
▪ quality of support systems
▪ healthy relationships.
Resources include:
▪ available services
▪ available programs.
Supports include:
▪ identifying emotional strengths, challenges and triggers
▪ identifying activities or people that promote emotional strength and wellbeing
▪ developing strengths and contingencies to address emotional challenges
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES PAGE 16
Assessment Task 2: Supervisor Report
TASK SUMMARY
Your workplace supervisor is to complete a report that confirms your ability to demonstrate the specific
skills and knowledge required of this unit.
As someone who observes the way that you interact with clients on a day-to-day basis and who
understands the needs of your clients, your supervisor is well placed to comment on your workplace
performance.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:
▪ Supervisor Report (refer to Appendix C, also provided as a Word document to be completed
electronically by the supervisor if preferred)
WHEN AND WHERE WILL THIS TASK BE COMPLETED?
Your supervisor will fill out the report based on your work performance so far.
STUDENT INSTRUCTIONS FOR TASK 2:
Give your workplace supervisor a copy of the attached Supervisor Report. They will fill it out based on their
observations of your work performance. They may like to do this using the Word file or they may fill it out
on hard copy.
Have a look at the items on the Supervisor Report – do you think you have shown that you can do all of
these things to workplace standards?
WHAT MUST BE SUBMITTED FOR TASK 2:
The completed supervisor report.
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES
ASSESSMENT TASK 2: INSTRUCTIONS TO THE ASSESSOR
Provide students with the date of submission of the supervisor report. Remind the student to record the due
date in their student record booklet.
This task will provide you with confirmation from the student’s workplace supervisor that they are able to competently perform the activities indicated in the supervisor report.
The supervisor report can be provided in hard copy (see Appendix C) or it can be filled out using the electronic
file provided (SD Supervisor Report). It is the student’s responsibility to give their supervisor a copy of the report. You should request, where completed electronically, for the supervisor to send the electronic file via
email to the student and also yourself to ensure authenticity of the statements within (you may also prefer for
the supervisor to submit a pdf copy of the report instead of the native Word file).
Where the student’s supervisor has indicated that they did not see the student perform a specific activity, you will need to determine whether any of the evidence gathered towards this requirement has demonstrated the
student’s competency.
Where the student’s supervisor has indicated that they do not believe the student performed an activity competently or to workplace standards, and did not provide any comments, you may need to contact the
supervisor to determine why they made this judgment.
Record the outcome of this assessment in the Assessment Record Tool.
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES
Assessment Task 3: Direct observation
TASK SUMMARY
This task requires that you are observed in the workplace. You will be observed in the workplace environment
undertaking a range of day-to-day activities that relate to assessing, supporting and promoting social, emotional
and physical wellbeing.
The purpose of a workplace observation is to confirm that you can apply your skills and knowledge to real-world
situations, dealing with real people and real workplace processes, following policies and procedures, and
handling multiple work activities.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:
Personnel
▪ Your workplace supervisor
▪ Your assessor
Resources
▪ Access to a computer, printer, Internet and email software (if required)
▪ Access to Microsoft Word (or a similar program)
▪ Access to a workplace environment
▪ Access to organisational policy and procedures
WHEN AND WHERE WILL THIS TASK TO BE COMPLETED?
Your assessor will provide you with a time and place for your assessment.
WHAT HAPPENS IF I GET SOMETHING WRONG?
If your assessor identifies that you did not correctly or adequately demonstrate the skills and knowledge
required of this task, you will be given feedback on areas for improvement.
Your assessor will provide you with guidance as to whether you need to:
▪ redo the observation at a suitable time after you have considered their feedback
▪ undertake further learning and redo the observation at a later date.
Your assessor will provide details about the date, time and location of reassessment.
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES
STUDENT INSTRUCTIONS FOR TASK 3:
Your assessor will visit your workplace and observe your work performance as you carry out a range of day-to-
day work activities related to assessing and promoting social, emotional and physical wellbeing.
During the observation, your assessor will be looking to see that you can:
▪ deliver wellbeing support to at least three people
▪ promote physical, social, emotional, cultural/spiritual and cognitive wellbeing
▪ work safely
▪ adhere to relevant legislation, codes of practice and organisational policy and procedures
▪ identify client strengths and weaknesses
▪ facilitate dignity of risk and duty of care
▪ respect human rights of clients
▪ obtain and document relevant consents
▪ ensure non-judgemental practice
▪ review a person’s wellbeing.
SUBMISSION REQUIREMENTS FOR TASK 3:
You are not required to submit anything for this task.
INSTRUCTIONS FOR THE ASSESSOR
Purpose of the task
The purpose of a workplace observation is to confirm that a student can apply their skills and knowledge to
real-world situations, dealing with real people and real workplace processes, following policies and
procedures, and handling multiple work activities.
You are to visit the student’s workplace and observe their work performance as they carry out a range of day-
to-day work activities related to assessing and promoting social, emotional and physical wellbeing.
Guidance to the assessor
This task should be contextualised to suit the needs of each student – it may be that sufficient evidence has
been provided for some of these elements by Assessment Tasks 1 and 2, in which case this workplace
observation can be used to fill any gaps.
Provide students with the date for this observation.
An observation checklist has been provided in the Assessment Record Tool.
Record the outcome of this assessment in the Assessment Record Tool.
Reassessment arrangements
If you identify that the student did not correctly or adequately demonstrate the skills and knowledge required
of this task, you will need to give the student feedback on areas for improvement. You should provide the
student guidance as to whether they need to:
▪ redo the observation at a suitable time after they have considered the feedback
▪ undertake further learning and redo the observation at a later date.
Provide the student with details about the date, time and location of reassessment.
CHCMHS011 MARKING GUIDE (ID 155073)
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Assessment Task 4: Written questions
TASK SUMMARY
You must answer all questions below correctly.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:
▪ Access to textbooks and other learning materials
▪ Access to a computer, printer, Internet and email software (if required)
▪ Access to Microsoft Word (or a similar program)
WHEN AND WHERE IS THIS TASK TO BE COMPLETED?
▪ This task may be done in your own time as homework or you may be given time to do this task in class
(where applicable).
▪ Your assessor will provide you with the due date for this assessment. Note the due date in your Student
Assessment Booklet.
WHAT HAPPENS IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will make arrangements with you about
resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may
need to provide new written responses to the questions that were answered incorrectly. Your assessor will give
you a due date by which this must be provided.
STUDENT INSTRUCTIONS FOR TASK 4:
▪ This is an open book test – you can use your learning materials as reference.
▪ You must answer all questions in this task correctly.
▪ You must answer the questions by typing your answers in Microsoft Word or a similar program – your
assessor will advise as to whether you must email them your completed assessment, submit the file on a
USB drive or hand in a hard copy.
▪ If there are tables included in your task that you need to fill out, you may choose to recreate them in a word
processing application. If you have been provided with an electronic version of this booklet, you may prefer
to type your answers directly into the document.
WRITTEN ANSWER QUESTION GUIDANCE
The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many
answers you need to give – for example, ‘Describe three strategies…’. ▪ Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features
and express some form of critical judgment. Generally, you are expected to write a response of one or two
paragraphs in length.
▪ Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or
features. Generally, you are expected to write a response of two or three sentences in length.
CHCMHS011 MARKING GUIDE (ID 155073)
© 2018 EDUWORKS RESOURCES
ASSESSOR INSTRUCTIONS FOR TASK 4
Purpose of the task
This task requires students to answer a set of written questions to demonstrate that they understand the
knowledge required of this unit.
Reassessment arrangements
If students answer any questions in this task incorrectly, they will need to be given an appropriate time in which
to resubmit. Students should only redo questions that are incorrect; however, they will need to resubmit the
entire assessment. Provide the student with the date for resubmission.
Guidance to assessors about this task
Provide students with the date of submission for this task. Remind students to record the submission date in
their student assessment booklet. Students can be given the opportunity to answer questions verbally if
appropriate.
Record the outcome of this assessment in the Assessment Record Tool.
Marking guidance for each question has been provided.
QUESTION 1
Describe the impact of a lack of social and emotional wellbeing on mental health.
Social and emotional wellbeing contributes to a person’s ability to be able to cope with normal day-to-day
activities and stresses and to make a contribution at work, at home and in the community. A lack of social and
emotional wellbeing can have a negative impact on mental health both directly and indirectly – directly by
worsening or triggering some mental health conditions, indirectly by making it more difficult to seek treatment,
complete treatment regimes or seek support from support networks.
QUESTION 2
Discuss the impact of a mental health diagnosis and treatment on an individual’s wellbeing. Answers to this question will vary but should demonstrate an understanding of the imbalance of life expectancy
and physical health outcomes of people living with a mental illness versus the general population in Australia. A
person living with a persistent mental illness has a significantly shorter life expectancy, a significantly higher
rate of ill-health, is more likely to experience poverty and/or homelessness, is more likely to experience
discrimination and isolation and is more likely to be impacted by drug and alcohol addiction. There is an ever-
increasing emphasis on taking a holistic approach post-diagnosis with an emphasis on social, physical and
emotional wellbeing as well as treatment for the mental illness.
QUESTION 3
Describe each of the following models of practice, with an emphasis on how they could be used to improve a
person’s wellbeing.
a) Motivational interviewing
Motivational interviewing (MI) is a therapeutic tool used to promote a change in behaviour. MI respects the
autonomy of the client and the case manager’s role is to guide the client towards identifying and relying on
their own inherent strengths, motivations and resources to change. Rather than taking an authoritarian or
lecturing stance, the case manager might ask a series of questions to encourage the client to consider their
own motivations.
More information about motivational interviewing can be found here:
https://www.racgp.org.au/afp/2012/september/motivational-interviewing-techniques/
b) Solution focused approaches
In a solution-focussed approach, the case manager helps the client to work towards an ideal, imagined
future (in preference to working away from a negative future). As for MI, solution-focussed approaches
respect the autonomy of the client and their inherent strengths.
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Appendix A – Reflective journal
Reflective Journal
Student’s name:
Employer:
Position:
Summary of role:
Supervisor’s name:
Supervisor’s phone and email:
Reflective journal checklist
Have I done
this? Item number and area to discuss
☐ 1. Describe how you have delivered wellbeing support reflecting recovery-oriented practice with at least three people (describe each instance
separately) including:
☐ 1.1. physical support
☐ 1.2. social support
☐ 1.3. emotional support
☐ 1.4. cultural and/or spiritual support
☐ 1.5. promoting collaborative practice
☐ 2. Describe how you have provided information, resources and support to clients to promote social wellbeing.
☐ 2.1. Social wellbeing includes:
− education
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Appendix C – Supervisor report
INSTRUCTIONS TO THE SUPERVISOR
As part of the evidence of competency for this student, we are seeking reports from the student’s work placement supervisor. This forms part of the evidence for
CHCMHS011 Assess and promote social, emotional and physical wellbeing.
What is the purpose of this?
The purpose of this process is to gain confirmation from someone who has worked regularly with the student who can verify that the student performs their skills
satisfactorily to workplace requirements on a regular basis.
How will the information I provide be used?
The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student to make a final decision about
competency.
How and when do I fill in the report?
You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick in the ‘Yes’ column in the report, you are
confirming that you are comfortable with the student’s skills in the relevant area and that you have seen them work satisfactorily to workplace expectations and
standards.
Please also include comments and examples in the space provided wherever possible.
If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the ‘No’ column and provide reasons and comments about
why you have said ‘No’. If you are unsure or are not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not able to confirm’ column. If the student is still undertaking placement, you may still be able to watch their work in these areas and comment on the suitability of their skills.
What should I do if I am unsure of the expectations?
Please contact the student’s assessor if you are unsure of any of the requirements of filling in this supervisor report. The student will have their direct contact details.
Who should fill in this report if I am unable to do so?
If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and ask another qualified person from the workplace to
confirm skills in the other areas. They will also need to sign the report.
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Area/skills to be confirmed
Yes
(✓)
No
(✓)
Not able to
confirm (✓)
Provide examples or comments on the student’s skills and performance in each area
▪ arranging for medication reviews based on need
▪ proactively developing strategies to support and encourage clients
to improve physical health
▪ using established and credible information sources to promote
healthy living habits to clients.
Has the student provided information and resources to clients that
explains and supports cultural/spiritual wellbeing?
Cultural/spiritual wellbeing might include:
▪ involvement in cultural activities and networks
▪ ability to practice own culture
▪ good links within own culture.
Resources might include:
▪ available services
▪ available programs.
Support might include:
▪ working collaboratively to identify clients’ preferred cultural and/or
spiritual values, beliefs, traditions, activities and practices
▪ identifying cultural and spiritual needs and activities the client
wants to undertake or changes that they would like to make
▪ identifying other people or resources required to introduce these
changes
▪ supporting the person to implement cultural/spiritual strategies and
access resources
▪ identifying with the client and addressing any cultural
improvements to practice.
Has the student provided information and resources to clients that
explains and supports cognitive wellbeing?
Cognitive wellbeing might include:
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UNIT MAPPING – CHCMHS011 Assess and promote social, emotional and physical wellbeing
Application This unit describes the skills and knowledge required to work collaboratively with individuals to assess, promote and review all aspects of wellbeing.
This unit applies to work with people living with mental illness in a range of community services work contexts.
Licensing requirements NA
Prerequisites NA
Element Performance criteria
Assessment Tasks
AT1 AT2 AT3 AT4
1. Assess the persons
wellbeing
1.1 Provide information and resources to the person to explain social and emotional
wellbeing, holistic practice and the available services and programs 2, 3, 4, 6, 7, 8, 9 2, 3, 4, 6, 7, 8, 9 2, 3, 4, 6, 7, 8, 9
1.2 Explore the domains of wellbeing with the person, identifying strengths and
strategies that keeps the person strong
2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
1.3 Reflect on and respond to own values, beliefs, attitudes, power and behaviours
regarding wellbeing to ensure non-judgemental practice 15 15 15
1.4 Clarify and respect the person’s choices, parameters and boundaries relating to topics to be discussed
16 16 16
1.5 Work with the person to identify other information to gather or people to contact to
add to the understanding of their social emotional wellbeing 16 16 16
1.6 Determine with the person other people, including the natural supports, the person
wants involved in their plans and support 16 16 16
1.7 Identify, negotiate, obtain and document any consents required 17 17 17
2. Promote physical wellbeing 2.1 Discuss with the person their health and physical wellbeing 18 18 18
2.2 Discuss with the person any health issues or potential risks to health including
fitness and nutrition and encourage them to seek professional advice as required 18 18 18
2.3 Identify when regular health checks were last undertaken and, according to the
person’s needs, facilitate referrals or appointments 18 18 18
2.4 Arrange for health assessments or medication reviews based on the person’s needs
18 18 18
2.5 Proactively support and encourage the person to identify areas where physical
health could be improved and develop strategies 18 18 18
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Element Performance criteria
Assessment Tasks
AT1 AT2 AT3 AT4
2.6 Promote healthy living habits using established and credible information sources 18 18 18
3. Promote social wellbeing 3.1 Identify and map the person’s social network, including their care network, their
community participation and others that are providing the person with support 19 19 19
3.2 Assess the level of social inclusion/exclusion or isolation 19 19 19
3.3 Develop strategies to promote community participation and connection to extend
depth or breadth of the person’s social network 19 19 19
3.4 Determine the person’s current level of involvement in socially-based activity and
their desire to increase participation in any of these areas 19 19 19
3.5 Support and regularly review social inclusion strategies 19 19 19
4. Promote emotional
wellbeing
4.1 Identify emotional strengths, challenges and triggers 20 20 20
4.2 Identify activities or people that promote emotional strength and wellbeing 20 20 20
4.3 Develop strategies and contingency plans to address emotional challenges and
promote resilience and emotional wellbeing 20 20 20
5. Promote cultural or spiritual
wellbeing
5.1 Work collaboratively to identify the person’s preferred cultural and/or spiritual values, beliefs, traditions, activities and practices
21 21 21
5.2 Identify cultural and spiritual needs and activities the person wants to undertake or
changes they would like to make 21 21 21
5.3 Identify other people or resources required to introduce these changes 21 21 21
5.4 Support the person to implement cultural/spiritual strategies and access resources 21 21 21
5.5 Identify with the person and address any cultural improvements to practice 21 21 21
6. Review the persons well
being
6.1 Recognise and celebrate progress and identify new directions and strategies as
chosen by the person 22 22 22
6.2 Respond flexibly and utilise contingency plans as required 24 24 24
6.3 Recognise the need for specialist expertise and seek according to the person’s needs
25 25 25
6.4 Evaluate effectiveness of work and service provision, gathering and acting on
feedback from all relevant parties particularly the person receiving service 23 23 23
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Element Performance criteria
Assessment Tasks
AT1 AT2 AT3 AT4
6.5 Reflect on own practice and use learning to identify strategies and plan for
improved practice 23 23 23
6.6 Engage in collaborative record keeping 23 23 23
Performance Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There
must be evidence that the candidate has:
▪ collaboratively delivered wellbeing support reflecting recovery oriented practice with at least 3 people: 1 1 1
− physical 1 1 1
− social 1 1 1
− emotional 1 1 1
− cultural/spiritual 1 1 1
Knowledge Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in
the context of the work role. This includes knowledge of:
▪ legal and ethical considerations (international, national, state/territory, local) for client wellbeing, and how these are
applied in organisations and individual practice: 7 7 7
− codes of practice 7 7 7
− discrimination 7 7 7
− dignity of risk 11 11 11
− duty of care 12 12 12
− human rights 13 13 13
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Knowledge Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
− informed consent 7, 17 7, 17 7, 17
− mandatory reporting 7 7 7
− practice standards 7 7 7
− privacy, confidentiality and disclosure 7 7 7
− policy frameworks 7 7 7
− records management 14 14 14
− rights and responsibilities of workers, employers and individuals accessing the service 14 14 14
− work role boundaries – responsibilities and limitations 14 14 14
− work health and safety 5 5 5
▪ principles and practices of holistic social emotional wellbeing, including: 2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
− social 2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
− emotional 2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
− physical 2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
− cognitive 2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
− cultural/spiritual 2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
2, 3, 4, 6, 7, 8, 9,
10
▪ impact of a lack of social and emotional wellbeing (SEWB) on mental health 1
▪ evidence based practice in relation to support for the individual domains 4
▪ iatrogenic effects of mental illness diagnosis and treatment on an individual’s wellbeing 2
▪ requirements for physical wellbeing, including: 4 4 4
− nutrition 4 4 4
− exercise 4 4 4
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Knowledge Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
− food security/insecurity 4 4 4
− self-care style opportunities and information 4 4 4
− oral health 4 4 4 4
− comprehensive health checks 4 4 4 5, 6
− access to health services, and natural supports and resources 4 4 4
− sexual health strategies including contraception, sexually transmitted infections (STIs) and strategies for sexual
expression
4 4 4
▪ aspects of social wellbeing and types of social activity of that contribute to wellbeing, including: 2 2 2
− education 2 2 2
− employment 2 2 2
− community 2 2 2
− volunteering 2 2 2
− hobbies 2 2 2
− personal interests 2 2 2
▪ aspects of emotional wellbeing, including: 3 3 3
− ability to self-care 3 3 3
− quality of support systems 3 3 3
− healthy relationships 3 3 3
▪ aspects of cultural/spiritual wellbeing, including: 6 6 6
− involvement in cultural activities and networks 6 6 6
− ability to practise own culture 6 6 6
− good links within own culture 6 6 6
▪ cognitive aspects that affect wellbeing, including: 8 8 8
− ability to practise coping strategies 8 8 8
− mindfulness 8 8 8
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Knowledge Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
− relaxation 8 8 8
▪ models of change, including stages of change model 4
▪ awareness of social exclusion/inclusion, disadvantage, systemic oppression and power dynamics 5,6
▪ approaches to practice, including: 3
− motivational interviewing 3
− solution focused approaches 3
− strength based approaches 3
− cognitive behavioural approaches 3
− narrative approaches 3
− acceptance and commitment therapy (ACT) 3
Assessment Conditions
Assessment Tasks
AT1 AT2 AT3 AT4
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions.
Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and
contingencies, as well as, using suitable facilities, equipment and resources.
✓ ✓ ✓
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors. RTO to ensure
ASSESSMENT RECORD TOOL CHCMHS011 AS SESS A ND P ROM OTE S O CIA L ,
E MOTI ONA L AND P HYS I C A L W ELLB EI NG
Student first name: _________________________________________________________________________
Student last name: _________________________________________________________________________
CHCMHS011 ASSESSMENT RECORD TOOL (ID 155211)
© 2018 EDUWORKS RESOURCES PAGE 4
Introduction
Assessment requirements
This record tool is to be used to record the assessment decisions for CHCMHS011 Assess and promote social,
emotional and physical wellbeing.
Assessment is based on a number of forms of evidence, as follows:
▪ Assessment Task 1: Reflective journal
▪ Assessment Task 2: Supervisor report
▪ Assessment Task 3: Direct observation
▪ Assessment Task 4: Written questions
Recording assessment outcomes
Use this Assessment Record Tool to record the outcomes of each assessment task related to this unit. Add any
further comments about the student’s performance to the Assessment Task Cover Sheet for the relevant task.
Marking Guide
Refer to the Marking Guide for benchmark responses to written tasks and projects.
Assessment Checklists
Use the checklists below to record the outcomes of each task.
Observation tasks and/or role plays (where applicable to this unit) will include guidance to expected
performance as well as instructions to the assessor about any further assessment requirements (where
required). The Marking Guide will also include expanded guidance to assessors.
Record each task’s outcome on the Record of Assessment Outcomes at the end of this document.
CHCMHS011 ASSESSMENT RECORD TOOL (ID 155211)
© 2018 EDUWORKS RESOURCES PAGE 6
Yes No
Resources include:
available services
available programs
Supports include:
discussing physical health and wellbeing and its relationship to mental health
discussing health issues or risks and encouraging the client to seek professional advice as required
discussing fitness and nutrition and encouraging the client to seek professional advice as required
identifying when regular health checks were last undertaken and, if required, facilitating referrals or appointments
arranging for health assessments based on need
arranging for medication reviews based on need
proactively developing strategies to support and encourage clients to improve physical health
using established and credible information sources to promote healthy living habits to clients
Did the student provide information, resources and support to clients to promote cultural/spiritual wellbeing?
Spiritual wellbeing includes
involvement in cultural activities and networks
ability to practice own culture
good links within own culture
Resources include:
available services
available programs
Supports include:
working collaboratively to identify clients’ preferred cultural and/or spiritual values, beliefs, traditions, activities and practices
identifying cultural and spiritual needs and activities the client wants to undertake or changes that they would like to
make
identifying other people or resources required to introduce these changes
supporting the person to implement cultural/spiritual strategies and access resources
identifying with the client and addressing any cultural improvements to practice
Did the student provide information and resources to clients to explain cognitive wellbeing? Including:
ability to practice coping strategies
mindfulness
relaxation
Did the student work safely? Including:
communicating with clients about safety
managing risks
following organisational policy and procedures in relation to safety
planning for safety
planning for emergencies/crises
duty of care
Did the student apply strategies to ensure that they adhered to relevant legislation, codes of practice and
organisational policy and procedures related to wellbeing, or communicate with clients about legislation
related to wellbeing? Including:
privacy and confidentiality
dignity of risk
duty of care
human rights
informed consent
mandatory reporting
disclosure
anti-discrimination
Did the student work with clients to identify strengths and strategies within the domains of wellbeing with
the aim of keeping them strong?
Did the student describe how they have facilitated a client’s dignity of risk?
Did the student meet their duty of care obligations without compromising a client’s dignity of risk?
Did the student ensure that they have respected the human rights of their clients?
CHCMHS011 ASSESSMENT RECORD TOOL (ID 155211)
© 2018 EDUWORKS RESOURCES PAGE 14
ASSESSMENT TASK 4: WRITTEN QUESTIONS
Yes No
Did the student answer all questions correctly? (Please note which questions were answered incorrectly, if
applicable.)
If ‘no’ to the above, did you identify gaps in the student’s understanding and knowledge?
If ‘yes’ to the above, have arrangements have been made for reassessment?
Please note any reasonable adjustments for this task below.
I have reviewed the mapping to this task.
I have analysed the evidence gathered against the requirements of this task and am satisfied that the student has
satisfactorily demonstrated the knowledge required of this unit.
Where any items above are marked ‘No’, please provide comments and outline the gaps below. Ensure feedback is
provided to the student on their Assessment Task Cover Sheet. Note actions that will be taken to correct the gaps.
Assessment Task 4 outcome: Satisfactory Not Satisfactory
Date: __________________________________
Student name: ____________________________________________________________________________
Assessor name: ___________________________________________________________________________
Assessor signature: ________________________________________________________________________
CHCMHS011 ASSESSMENT RECORD TOOL (ID 155211)
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Record of Assessment Outcomes: CHCMHS011
This section records the outcome of each task/assessment requirement so that the final assessment outcome
can be determined for CHCMHS011 Assess and promote social, emotional and physical wellbeing.
The table below shows all the assessment requirements for this unit. Once the student has satisfactorily
completed all requirements related to the unit, they can be given a Final Assessment Result of ‘Competent’. Final Assessment Results should only be recorded once all tasks have been attempted.
Assessment Tasks
Task Outcome
Satisfactory (S)
Not satisfactory
(NS) Date
Assessor
initials
Assessment Task 1: Reflective journal
Assessment Task 2: Supervisor report
Assessment Task 3: Direct observation
Assessment Task 4: Written questions
Final Assessment Results Result (C/NYC) Date
CHCMHS011 Assess and promote social, emotional and
physical wellbeing
Student name:
Assessor name:
Assessor signature: Date: / /
CHCMHS011 SD REFLECTIVE JOURNAL (ID 155237)
© 2018 EDUWORKS RESOURCES PAGE 1
Reflective Journal
Student’s name:
Employer:
Position:
Summary of role:
Supervisor’s name:
Supervisor’s phone and email:
Reflective journal checklist
Have I done
this? Item number and area to discuss
☐ 1. Describe how you have delivered wellbeing support reflecting recovery-oriented practice with at least three people (describe each instance
separately) including:
☐ 1.1. physical support
☐ 1.2. social support
☐ 1.3. emotional support
☐ 1.4. cultural and/or spiritual support
☐ 1.5. promoting collaborative practice
☐ 2. Describe how you have provided information, resources and support to clients to promote social wellbeing.
☐ 2.1. Social wellbeing includes:
− education
− employment
− community
− volunteering
CHCMHS011 SD REFLECTIVE JOURNAL (ID 155237)
© 2018 EDUWORKS RESOURCES PAGE 4
5.2. Resources include:
− available services
− available programs
5.3. Supports include:
− working collaboratively to identify clients’ preferred cultural and/or spiritual values, beliefs, traditions activities and practices
− identifying cultural and spiritual needs and activities the client wants to undertake or changes that they would like to make
− identifying other people or resources required to introduce these changes
− supporting the person to implement cultural/spiritual strategies and access resources
− identifying with the client and addressing any cultural improvements to practice
☐ 6. Describe how you have provided information and resources to clients to explain cognitive wellbeing including:
6.1. ability to practise coping strategies
6.2. mindfulness
6.3. relaxation
☐ 7. Describe how you work safely including:
☐ 7.1. communicating with clients about safety
☐ 7.2. managing risks
☐ 7.3. following organisational policy and procedures in relation to safety
☐ 7.4. planning for safety
☐ 7.5. planning for emergencies/crises
☐ 7.6. duty of care
☐ 8. Describe how you have applied strategies to ensure that you adhere to relevant legislation, codes of practice and organisational policy and
procedures related to wellbeing or communicate with clients about legislation related to wellbeing including:
☐ 8.1. privacy and confidentiality
☐ 8.2. dignity of risk
☐ 8.3. duty of care
CHCMHS011 SD REFLECTIVE JOURNAL (ID 155237)
© 2018 EDUWORKS RESOURCES
Reflective journal template
Date Activity
(Describe what you did and explain how you applied your skills and knowledge)
Item
#
Reflection
(What went well? What would you do differently next time?)
Supervisor
initials
Note: Remember to de-identify all entries in your journal to protect the privacy of the clients you work with and their families.
CHCMHS011 SD SUPERVISOR REPORT (ID 155236)
© 2018 EDUWORKS RESOURCES PAGE 1
SUPERVISOR REPORT
INSTRUCTIONS TO THE SUPERVISOR
As part of the evidence of competency for this student, we are seeking reports from the student’s work placement supervisor. This forms part of the evidence for
CHCMHS011 Assess and promote social, emotional and physical wellbeing.
What is the purpose of this?
The purpose of this process is to gain confirmation from someone who has worked regularly with the student who can verify that the student performs their skills
satisfactorily to workplace requirements on a regular basis.
How will the information I provide be used?
The assessor will use the information you provide in this report, combined with other assessment evidence provided by the student to make a final decision about
competency.
How and when do I fill in the report?
You do not need to observe the student over a particular period of time or completing certain tasks. If you place a tick in the ‘Yes’ column in the report, you are
confirming that you are comfortable with the student’s skills in the relevant area and that you have seen them work satisfactorily to workplace expectations and
standards.
Please also include comments and examples in the space provided wherever possible.
If you do not believe that the student demonstrates appropriate skills in the area listed, please place a tick in the ‘No’ column and provide reasons and comments about why you have said ‘No’. If you are unsure or are not able to comment on the student’s skills in a particular area, please place a tick in the ‘Not able to confirm’ column. If the student is still undertaking placement, you may still be able to watch their work in these areas and comment on the suitability of their skills.
What should I do if I am unsure of the expectations?
Please contact the student’s assessor if you are unsure of any of the requirements of filling in this supervisor report. The student will have their direct contact details.
Who should fill in this report if I am unable to do so?
If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you can and ask another qualified person from the workplace to
confirm skills in the other areas. They will also need to sign the report.
CHCMHS011 SD SUPERVISOR REPORT (ID 155236)
© 2018 EDUWORKS RESOURCES PAGE 5
Area/skills to be confirmed
Yes
(✓)
No
(✓)
Not able to
confirm (✓)
Provide examples or comments on the student’s skills and performance in each area
− arranging for medication reviews based on need
− proactively developing strategies to support and encourage
clients to improve physical health
− using established and credible information sources to promote
healthy living habits to clients
Has the student provided information and resources to clients that
explains and supports cultural/spiritual wellbeing?
Cultural/spiritual wellbeing might include:
− involvement in cultural activities and networks
− ability to practice own culture
− good links within own culture
Resources might include:
− available services
− available programs
Support might include:
− working collaboratively to identify clients’ preferred cultural and/or spiritual values, beliefs, traditions, activities and
practices
− identifying cultural and spiritual needs and activities the client
wants to undertake or changes that they would like to make
− identifying other people or resources required to introduce
these changes
− supporting the person to implement cultural/spiritual strategies
and access resources
− identifying with the client and addressing any cultural
improvements to practice
CHCMHS011 SD SUPERVISOR REPORT (ID 155236)
© 2018 EDUWORKS RESOURCES PAGE 8
Area/skills to be confirmed
Yes
(✓)
No
(✓)
Not able to
confirm (✓)
Provide examples or comments on the student’s skills and performance in each area
Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above.
Supervisor’s signature:
Supervisor’s name:
Date: