Unit rationale, description and aim
In Australia, it is estimated that mental illness will affect at least 1 in 5 adults and 1 in 10 children in any given year. The growing number of people diagnosed with mental illness indicates a need for mental health professionals to utilise targeted strategies to support appropriate interventions and recovery-oriented models of practice. Such models of practice are integral to transforming attitudes and practice in mental health from paternalistic to socially inclusive and culturally safe practice which supports the dignity and rights of mental health consumers.
This unit examines the guiding principles of a recovery-oriented approach to mental health practice. A recovery-oriented approach emphasises hope for the future, whilst it values and respects the uniqueness, expertise and experience of the individual, their family / group, and their community. Principles of recovery-oriented mental health, including recognition of the uniqueness of the individual, real choices, attitudes and rights, dignity and respect, partnership and communication will be critically examined. Students will investigate and critically analyse a mental health culture in the light of social inclusion and how it fosters self-determination and resilience toward recovery.
The aim of this unit is to provide students with a sound understanding of recovery-oriented principles and trauma informed care and to allow them to critically reflect on the way in which their learning of recovery-oriented and trauma informed practices has impacted on their practice.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Explain the origins and principles of ‘recovery’ e...
Learning Outcome 01
Analyse how a person-centred approach to practice ...
Learning Outcome 02
Promote the health and wellbeing of individuals wi...
Learning Outcome 03
Reflect critically on the impact of trauma for ind...
Learning Outcome 04
Content
Topics will include:
Conceptual frameworks for recovery-focused mental health care
- The Consumer movement and lived experience perspective
- The development of recovery-oriented practice internationally and in Australia
- The concept of recovery as experienced by the individual
- The effect of mental illness and distress on care givers, family and significant others
Recovery principles
- Self-determination
- Self-management
- Personal growth
- Empowerment
- Meaningful social engagement
- Collaborative partnerships
Recovery in models of care in mental health
- Enabling service systems that promote and facilitate recovery for the individual
- Foundations of person-centred practice
- Current and contemporary models of recovery including solutions/strengths and individually developed approaches to recovery
- Alternative paradigms in mental health practice
- Working with diversity
Coping & Resilience
- Individual and group therapies toward identifying coping mechanisms
- Coping strategies
- Frameworks for building resilience
- Impact of trauma and trauma-informed care approaches
- Social values and cultural safety
Legal and ethical practice in a recovery focused paradigm
- National and international legislation that informs and protects the individual’s human rights
- Recovery in National mental health policy and plans in Australia
Assessment strategy and rationale
The assessment strategy used allows for the progressive development of knowledge and skills necessary for the student to be able to demonstrate ethical and effective professional practice in the delivery of recovery-oriented and trauma-informed practice.
The student must first demonstrate a sound understanding of the theories underpinning recovery-oriented and trauma-informed approaches to practice Students will be further supported to demonstrate their understanding of how the consumer’s lived experience informs mental health policy and practice through an individual presentation. Finally, students will critically reflect on the application of recovery-oriented practice and trauma informed approaches to their work setting.
In order to pass this unit students must:
- Demonstrate achievement of every learning outcome, and
- Obtain a minimum mark of 50% for the unit, and
- Achieve a mark of 50% or greater in Assessment 2 which is a graded hurdle.
Where students achieve a cumulative mark of 50% or more for the unit, overall, but do not achieve a mark of 50% or greater in Assessment 2 they will be offered one further attempt in Assessment 2. If students pass this further assessment, they will pass the unit and their original mark will be the final unit mark. If students fail the further assessment, they will fail the unit.
Overview of assessments
Assessment Task 1 - Written Assessment ...
Assessment Task 1 - Written Assessment
Students will demonstrate their understanding of key concepts related to recovery-oriented and trauma-informed approaches to practice.
30%
Assessment Task 2 - Presentation Students will ...
Assessment Task 2 - Presentation
Students will demonstrate a critical understanding of how the consumer's lived experience informs mental health policy and practice.
30% (graded hurdle)
Assessment Task 3 - Critical Reflective Essay&nbs...
Assessment Task 3 - Critical Reflective Essay
Students will critically evaluate the practices and policies in their work setting from a recovery-oriented and trauma-informed perspective.
40%
Learning and teaching strategy and rationale
This unit uses an active learning approach to support students in the exploration of knowledge essential to recovery-oriented mental health practice. Students are expected to contribute to asynchronous weekly discussions to learn from others experiences and perspectives. Active learning opportunities provide students with opportunities to practice and apply their learning in their work settings. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers.