Course Title: Assess and promote social, emotional and physical wellbeing
Part B: Course Detail
Teaching Period: Term1 2024
Course Code: PUBH9443C
Course Title: Assess and promote social, emotional and physical wellbeing
School: 535T Social Care and Health
Campus: City Campus
Program: C4425 - Certificate IV in Mental Health Peer Work
Course Contact: Jennifer Furby
Course Contact Phone: +61 3 9925 8310
Course Contact Email: jennifer.furby@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 80
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
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.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCMHS011 Assess and promote social, emotional and physical wellbeing |
Element: |
1. Assess the persons wellbeing |
Performance Criteria: |
1.1 Provide information and resources to the person to explain social and emotional wellbeing, holistic practice and the available services and programs 1.2 Explore the domains of wellbeing with the person, identifying strengths and strategies that keeps the person strong 1.3 Reflect on and respond to own values, beliefs, attitudes, power and behaviours regarding wellbeing to ensure non-judgemental practice 1.4 Clarify and respect the person’s choices, parameters and boundaries relating to topics to be discussed 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 1.6 Determine with the person other people, including the natural supports, the person wants involved in their plans and support 1.7 Identify, negotiate, obtain and document any consents required |
Element: |
2. Promote physical wellbeing |
Performance Criteria: |
2.1 Discuss with the person their health and physical wellbeing 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 2.3 Identify when regular health checks were last undertaken and, according to the person’s needs, facilitate referrals or appointments 2.4 Arrange for health assessments or medication reviews based on the person’s needs 2.5 Proactively support and encourage the person to identify areas where physical health could be improved and develop strategies 2.6 Promote healthy living habits using established and credible information sources |
Element: |
3. Promote social wellbeing |
Performance Criteria: |
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 3.2 Assess the level of social inclusion/exclusion or isolation 3.3 Develop strategies to promote community participation and connection to extend depth or breadth of the person’s social network 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 3.5 Support and regularly review social inclusion strategies |
Element: |
4. Promote emotional wellbeing |
Performance Criteria: |
4.1 Identify emotional strengths, challenges and triggers 4.2 Identify activities or people that promote emotional strength and wellbeing 4.3 Develop strategies and contingency plans to address emotional challenges and promote resilience and emotional wellbeing |
Element: |
5. Promote cultural or spiritual wellbeing |
Performance Criteria: |
5.1 Work collaboratively to identify the person’s preferred cultural and/or spiritual values, beliefs, traditions, activities and practices 5.2 Identify cultural and spiritual needs and activities the person wants to undertake or changes they would like to make 5.3 Identify other people or resources required to introduce these changes 5.4 Support the person to implement cultural/spiritual strategies and access resources 5.5 Identify with the person and address any cultural improvements to practice |
Element: |
6. Review the persons well being |
Performance Criteria: |
6.1 Recognise and celebrate progress and identify new directions and strategies as chosen by the person 6.2 Respond flexibly and utilise contingency plans as required 6.3 Recognise the need for specialist expertise and seek according to the person’s needs 6.4 Evaluate effectiveness of work and service provision, gathering and acting on feedback from all relevant parties particularly the person receiving service 6.5 Reflect on own practice and use learning to identify strategies and plan for improved practice 6.6 Engage in collaborative record keeping |
Learning Outcomes
This course is structured to provide students with the optimum learning experience in order to demonstrate the skills and knowledge required to effectively in the above elements.
Details of Learning Activities
Classes where information is shared through talks and group discussions, and exercises are conducted to apply learning. Time in class, will also be spent working on applied assessment tasks.
Teaching Schedule
Please refer to Canvas for a thorough overview of class schedules and assessment task due dates.
Learning Resources
Prescribed Texts
References
Other Resources
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
There are two individual assessment tasks consisting of short answer questions and role plays.
In order to achieve competency in this unit, you must be marked as satisfactory for each assessment task.
Students are allowed two submissions per assessment. Any further resubmissions is at the discretion of the teacher and coordinator.
Assessment tasks include:
Task 1: Knowledge assessment
Task 2: Role plays
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Oral or written questioning
• Oral presentations
• Assignments and projects
• Direct observation of work practice.
Full assessment briefs are provided in Canvas.
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills to a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
Regular attendance is necessary.
You should refer to the assessment brief which is available through Canvas for a full assessment criterion.
Results that apply to courses that are delivered and assessed in accordance with competency-based assessments are:
CA - Competency Achieved
NYC - Not Yet Competent
DNS - Did not submit for assessment
You will be given two (2) attempts for each assessment to demonstrate the required knowledge and skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.
The assessment matrix is in Canvas, at the end of each assessment task.
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Course Overview: Access Course Overview