E1142 Certificate IV in Mental Health | My Assignment Tutor

Student Name: NAMRATA SUTHAR Student ID: E0986691 Assessment number: 32550/02  Short Answer Questions E1142 Certificate IV in Mental Health Module 7: Recovery and self-advocacy This is assessment 2 of 2.  1. Background/Overview   Workers in the mental health sector need to have a range of skills at their disposal in order to help their clients to achieve positive outcomes in the recovery process.   In this module we have explored a range of tools and approaches to aid recovery. The assessments for this module will test your knowledge and understanding of motivational interviewing, strengths based, solution focused practices and acceptance-commitment therapies.   In addition, you will need to understand the concepts and practices of empowering clients using self-advocacy and the principles of social justice and human rights. As this module also covered the domains of well-being as best practice, we will be testing your knowledge and understanding in these areas too.   2. Brief   For this assessment, we will be exploring your knowledge and demonstrating your understanding of recovery and self-advocacy using a series of scenarios and related short answer questions.                                 Deliverables Please submit this assessment in Word doc format.   To do list: Write your name and student ID at the top of this page. Read the background/ overview, brief and rubric sections of this document.There are 10 questions, some with multiple parts. Read all questions and complete all parts. Collate your written answers into one Word document.Save the Word document using the naming convention: your student number_assessment number.doc. For example: “12345678_31135_01.doc.”Upload your document in Open Space using the relevant Assessment Upload link in this Module.     3. Questions Scenario 1 Meet Kathleen: Kathleen is a woman in her late-20s. She has come to see you at CareShore following a referral from the Acute Mental Health Team. Kathleen recently had an episode where she felt suicidal and attempted to kill herself by taking an overdose of sleeping pills. Kathleen lives with her parents who are now quite elderly. Kathleen is the youngest of 5 siblings and she has never moved out from her parent’s home. She was born 18 years after her youngest brother, 2 years after Kathleen’s only sister died in an accident which left the family heart-broken. Kathleen grew up like an ‘only child’ because all her siblings had already left home. Kathleen’s struggles with mental illness began when she was a teenager. Until then she was a ‘model child’, very well behaved and who loved nothing more than helping her mother clean and tidy the house. She was also talented at playing the piano which she has kept-up and describes as one of the few things in life that give her joy. Kathleen says that everything changed when she was 14. She tried pot (cannabis) at a party and immediately loved the feelings it gave her. As she remembers it, “it allowed me to relax for the first time ever”. Kathleen explains that she was always very anxious as a child and thinking back, she already had some of the behaviours that form part of her diagnosis of Obsessive Compulsive Disorder. In her case this results in compulsive cleaning. Kathleen partly blames her parents for her situation, especially her mother, as she always encouraged and praised Kathleen for excessive cleanliness, further ‘feeding into’ her anxiety.  For Kathleen, smoking cannabis was like ‘flicking a switch’, it allowed her to experience what it was like to be free from anxiety for the first time. Kathleen started smoking cannabis heavily soon after her very first experience and this has continued until the present day. Her performance at school dropped soon after she started smoking cannabis and she left school straight after completing her leaving certificate, much to the dismay of her parents. Kathleen’s plan was to start an apprenticeship as a hairdresser, and she was able to get employment at a local salon where she spent 2 years as an apprentice. Back then her life revolved around her work and smoking cannabis as soon as she got home. Kathleen never found it easy to make friends in school so she’s always been quite isolated. When Kathleen was 18, her father was diagnosed with cancer and this increased Kathleen’s anxiety to what she calls ‘unbearable levels’. She tried to manage her anxiety by smoking even more cannabis but this lead to her having an episode where she believed that she could ‘see cancer cells that would kill her and her parents if she stopped in her strict cleaning routines’. Kathleen was unable to leave the house at this time because she had to clean constantly. As a result, she lost her job as a hairdresser. It was around this time that Kathleen was admitted to hospital and diagnosed with ‘schizo-affective disorder, anxiety and depression’. Kathleen’s father eventually recovered from his cancer but Kathleen says that ever since then she has been in a ‘downward spiral’, spending most of her time inside her parents’ home, battling her anxiety and Obsessive Compulsive Disorder. Even though her admission to hospital was a ‘one-off thing’, Kathleen has been on anti-psychotic medications ever since it occurred. She says that the medications she takes make her feel very tired and often depressed. Kathleen wants to stop or change her medications but she says that her psychiatrist would definitely think this was a very bad idea.   Kathleen still smokes cannabis every day but is currently limiting her use to once each day. She says that she cannot imagine herself living without cannabis at this point in her life. Scenario 1 (continued) Kathleen’s parents blame her cannabis use for her mental illness. This upsets Kathleen as she feels that they ignore how anxious she was even as a child and that there are other factors which impact on her mental health and well-being. At the same time, Kathleen says that she understands her parents are very disappointed in her because, amongst other things, she is the only one of her siblings who is not successful in life. This makes her feel like ‘a failure’. Kathleen also tells you that her parents have told her Mental Health Case Manager about her cannabis use and recently this worker threatened to report her to the police if she continued to smoke cannabis because it is illegal. Kathleen would love to move out from her parent’s home and into a place of her own. She feels this would improve her mental health. Her parents, her psychiatrist and her Case Manager at the other support service are all strongly against this. They all say that it is not safe for Kathleen to leave home as she would not be able to manage her life independently. Kathleen says that she feels trapped and cannot see a positive outcome for her future. She has no job, no friends and her life is dominated by her Obsessive Compulsive Disorder and her medications. This makes her feel helpless and hopeless and it is these feelings that Kathleen gives as the reasons for her recent suicide attempt. The only positive thing Kathleen can name in her life right now is her involvement with an animal shelter where she helps look after rescued animals. Kathleen says she is willing to work with you and is very agreeable to everything you suggest. However, she also says that she does not believe that you will be able to help her as the mental health condition she has been diagnosed with is ‘incurable’. She believes that her life is and will always be controlled by her parents and the mental health services, especially her psychiatrist. Question 1 Part A Explain how do you think the current diagnosis and treatment of Kathleen’s mental illness is impacting on her overall wellbeing. (150-200 words)                     Part B Identify two (2) instances in which Kathleen’s rights are potentially being disregarded and/or her treatment is not in line with recovery-orientation.     1.   2. Part C What two (2) questions could you ask Kathleen in order to clarify issues where advocacy could be appropriate?   1.   2.   Part D What information could you give to Kathleen relating to self-advocacy? Name at least 2 pieces of information and one source where you might be able to find out more about Kathleen’s rights?   1.   2.   Source: Part E If you believe Kathleen’s rights are being infringed upon or not being met, explain why you think this is the case. If you believe her rights are not being infringed upon, explain why you think this is the case.                 Part FHow could you assist Kathleen to identify exactly how her rights are/are not being infringed upon? Describe at least 2 strategies.   1.     2.   Part G Write a brief file note, documenting advocacy options for Kathleen and name at least one policy you would have to consider when documenting your work (150-200 words).   Scenario 2 After seeing you at CareShore for some weeks, Kathleen stops coming to the service and does not answer any phone calls. You think about closing the case when to your surprise, a few weeks later Kathleen comes to an appointment. She seems upset but also determined and tells you that she has spoken to her psychiatrist about her medications, explaining to him that they make her feel nauseous and exhausted all the time. She says that she asked her psychiatrist to change her medications but was told that what she was taking was the best option for her. The psychiatrist also explained that her parents had confirmed that her behaviour had improved drastically since she started on the medications she takes. Kathleen says that she became very angry when the psychiatrist told her this and that she swore at him and his staff. Kathleen shows you one of the brochures on consumer rights you gave her some weeks ago. She says that she has read them all and now understands that she is entitled to have a say in her treatment. She feels that she has rights that are being ignored and she would like you to help her advocate for her rights and needs. Question 2 Part AName two (2) barriers you can see that Kathleen will need to deal with in her process of self-advocacy. Provide 2 strategies for overcoming each barrier.   Barrier 1Strategy 1   Strategy 2Barrier 2Strategy 1   Strategy 2     Part B How could you provide follow-up about the self-advocacy process and outcomes? (40 – 80 words)   Part C You offer to organise a meeting with her parents but Kathleen declines. How do you respond to this? (50 words maximum)   Scenario 3 Kathleen is ‘on board’ with the work you are undertaking together and she says that she feels much better since starting this process. She agrees to working on a self-advocacy plan together with you and decides that she also wants to see a peer worker to get extra support with her psychiatrist. After another meeting with her psychiatrist, this time with the peer worker was present, Kathleen decides that she wants to change to another psychiatrist, despite the strong opposition of her parents and her Mental Health Case Manager. Kathleen has also become involved in the Hearing Voices Network and is going to group meetings which she enjoys a lot. The facilitator there uses creative methods and Kathleen has started painting which seems to help soothe her anxiety. Question 3 Part A What do you see as the next steps for Kathleen in her process of advocating for her needs? (Name 2 potential next steps)   Step 1:     Step 2: Part B Choose one of the steps identified in Part A (above) and suggest a strategy of how you could support Kathleen in meeting her needs.   Part C Kathleen would like to see another psychiatrist that has been recommended to her. She asks you to come along to a first meeting. Do you think this is within best practice of self-advocacy? Why or Why Not? (50-100 words).   Part D Name at least 2 organisational policies and procedures relevant to the facilitation and promotion of self-advocacy.   Part E How might you mark the progress milestones that Kathleen has made since you started working with her?   Scenario 4 Kathleen has been able to negotiate to change her psychiatrist and is now seeing a practitioner of her choice. You have noticed positive changes in Kathleen, who now seems more engaged and motivated to work on her recovery. You both agree to put a wellness plan together to increase Kathleen’s sense of wellbeing. Kathleen has become very active in the Hearing Voices Support Group and has started volunteering with the organisation facilitating the group. She has also taken on the role of peer support where members can call her when they are struggling. Kathleen has identified that she would like to do more physical exercise since a member of her support group explained that this really helps with her anxiety. Kathleen is also wondering whether it would be helpful to further cut down on her cannabis use. Question 4 Part A Within the Stages of Change model, which stage do you think Kathleen is currently in?     Part B What questions could you ask Kathleen to further explore the status of her physical health?   Part C What referrals could you seek for Kathleen to further explore and improve her physical health? Name 2 potential referrals.   1.     2. Part D Apart from yourself, who in Kathleen’s life is providing her with support at this point in time? (name at least 3 people/services)   1.   2.   3. Part E Describe Kathleen’s current engagement with the community. Then, explain how you could support Kathleen in strengthening her engagement with the community, thereby promoting her emotional and social strength and wellbeing? (150 – 200 words)   Question 5 Think about Kathleen and her story so far. Then, identify the following: Part A Kathleen’s emotional strengths (two)   1.     2.     Part B Kathleen’s emotional challenges (two)   1.     2.     Part C Kathleen’s triggers (two)   1.     2.     Part D Identify two (2) techniques that could you use with Kathleen to explore a range of issues and find out more about her.   1.     2.     Question 6 In your own words, explain what the following terms mean when they are used in relation to clients/consumers:   NegotiationAdvocacyMediationFacilitationConciliation Question 7Identify two (2) strategies that you could use to help consumers identify their needs and their rights.     1.2.  Question 8 Consider your own values, beliefs and attitudes regarding consumer well-being and then explain the following: (100-150 words each) Part A How can power and practitioner behaviour impact on the well-being of a person?            Part B How could you improve your practice to ensure a non-judgemental approach?            Question 9 Explain how you could assess the level of social inclusion/exclusion or isolation that consumers might experience. (100 – 150 words)            Question 10 List three (3) reliable information resources that could help you to promote healthy living habits to your clients.   1.     2.     3.   4. Assessment Rubric Below is a rubric that determines whether your answers and knowledge is satisfactory or not yet satisfactory. To pass the assessment, you must complete ALL the requirements for the column that is titled ‘satisfactory’. It is advisable to read the rubric before attempting the assessments to help you attain the correct submission standard. Criteria    Satisfactory  Not yet satisfactory  Question 1:Read the scenario then:   Part A Explain how do you think the current diagnosis and treatment of Kathleen’s mental illness is impacting on her overall wellbeing.   Part B Identify 2 instances where Kathleen’s rights are potentially being disregarded and/or her treatment is not in line with recovery-orientation.   Part C What two (2) questions could you ask Kathleen in order to clarify issues where advocacy could be appropriate?   Part D What information could you give to Kathleen relating to self-advocacy? Name at least 2 pieces of information and one source where you might be able to find out more about Kathleen’s rights?   Part EIf you believe Kathleen’s rights are being infringed upon or not being met, explain why you think this is the case.   If you believe her rights are not being infringed upon, explain why you think this is the case. Part FHow could you assist Kathleen to identify exactly how her rights are/are not being infringed upon? Describe at least 2 strategies. Part G Write up a brief file note, documenting advocacy options for Kathleen and name at least one policy you would have to consider when documenting your work (150-200 words).  Part A Answers will vary but should show an understanding of the impact of the following elements: Kathleen’s overall experiences Kathleen’s experiences with medicationsKathleen’s self-beliefs Kathleen’s view on her future Kathleen’s feelings of being controlled by others   Part B Answers should include references to: Kathleen not being consulted with regarding her recovery optionsKathleen’s rights in relation to her medicationsMental health services working with Kathleen to achieve her desired goals (e.g. Dignity of Risk)   Part C Answers will vary and may include: What Kathleen wants from her recoveryHow Kathleen feels about her psychiatristKathleen’s awareness of her rightsKathleen feelings about her treatmentKathleen’s thoughts on a referral to a peer workerWhether Kathleen would consider a referral to a mental health advocacy service       Part D Answers should include references to giving Kathleen information about: Her rightsConsumer advocacy groupsWebsites that address issues of consumer advocacyClient support and advocacy groups   Sources will vary but could include: Best Practice Resources, the Declaration of Human Rights, the Mental Health Rights Manual, Australian Mental Health Policy, the websites of support and advocacy organisations.  Part E Answers will vary but regardless of which option the student chooses, it needs to be backed-up by information from the scenario.   Part F Answers will vary, but can include references to providing Kathleen with information about her rights, mental health advocacy services and connecting her with a peer worker.   Part G Answers will vary but should reflect recovery orientation and a clear understanding of consumer rights.Policies examples are Confidentiality Privacy, Duty of Care, Duty of Risk.    Part A The student’s answer shows a lack of understanding of the impact of key elements in Kathleen’s story.   Part B The student does not correctly identify 2 instances that show Kathleen’s rights are potentially being disregarded.  Part C The student does not supply two (2) questions that could be asked of Kathleen in order to clarify issues related to advocacy.   Part D The answers provided do not include references to giving Kathleen information about: Her rightsConsumer advocacy groupsWebsites that address issues of consumer advocacyClient support and advocacy groups   Or   No sources are provided. Part E The student provides the incorrect answer and/or does not provide back-up their point of view with evidence from the sceanrios/s.           Part F The answer provided does not include references to providing Kathleen with information about her rights, mental health advocacy services and connecting her with a peer worker.     Part G The answer provided did not reflect recovery orientation and/or a clear understanding of consumer rights and/or incorrect policies were identified.  Question 2:Read the scenario then:   Part A Name two (2) barriers you can see that Kathleen will need to deal with in her process of self-advocacy. Provide 2 strategies for overcoming each barrier.   Part BHow could you provide follow-up about the self-advocacy process and outcomes? (40 – 80 words)       Part CYou offer to organise a meeting with her parents but Kathleen declines. How do you respond to this? (50 words maximum)    Part AAnswers will vary but may include: The lack of recovery-orientation in day to day workKathleen’s inability to assertively communicate her need and/or emotions without getting very upsetKathleen’s parents are involved in her care making it more difficult for Kathleen to advocate for her needs   Strategies provided should include references to one or more of the following: assertive communication techniques and ways to deal with her emotionsself-advocacyPeer workers for supportIncluding Kathleen’s parents to increase their understanding of her needs   Part B Answers will vary, but should include references to: follow up appointments with Kathleen to reflect upon progress and outcomesreviewing self-advocacy strategies in with Kathleencalling a case meeting to reflect on outcomes   Part C Answers should reflect the student’s understanding of the importance of respecting a consumer’s choices, parameters and boundaries.    Part AThe answer provided did not correctly identify 2 barriers to self-advocacy   OrDid not provide 2 strategies for each barrier.   Part B The answer provided did not correctly identify ways to follow-up the self-advocacy process.           Part C The student’s answer does not demonstrate their understanding of the importance of a consumer’s choices, parameters and boundaries.Question 3:   Read the scenario then:   Part A What do you see as the next steps for Kathleen in her process of advocating for her needs? (Name 2 potential next steps)Part B Choose one of the steps identified in Part A and suggest a strategy of how you could support Kathleen in meeting her needs.Part C Kathleen would like to see another psychiatrist that has been recommended to her. She asks you to come along to a first meeting. Do you think this is within best practice of self-advocacy? Why or Why Not? (50-100 words).             Part D Name at least 2 organisational policies and procedures relevant to the facilitation and promotion of self-advocacy.   Part E How might you mark the progress milestones that Kathleen has made since you started working with her?      Part A Answers can include: Supporting Kathleen in finding another psychiatristWorking with Kathleen’s parents to raise awareness regarding Kathleen’s needsSupporting Kathleen’s self-advocacy with her Mental Health Case ManagerSupporting Kathleen’s desire to move out of her parent’s home   Part BAnswers can vary, but can include: Further information about rightsFurther assessments of needsExtending the self-advocacy strategyProvide additional advocacy support to Kathleen Referral to Supported Housing ProviderCalling a case meeting with the Mental Health Case ManagerRefer Kathleen’s parents to a support service for carers where they can get further information             Part C If the student states that this is appropriate, they must explain why workers using examples such as Access and Equity Duty of CareDignity of RiskConfidentialityWHS If the student states it is not appropriate, they must explain why not and provide reasons.   Part D Answers will vary   Part E Answers will vary but the progress milestones should be marked in a way that encourages further positive developments.    Part A The student does not correctly identify potential next steps for Kathleen in terms of the self-advocacy process.    Part B The student does not choose one of the steps identified in Part A and suggest a strategy of how they could support Kathleen in meeting her needs.   Part C The student does not correctly state why or why not this is within best practice of self-advocacy.   Part D The student did not correctly name at least 2 organisational policies and procedures relevant to the facilitation and promotion of self-advocacy.   Part E The student did not correctly identify a way they could mark the progress milestones that Kathleen has made since they started working with her.  Question 4: Read the scenario and then:   Part A Within the Stages of Change model, which stage do you think Kathleen is currently in?   Part B What questions could you ask Kathleen to further explore the status of her physical health?   Part C What referral could you seek for Kathleen to further explore and improve her physical health? Name 2 potential referrals.   Part D Apart from yourself, who in Kathleen’s life is providing her with support at this point in time? (name at least 3 people/services)             Part E Describe Kathleen’s current engagement with the community.   Then, explain how you could support Kathleen in strengthening her engagement with the community, thereby promoting her emotional and social strength and wellbeing? (150 – 200 words)    Part A Answers will vary but the student must identify the correct stage from the Stages of Change Model.   Part B Answers with vary, but should include references to health issues, most recent check-ups on health (general health, pap smear etc.), risks to health, general fitness and nutrition.Part C Referrals can include GP: general check-up and pap smearNutritionistNaturopath   Part D Answers will vary but can include: PsychiatristPeer WorkerHearing Voices Support GroupParentsMental Health Case Manager             Part E Answer should include references to the Hearing Voices Support Group       Strategies could include: Referring Kathleen to further support and community groupsEncouraging Kathleen to become engaged with activities of interest, such as art and musicExploring with Kathleen whether she would like to become involved in education and/or training    Part A The student did not identify the correct stage in the Stages of Changes Model.   Part B The student did not make references to health issues, most recent check-ups on health (general health, pap smear etc.), risks to health, general fitness and nutrition.Part C The students did not correctly identify two potential (2) referrals for Kathleen.   Part D The student did not correctly identify 3 people or groups currently providing Kathleen with support.                   Part E The student did not identify the Hearing Voices Support Group   And   Did not identify any strategies that would help strengthen Kathleen’s engagement with her community.  Question 5: Think about Kathleen and her story so far. Then, identify the following:   Part A Kathleen’s emotional strengths (two)Part B Kathleen’s emotional challenges (two)Part C Kathleen’s triggers (two)   Part D Identify two (2) techniques that could you use with Kathleen to explore a range of issues and find out more about her.    Parts A, B and C Answers will vary but must relate directly to information in the scenario.   Part D Answers will vary but could include asking Open Ended Questions, listening to Kathleen’s story, and using assessment tools to provide more information as long as the student shows an understanding of how these strategies are applied and work.    Parts A, B and C The answers provided did not relate directly to information in the scenario.   Part D The answers provided by the student did not include asking Open Ended Questions, listening to Kathleen’s story, and/or using assessment tools to provide more information.   Or   The student did not show an understanding of how these strategies are applied and work.  Question 6: In your own words, explain what the following terms mean when they are used in relation to clients/consumers: NegotiationAdvocacyMediationFacilitationConciliation    Answers will vary in each case but must show an understanding of the terms provided in relation to clients/consumers in the mental health sector and not the general population.  The student did not show an understanding of the terms provided in relation to clients/ consumers in the mental health sector and not the general population.  Question 7:   Identify 2 strategies that you could use to help consumers identify their needs and their rights.  Answers will vary, but as long as the student shows an understanding of how to conduct a holistic assessment, facilitate a group process, use strategic questioning, provide information about human rights/ consumer rights and/or identifying and utilising self-advocacy resources then they are correct.  The student did not show an understanding of how to conduct a holistic assessment, facilitate a group process, use strategic questioning, provide information about human rights/consumer rights and/or identify and use self-advocacy resources.Question 8: Consider your own values, beliefs and attitudes regarding consumer well-being and then explain the following:   Part A How do power and practitioner behaviour impact on the well-being of a person?Part B How could you improve your practice to ensure a non-judgemental approach?      Part A Answers will vary in each case but the student must show an understanding of power-distance relationships and practitioner behaviours regarding consumer’s wellbeing.   Part BAnswers will vary but the student must show an understanding of what a non-judgemental approach is and what it means to clients/consumers.    Part A The student did not show an understanding of power-distance relationships and practitioner behaviours in relation to consumers wellbeing.    Part BThe student did not show an understanding of what a non-judgemental approach is and what it means to clients/consumers. Question 9:   Explain how you could assess the level of social inclusion/ exclusion or isolation that consumers might experience.    Answers will vary, including identifying community involvement and asking the person to identify members of their care network.    The student did not explain how they could assess the level of social inclusion/exclusion or isolation that consumers might experience.Question 10:   List three (3) reliable information resources that could help you to promote healthy living habits to your clients.    Answers will vary, including: GPCredible websites, such as http://www.healthyfoodguide.com.au, etc.Information models such as the healthy living pyramidNGOs such as Australian Heart Foundation etc. One credible website can be counted as one potential resource.    The student did not provide three (3) reliable information resources that could help promote healthy living habits.Overall assessment expectations Word counts  As per tasks.  Plagiarism  All the student’s work is original and sourced where appropriate.Referencing  Appropriate referencing conventions are used.  5. Units of Competency This assessment meets the following units of competency: CHCMHS011 Assess and promote social, emotional and physical wellbeing CHCMHS008 Promote and facilitate self advocacy   All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalised. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark. © Open Colleges Pty Ltd, 2016. All rights reserved. No part of the material protected by this copyright may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

Leave a Reply

Your email address will not be published. Required fields are marked *