Certificate in Peer Support (Mental Health) (Level 4)

Transcription

1 Mind and Body Learning and Development Certificate in Peer Support (Mental Health) (Level 4) Further Information Postal Address: PO Box Epsom Auckland, 1344 Phone: (09) ext Website:

2 Contents Who are we?... 3 Why choose the Certificate in Peer Support for your staff? Qualification Aims Course Outcomes Course Competencies Course Requirements Course Modules Relationship with other New Zealand Qualifications Delivery and Learning Methods Workshops Independent Study Practicum Assessment Quality Management Our Quality Management System Course Development Learning Materials Moderation Regulations Criteria for Entry Selection Procedure Cross Credit, Credit Transfer and Recognition of Current Competence Compulsory Components Progress through the Course Reassessment and Appeals Grading System Assessment Requirements Fees Course Fees Payment of Fees Student Loans Withdrawal Glossary of Terms

3 Who are we? Mind and Body Learning and Development is a NZQA-registered Private Training Establishment that can meet a range of mental health training needs. Our trainers have significant experience of working in Peer Support and other mental health services, in addition to strong teaching backgrounds. Most of our trainers also have direct personal experience of recovery from mental distress. We have developed the Certificate in Peer Support based on our significant experience delivering Peer Support Services throughout the country, and training our own Peer Support Workers to excel in this unique role. Delivering mental health services since 1998, Mind and Body is one of the largest and longest running consumer-run organisations in New Zealand. In both our service delivery and our training, we draw upon a significant body of experience to help get our country s mental health services where they want to be. Our vision is of a world in which everyone can lead the life they choose, whatever their experience of mental distress. NB: In this booklet we use the terms mental distress and mental illness interchangeably. Why choose the Certificate in Peer Support for your staff? Many of our facilitators have worked as Peer Support Workers themselves, and understand the challenges of the role. In other words, we get it. Peer Support Workers now have a Level 4 NZQA-approved course developed specifically to meet the needs of their role. The challenges of working in Peer Support are unique. You are required to bring elements of deeply personal experience into a professional setting, and to make difficult decisions on a regular basis about how best to promote recovery. No existing NZQA qualification could adequately prepare Peer Support Workers for their work so Mind and Body developed the Certificate in Peer Support, based on five years of delivering the training. Our specifically tailored course ensures your employees are fully equipped to rise to the challenges of the role, and become great Peer Support Workers. The Certificate is a Level 4 qualification, and as such satisfies the new health sector recommendation that all workers have an appropriate qualification at least Level 4. We see the Peer Support Workforce as the future of New Zealand s mental health services. The uptake of this qualification will enhance the growing reputation of Peer Support as a key part of mainstream mental health services. Our Certificate is also the first NZQA-approved qualification based around the values embodied in Let s get real, the Ministry of Health s guiding document for workforce development. The course competencies include the seven Real Skills of Let s get real, as well as competencies specific to recovery-based peer support work. 3

4 1 Course Aims, Outcome and Structure 1.1 Qualification This is an 84 credit course of 840 hours duration, broken down into 100 classroom hours, 180 independent learning hours, 340 practicum related assessments hours and 220 actual on-the-job hours. The qualification it leads to is called the Certificate in Peer Support (Mental Health) (Level 4). 1.2 Aims The course aims to provide students with the knowledge, understanding, skills and attitudes to work effectively, safely and ethically as Peer Support Workers for people with experience of mental illness. The ideal students for this course are people who: have personal experience of mental illness and/or addiction, have made significant progress towards their own recovery and reflected on the experience, have a desire to assist others with personal experience of mental illness to achieve a fulfilling life, meet entry criteria (see 5.2 Selection Procedure). 1.3 Course Outcomes Clients, employers and funders can be assured that those graduating from our course have the knowledge, understanding, skills and attitudes to work effectively, safely and ethically as mental health Peer Support Workers. 1.4 Course Competencies Peer Support Workers who complete the course will: understand the philosophical and ethical foundation of recovery-based peer support develop cultural competence, and the ability to implement the Treaty in their work understand and be able to implement strategies for engaging with clients and their natural supports understand and be able to apply the concept of promoting autonomy in peer support work understand the role of advocacy in peer support understand the role of peer support and how it relates to clinical mental health services understand the change cycle and how to facilitate change be able to identify safe peer support practices and demonstrate safe and ethical practice including use of external supervision understand the necessity of establishing appropriate boundaries with clients develop skills to support and facilitate recovery develop effective communication skills understand relevant legislation and its application to peer support work develop the ability to reflect critically on their practice. 4

5 The course also covers all seven real skills from Let s get real, the Ministry of Health s framework for mental health and addictions workforce development, exploring their specific implications for Peer Support work: Working with service users Working with Maori Working with families/whanau Working within communities Challenging stigma and discrimination Law, policy and practice Professional and personal development 1.5 Course Requirements To be awarded the Certificate, participants will have to meet the following requirements: competence achieved in each of the modules; and 80% of scheduled classes and meetings attended. 1.6 Course Modules The course consists of the following modules. Each module has detailed learning outcomes and assessment criteria in line with course outcomes (see Appendix). Summaries of the modules listed below are included in Appendix: Modules Level Credits 1 Philosophy and Ethics Cultural Context Legislative Context Communication The Peer Support Tools Safety and Supervision 4 2 Practicum 4 56 Total 4 84 The following unit standards have been incorporated into the course. Unit standard 26983, level 4, 6 credits (in Practicum) Unit standard 26991, level 4, 5 credits (in Module 3) Because of the unique peer support focus and recovery based philosophy of the Certificate, the remainder of the course is made up of locally written modules. 5

6 1.7 Relationship with other New Zealand Qualifications Relationship with other New Zealand qualifications Mind and Body Learning and Development has consent to assess from the New Zealand Qualifications Authority under Section 252 of the Education Act 1989 within the scope of unit standards and Students who have achieved competence in unit standards 26983* and/or 26991* elsewhere will receive recognition for this prior learning towards the Certificate in Peer Support (Mental Health) (Level 4). Students who achieve competence in unit standards and/or with Mind and Body Learning and Development (MBLD) can have those standards credited towards other qualifications. * Unit Standards and form part of the National Certificate in Mental Health. In accordance with NZQA policies and procedures an External Evaluation Review was conducted in June, A summary of the review indicated that NZQA are confident in the educational performance of MBLD. A copy of the report is available on request or by visiting the NZQA website. 2 Delivery and Learning Methods The course consists of 840 hours of study as follows: 2.1 Workshops Type of study Total hours Workshops 100 Independent study 180 Practicum assessments 340 Practicum (on the job) 220 Total learning hours 840 The theoretical and philosophical aspects of the modules are delivered in workshops by qualified facilitators. The workshops are typically delivered in blocks of two days a fortnight over a twelve week period. This leaves time for students already working as Peer Support Workers to continue seeing clients. The block courses are routinely held in Auckland, and can be delivered elsewhere in New Zealand on request. 2.2 Independent Study The independent study component involves research and reading and completion of written assessments or role plays following workshops. (Most references will be supplied see 4.3 Learning Materials below.) 2.3 Practicum The practicum component occurs on the job, typically over a six month period. This is when students will start applying what they ve learned in a working context, supported by their host organization and an MBLD practicum facilitator. During this time they will be assessed for their competence as a peer support worker by completing a number of assessment tasks including observation sessions, a practicum work-book and a reflections journal. 6

7 During the practicum period, students are required to have a minimum of one supervision session per month with a supervisor approved by the organisation they are completing the practicum placement with. The cost of this supervision session will be negotiated between the student and the practicum host organisation. In order to complete the course, students must complete the practicum component. They can only complete the practicum component of the course with an MBLD approved host organisation. Please contact us for more information about this. Although they may offer support, MBLD are unable to take full responsibility for securing practicum placements for students. This MBLD practicum facilitator will: observe and monitor the student s performance and provide the student with feedback during practicum; connect regularly with the student s practicum host (usually his/her direct supervisor) to obtain feedback on the student s performance; review documentation provided by the student s practicum host, prepare a Practicum Facilitator Report, which provides students and their host organisations with a record of meeting the performance criteria for practicum and therefore a record of being competent to deliver safe, effective and ethical services Organisations wishing to host students while completing practicum will be required to complete an application and interview process. Please contact the Training Manager for more information on this process. 3 Assessment As part of their Independent Study, students complete assessments. These are an opportunity for facilitators to assess progress and provide constructive feedback. These assessments are how we ensure students have achieved competence in what we teach. The assessments occur throughout the course. Every student has the opportunity to resubmit any assessments which they do not achieve competence in. Students also receive regular, informal feedback from facilitators during the course. During the practicum, regular communication with a Practicum Facilitator provides opportunities for individual feedback regarding the student s progress and guidance regarding further areas for development. 4 Quality Management 4.1 Our Quality Management System 7

8 Mind and Body Learning and Development operates within a rigorous Quality Management System that meets the New Zealand Qualifications Authority s requirements. 4.2 Course Development The course development process involved formal input from the mental health and tertiary education sector via our Advisory Board, and an independent expert evaluation by Dr Bill Hagan, the Principal Lecturer in Education at the Manukau Institute of Technology. The course is based on the organisational experience of delivering Peer Support Services throughout the country since Mind and Body s service provider arm is regarded internationally as a developer and successful provider of innovative Peer Support Services. Mind and Body Learning and Development s Advisory Board of stakeholders in the mental health and tertiary education sectors continue to provide input into course development. 4.3 Learning Materials Mind and Body will provide students with access to standard texts, a book of readings, a student handbook and various materials relating to assessments. They may require access to other resources in order to complete their study. A list of these resources will be provided. 4.4 Moderation Unit standard assessments are both internally and externally moderated in accord with Careerforce s (Community Support Services Industry Training Organisation) Accreditation and Moderation Action Plan. Other assessments are moderated both internally and by an independent external moderator. 5 Regulations 5.1 Criteria for Entry Applicants must: complete an application and interview with the Training Manager to approve suitability for attendance on the course have personal experience of mental illness or addiction have suitable qualities relating to peer support, for example good communication skills, a positive attitude and the ability to get on well with most people have English language and literacy skills equivalent to level 3 on the NQF. These may be evidenced by secondary (or tertiary) qualifications gained and an interview process conducted by MBLD complete an enrolment form which includes a brief biography and is assessed for written literacy skills 8

9 5.2 Selection Procedure Entry is open to trainees that have been approved by MBLD as suitable candidates for the course. In order to meet our obligations to our students, employers (or host organisations) must complete a host organisation application process which establishes that they have adequate service provision procedures and policies in place. This is important because of the demanding nature of the role, and the active role that the practicum host takes in regard to the practicum component of the course, including providing supervision and guidance to the student in their day-to-day work. The practicum host is responsible for ensuring an overview of safe, effective and ethical service delivery by the Peer Support Worker and maintaining communication with the practicum facilitator. 5.3 Cross Credit, Credit Transfer and Recognition of Current Competence Students who have already been working as Peer Support Workers may be assessed for current competence. Please note that this process must be initiated before the course start. 5.4 Compulsory Components All course components are compulsory and the achievement of competency in each is required for course completion. 5.5 Progress through the Course Both the employer and the student will be notified as modules and assessments are completed. Students will be expected to: attend a minimum of 80% of scheduled classes and meetings complete at least 560 hours of practicum over at least 6 months** complete the course within a year of commencement unless an exemption has been granted. ** If the student s employer or host organisation finds that they are not competent to support clients they will be unable to continue their practicum component of the Certificate. Assessment of a student s competence to support clients is the employer s responsibility. Any such assessment would not form part of the Certificate. However, the employer will be notified in the event of Mind and Body having any concerns about a student s competence to support clients On request by the student s employer (where applicable), all relevant information will be disclosed by Mind and Body to assist the employer to assess the student s readiness to work with clients. Students with prior work experience as Peer Support Workers may apply for Recognition of Current Competence. Note that students will only be exempt from the 6 month practicum requirement if it can be demonstrated that their practice is aligned with the philosophical and ethical foundation of Mind and Body s model. 9

10 To be awarded the Certificate in Peer Support (Mental Health), the student must complete the course within a year of commencement, unless an extension has been approved by the Training Manager. When considering whether to grant an extension, the Training Manager will consider the individual circumstances of the student and other relevant factors. If two years have elapsed since the student commenced the course, the student will be required to apply for Recognition of Current Competence. 5.6 Reassessment and Appeals Students will be given a Student Handbook at course commencement which details the assessment appeal and reassessment processes. 5.7 Grading System A competency based grading system will be used: C (Competent) NYC (Not Yet Competent) 5.8 Assessment Requirements At the start of the course, students will be given written instructions of the standards expected in the written work and the practical performance, as well as all assessment information and expectations. They will also receive guidelines regarding each assessment as they are handed out in class. In order to be awarded the Certificate in Peer Support (Mental Health) (Level 4), the student must achieve competence in all course components. 6 Fees 6.1 Course Fees The course delivery fee is $3370 per student (including GST). This fee includes all tuition fees, learning materials, administration and NZQA fees. 6.2 Payment of Fees 10

11 The deadline for payment of student tuition fees is seven days prior to the course start date. Invoices will be issued on receipt of completed and approved applications. 6.3 Student Loans Because the Certificate in Peer Support is a locally developed course you are not eligible to apply for a student loan or allowances to complete the course. 7 Withdrawal 7.1 Withdrawal from course by a Student All students are entitled to a refund if they withdraw from a course if: The course is of three months duration or more The withdrawal occurs before the end of the eighth day of the start of the course MBLD will refund an amount equal to the fees paid, less a deduction of the lesser of 10% of the fees paid or $500. Refunds for situations that fall outside of the above criteria will be made at the discretion of the management team. 7.2 Course withdrawn by MBLD If for any reason a course is withdrawn by MBLD, either before the start date or during the course, the student will have the option to enrol in an alternate course deemed comparable by MBLD, where this option is available. Otherwise, the student will be refunded the total unused portion of their fees. 11

12 8 Glossary of Terms Peer Support The Peer Support relationship is based on the common experience of mental illness and forms the foundation for the PSW s supportive role. The role includes elements of mentor, guide, teacher, sympathetic listener, instrumental support, etc. - in effect, a matrix of relationship elements including both informal and formal support roles. Peer Support is person centred, providing services that are tailored to the individual; the needs of the person accessing the PSS are the focus of any interaction. The PSW is a companion to the person on their journey of recovery. NZQA New Zealand Qualifications Authority is the New Zealand government crown entity tasked with providing national and international leadership in assessment and qualifications. Unit Standard A Unit Standard is a nationally recognised standard and qualification; recognition and credit for a wide range of knowledge and skills. Each standard registered on the New Zealand Qualifications Framework (NQF) describes what a learner needs to know or what they must be able to achieve to complete a Unit Standard. Unit standards are developed by experts in their fields. Each Unit standard is allocated with a number. To find out more about a Unit Standard, go to the NZQA website, search in the (NQF) section and enter the number of the Unit Standard in the search window. Credits Credits allocated to unit standards reflect the notional learning time expected for candidates to meet the outcome and performance requirements in those unit standards. (Actual learning time will, of course, vary from candidate to candidate.) Notional learning time includes time spent in structured tuition and self paced learning and practice; time taken to gather and provide evidence for assessment purposes; and time taken to be assessed in all the outcomes and contexts. One credit represents a notional 10 hours of learning, practice, and assessment (NZQA 2010). Cultural competence The ability to interact effectively with people of different cultures Autonomy External Supervision The ability to make reasonable decisions (i.e. informed, thoughtful, decisions that take into account and are responsive to such factors as personal values, rights of others, ones cultural norms and spiritual beliefs) and the power to act on those decisions A regular meeting with an experienced supervisor who is not the practitioner s direct manager for in depth reflection on practice. The supervisor facilitates and encourages the PSW to explore these challenges from various perspectives in order to learn from the experience Boundaries The limits of the relationship between Peer Support Worker and Peer 12