CHCMHS001: Mental Health, Advocacy, and Service Program Development

This assignment provides a comprehensive exploration of working with individuals experiencing mental health issues, focusing on eating disorders and related challenges. It includes case studies illustrating the steps taken to understand clients' experiences, knowledge, skills, and abilities, as well as strategies for adjusting communication styles to build strong working relationships. The assignment also addresses common mental health issues, associated signs and symptoms, and effective processes for intervention. Furthermore, it examines advocacy efforts, highlighting successful strategies for achieving advocacy goals within community and industry forums. The assessment process for co-existing needs is detailed, along with examples of utilizing specialist services. Finally, the assignment describes the development and implementation of service programs, emphasizing the importance of considering individual differences, rights, needs, and preferences in the planning process. Desklib offers a platform to access this assignment and other resources for students.

Running head: WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
Name of the Student:
Name of the University:
Author note:

1WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
CHCMHS001 Work with people with mental health issues
Question 1: Using at least three examples from your work with clients/families/co-
worker with mental health issues, outline the steps you took to:
a) Understand that person’s experience, knowledge, skills and abilities.
b) Eating disorders are the result of faulty eating habits, coupled with distorted psychosocial
attitudes (Brownell and Walsh 2017). Eating disorders have affected 16% of Australians
(Da Luz et al. 2017). With respect to my experience - case examples of Ms. X: a fashion
model, my female cousin: a student subject to bullying and my female co-worker, Ms. Y
– have been most challenging. Considering the presence of faulty eating habits driven by
discouragement about one’s physical appearance and low self-confidence, along with
the fear of social rebuke (Cardi et al. 2015), I had to empathise with my clients and
provide an in-depth understanding.
Question 2: What is your understanding of common mental health issues and
associated signs and symptoms? What processes or strategies do you apply when
you have observed these signs or symptoms?
Eating disorders such as, Anorexia nervosa, Bulimia nervosa and binge eating disorders,
(Keski-Rahkonen and Mustelin 2016) are characterized by continuous pondering regarding
one’s inability to adhere to culturally acceptable physical appearance standards, alternating
episodes of prolonged starvation accompanied by bingeing or purging, secretive eating,
fearfulness of weight gain and associated psychosocial factors of isolation and depression,
followed by demeaning attitudes towards oneself (Sobal 2017). I am required to administer a
holistic treatment encompassing professional help from fields related to diet as well as
psychology (Donaldson et al. 2018).
Question 3. In your experiences of working with people with mental health issues,
outline the most common services/programs that they have accessed and identify
aspects of those services that have either encouraged or discouraged their
engagement and participation.
A number of organisations in Australia are associated with the treatment of eating disorders,
of which, institutes such as the ‘Centre for Integrative Health’ and ‘Bodymatters Australasia’
(Rogers et al. 2017) have been the highly empowering for the concerned individuals. My co-
worker during her budding years of professionalism coupled with infliction of anorexia
nervosa, has benefitted from the ‘Centre for Integrative Health’. The concerned institute’s
services such as provision of a multi-professional workforce comprising of nutritionists,
psychologist and fitness coaches, aims to inculcate an interconnected disciplinary approach
to the treatment of eating disorder (Rickwood et al. 2014).
Question 4: Provide an example of a time when you collaborated with a client to
determine strategies to address the impact of their mental illness. What process did
you adopt to assist the client?

2WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
My clients included my cousin with binge eating disorder. Her symptoms involved a
detrimental self-esteem due to bullying (Koupil et al. 2016) Hence, along with collaborating
with her for treating her therapeutic nutrition plans, I was also required to treat her symptoms
psychosocially (Pousel et al. 2014). This involved visits to a nutritionist as well a therapist
specialising in cognitive behavioural therapy, which aimed at reforming my sister’s behaviour
based on alterations in her perceptions to view the world as well as herself (Olthius et al.
2016). I was also required to converse with her empathetically, while designing a treatment
framework, which aided in the recovery of her health (Vella-Zarb 2015).

3WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
CHCADV002 Provide advocacy and representation services
Question 1: Reflecting on several cases where you have had to advocate for a client,
clearly outline in each case, the circumstances and decision making process that led
to your taking on that role. Outline the outcomes of your advocacy efforts.
During situations the treatment of eating disorders, the need for advocacy was an immediate
requirement (Levine and Smolak 2018). My earliest experiences of advocacy occurred
during the treatment of my cousin. Considering the fear of discouragement by eating
disorder patients, the establishment and involvement of empathetic support systems is of
utmost importance (Kelly and carter 2015). Thus, it was also a part of my principle to
advocate for patients who deprived themselves of professional aid. Enhancement of my
confidence and enlightenment of my knowledge regarding the need of a multidisciplinary
approach for the treatment of eating disorders, were the outcomes of my advocacy efforts.
Question 2: Give an example of how you have advocated for groups of clients (or
supported them to advocate) rather than advocating on an individual case basis.
Outline the results of these efforts.
Australia is home to several advocacy groups. ‘Australia & New Zealand Academy of for
Eating Disorders’, situated in Australia as well as New Zealand, provides opportunity to
advocate for support groups, (Baudinet et al. 2015), where I led my youth group engaged in
participation, for the purpose of advocating for a patient group suffering from eating
disorders. Upon reception of the support group therapy, the patients reported positive
outcomes, which enriched and enhanced their self-confidence, as well as imparted
education regarding the requirement of a healthy lifestyle. As compared to advocacy on an
individual case basis, advocating for a group yielded greater positive outcomes, possibly due
its socially acceptable and empathising features (Brett et al. 2014).
Question 3: What strategies have you found most successful in achieving your
advocacy goals within community or industry specific forums of which you are a
member.
With respect to being a support group member of a youth group in Sydney and Gold Coast I
have gained insight into key aspects in the treatment of eating disorders. Inducing patient
support group involvement proves to be advantageous (Ali et al. 2015). Individuals overcome
isolation and inferiority, by interacting with like-minded individuals: A key feature of eating
disorder support groups (Kendall et al. 2017). Additionally, education regarding eating
disorders are imperative to their prevention (Hill et al. 2015). Provision of an organization or
support group which is interactive, is an efficient strategy for imparting advocacy as well as
awareness of eating disorders (Plasencia et al. 2016).

4WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES

5WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
CHCCCS004 – Assess co-existing needs
Question 1: Can you describe the processes you use in the intake and assessment
phase of your work with a client?
The assessment of an individual with eating disorder requires analysis of their symptoms
(Forbush, Siew and Vitevitch 2016). One of my clients, Ms. X, was a fashion model inflicted
with Bulimia nervosa. Her assessment involved outlining her symptoms (Guillaume et al.
2015), comprising of prolonged periods of food deprivation, followed by excessive food
ingestion and purging overcome by feelings of guilt. Fluctuating weight, powered by such
altering faulty eating episodes, which revealed to be the classic symptoms of Bulimia
nervosa, formed the basis of my assessment and the resultant diagnosis of the patient
(Accurso et al. 2016).
Question 2: As the work with client proceeds, how do you and the client review
progress and adapt the plan as required?
Considering the occurrence of self-demeaning, it is my duty to involve the concerned
individual regarding her subsequent treatment plan. With respect to my client, Ms. X, I had to
undergo interaction to review her treatment. Interaction was required to understand the
triggers faced by the client (Mehler and Anderson 2016). Thus, I had to analyse the causes
outlining her social stigma, and communicate with her to understand if the treatment altered
her psychological shortcomings upon her progress. Further, based on her profession as well
as her immediate physiological impacts due to repeated purging, we interacted profoundly to
design a medical treatment.
Question 3: Clients with complex needs often require the involvement of specialist
services to help them achieve the goals of their case plan or to support them after
their involvement with one agency terminates. Give case examples of how you have
used specialist services in your work with clients.
Eating disorders require an inter-professional approach, due to the complex interplay of
dietary and psychological symptoms (Leite et al. 2017). For my client Ms. X, the involvement
of a nutritionist as well as a psychologist was required for treatment enhancement. Upon
recovery, my client continued to receive nutritional aid, since her profession demanded the
dedicated adherence to a nutritionally satisfactory diet plan. Psychological aid, in the form of
cognitive behavioural therapy was also utilised, which has been proven to instil positive
behavioural outcomes by inculcating modifications in the act of viewing oneself and the
society (Raykos et al. 2014).

6WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
Question 4: Provide a copy of a client assessment or case plan you have conducted.
 Case study: To plan and prepare a medical treatment plan for a 23-year-old fashion
model, Ms. X.
 Case Analysis: Ms. X, a fashion model, lost consciousness upon attending a fashion
show. She was admitted upon severe nutritional deficiencies, and analysis revealed
Bulimia nervosa. She was administered immediate medical treatment, followed by
nutritional and psychological treatment by a nutritionist, as well as a psychologist,
specialising in cognitive behavioural therapy.

7WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
How do you obtain feedback about assessment and referals?
The patient was discharged as hemodynamically stable, with continued nutritional and
psychological treatment, considering the complex psychosocial and dietary symptoms
persisting in the patient. Monthly feedback and follow-up was obtained from the patient.

8WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
CHCCCS007 –Develop and implement service programs
Question 1: Describe a time when you consulted with customers/clients to assist in
the design of a program or service.
Being a member of a youth group in Sydney and Gold Coast, I have engaged in the planning
and implementation of an interactive workshop ranging for 6 weeks, aimed at conducting
interpersonal interactions with patients suffering from eating disorders. The conductance of
workshops and seminars is imperative to inculcate healthy recovery habits in individuals
suffering from eating disorders, where the concerned individuals or a caretaker advocating
such individuals, may apply for the program (Baudinet et al. 2015). During my involvement of
patients in a support group, I was also involved in the interaction of my respective clients in
order to involve them in a 6-week program conducted with support of Australia & New
Zealand Academy for Eating Disorders.
Question 2: Discuss a program you have developed for clients.
How did you –
a) Incorporate consideration of individual differences, rights, needs and
preferences in the planning process?
b) Determine financial, human and physical resource requirements?
Document program identifying priorities, timelines and responsibilities?
The interactive workshop, ranging for over 2 months, were conducted at a time, when most
patients had successfully attained completion of their treatment plan, and required extensive
recovery and follow up. My clients were a group of five individuals, ranging from patients of
bulimia, anorexia and even binge eating disorder, consisting of teens as well as matured
adults. In such situations, I had to inform association for advocacy, to arrange a workforce
consisting of nutritional, fitness as well as psychological professions, keeping in mind the
varied symptoms overcome by the patents. One of my major responsibilities was to convince
patients to enrol themselves in the workshop, due to preference for isolation by individuals
suffering from eating disorders (Mitchison et al. 2017).
Question 3: In your program how did you -
a) communicate roles and responsibilities to relevant stakeholders?
b) Facilitate provision of training to support implementation?
Did you encounter any problems – how did you handle them.
Despite the varied age groups, every patient administered positive interpersonal
communication, since eating disorder patients attain comfort via interaction with like-minded
individuals. I had to arrange our community centre for space allotment, since a large
multidisciplinary workforce was to be involved in the training of the concerned clients. I had
to communicate specifically beforehand with the stakeholders of the community centre, for
provision of funding and refreshments for the successful completion of the concerned
workshop. A relative problem was the difference in age groups, which may affect idea
retention. However, the professionals involved ensured thorough education dissemination to
every client, through interactive participation as well as specified attention to younger clients.

9WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
Question 4:
How did you evaluate your program?
Did you make changes due to feedback?
Feedback is imperative to the success of any workshop (Yengin 2017). Considering the 6-
week program organised by me with the aid of an advocacy group, I conducted a feedback
with the aid of personal interviews. I interviewed my clients who had participated in the
workshop, to attain understanding of the shortcomings or advantages of the concerned
workshop. Clients responded with a positive feedback, highlighting the positive implications
of the interactive sessions conducted in the workshop, which further enhanced their self-
confidence and self-esteem. However, due to the variations in age groups, clients felt the
need for more age-specific conductance of workshops with respect to eating disorders.

10WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
CHCCDE011 Implement Community Development strategies
Question 1: What is your understanding of Community Development?
Can you give some examples where issues facing an individual could be effectively
addressed by a community development approach?
The act of Community Development is a process of involvement of members of the
community, with the purpose of collective eradication of problems pertaining to a large group
(Driskell 2017). A social stigma is associated with eating disorders, accompanied by self-
demeaning approaches towards ones appearance not adhering to the culturally acceptable
body standards (Piran 2015). Hence, the need of the hour is to organize community-oriented
tasks, not only to educate individuals but also to inculcate values of healthy eating habits, a
sense of empathy as well as establishment of an all-inclusive community, where victims can
be encouraged to discuss their disorder without fear of judgment (Sowles et al. 2018).
Question 2 Please give a detailed picture of your involvement in a Community
development project, outlining all the steps involved in the initial identification of and
research into relevant issue through to engagement and design of the project
With respect to the organisation I am associated to, that is, a youth group in Sydney and
Gold Coast, I was involved in a workshop dealing with the transmission of skills for caring
oneself, in the process of recovery, with the aid of a collaborative community based
approach. It was an interactive and educational workshop targeting young Australians to
promote positivity regarding one’s physical appearance. I was privileged to involve myself in
a workshop involving a 4 hour interactive sessions, which focused on inculcation of body
positive habits in children belonging to various schools in Australia. The enrolment was
conducted online, after identifying that the prevalence of eating disorders in young
Australians was relatively high.
Question 3: What was the outcome of this project and in what ways did the
experiences change you and the other participants
The experience was enlightening for our team. Despite, the negative self-esteem, the
children were highly responsive to the treatment, along with their parents, who encouraged
them to undertake active participation in the activities. Through the participation of this
Community Development service, my knowledge was enhanced regarding the treatment
practices one should apply, while dealing with individuals suffering from eating disorders.
Additionally, the workshop further reinforced my belief of the need for community
participation in the management of eating disorders.

11WORKING WITH PEOPLE WITH MENTAL HEALTH ISSUES
CHCINM001 Meet statutory and organisation information requirements
Question 1:
A) What types of information do you consider critical to your organisation’s
operation and how are these types of information stored in your service?
With respect to the organization that I am associated it, it is imperative to store information,
especially in the form case studies and collective group data, required for the analysis of
eating disorders and their prevalence. While spreadsheets continue to be a basic tool to
upload and store simple data, most of the case and research files are stored manually.
B) Provide an assessment of how effective or ineffective you believe these storage
mechanisms are and make suggestions for how they could be improved
If organized with dedication, manually storing information is an effective tool. However,
considerable, time, and labour is involved with the organization of manual data. In such
situations, innovative mechanisms such as an Automated Storage and Retrieval Systems
can be utilised (Lert et al. 2015).
Question 2: If you (as a manager) believed your current storage system for one of the
above types of information (mentioned in Question 1) was inadequate for your staff’s
needs, explain the process you would take to assess, amend or replace existing
system.
If I were to be privileged with the opportunity to be the manager, I would amend the present
data storage and retrieval procedures. The present manual data collection and storage
methods employ significant time and labour. Hence, installation of an automated storage and
retrieval system would be advantageous due to its efficiency as well as time utilization
(Ekren, Sari and Rosi 2015). However, this would involve considerable amounts of funding,
due to the high requirement of capital for the same. Hence, in response to the feasibility, I
would have instructed my employees to reply more on database software such as
spreadsheets to enhance in reliable as well as feasible storage of information.