| University | Qualifi Ltd |
|---|---|
| Subject | RPMH702 Trauma-Informed Approach in Mental Health (R/650/7501) |
RPMH702 Trauma-informed Approach in Mental Health Assignment Brief
| Qualification | Qualifi Level 7 Diploma in Relational Practice in Mental Health – 610/2836/8 |
| Unit Reference Number | R/650/7501 |
| Unit Title | Trauma-informed Approach in Mental Health |
| Unit Code | RPMH702 |
| Unit Level | 7 |
Unit Aims
This unit provides an in- depth knowledge of the effects that trauma can have on the mind and body, how practitioners work with this and work alongside Individual Psychotherapists and organisations to manage risk- taking behaviour within a community.
Learning Outcomes and Assessment Criteria
| Learning Outcomes: To achieve this unit, the learner must be able to: | Assessment Criteria: Assessment of these outcomes demonstrates the learner can: |
| 1. Understand the nature and effects of trauma. | 1.1 Assess the effects of psychological and physical trauma. 1.2 Evaluate the concept of compound trauma in accordance with relevant theory and practice. 1.3 Assess the central role of trauma in mental health in accordance with relevant theory and practice. 1.4 Analyse the basis of trauma-informed responses in accordance with relevant theory and practice. |
| 2. Evaluate the role of reflective practice in managing trauma. | 2.1 Evaluate the role and significance of reflective practice in accordance with relevant theory and practice. 2.2 Evaluate the role and significance of the learning process in accordance with relevant theory and practice. 2.3 Distinguish between formal and informal reflective practice. 2.4 Differentiate between professional and personal reflective practice. |
| 3. Understand the legal and regulatory requirements applying to mental capacity and abuse. | 3.1 Characterize different kinds of abuse. 3.2 Assess the concept of the vulnerable adult in accordance with relevant theory and practice. 3.3 Assess clients’ mental capacity and when to raise safeguarding concerns in accordance with relevant theory and practice. 3.4 Assess practitioners’ role in safeguarding. 3.5 Appraise the requirements of physical safety and psychological thinking. |
| 4. Understand the characteristics and effects of risk and risk-tolerant organizations in mental health. | 4.1 Evaluate the anxiety behind risk-averse responses in accordance with relevant theory and practice. 4.2 Evaluate the role of positive risk in empowerment and providing positive experiences in accordance with relevant theory and practice. 4.3 Assess the concept of compound trauma in accordance with relevant theory and practice. 4.4 Differentiate the characteristics of “being with” and “doing with” in accordance with relevant theory and practice. 4.5 Appraise the role of repeating risk as trauma re-enactment in accordance with relevant theory and practice. |
Assessment and Delivery Guidance
Delivery
This unit will be delivered via a range of learning and teaching methods combining theoretical lectures, trainee presentations on practice and clinical discussions and a reflective group.
Assessment
Learners’ work will be presented for assessment will be marked according to a range of criteria representing professional work- based knowledge, reflective practice and practical capability as therapeutic community practitioners.
A variety of forms of assessment are used to incorporate breadth and depth of relevant knowledge, the ability to connect theory with practice and to grasp the inter- relationship between key concepts and their application. Assessment required for each module is specifically linked to that module and the pieces of submitted work vary according to the progress of the trainee through the six terms of the course. Assessment of learners’ knowledge and skills of critical and clinical analysis is achieved through essay writing, case study presentations and assessment of other written pieces, supervised practice report and training manager report.
As a work- based learning programme, learners’ submissions are expected to demonstrate awareness of critical thinking ability. They achieve this by exploring the links between a) theory and practice, b) personal process and the dynamic impact of the work on self, c) the diverse therapeutic spaces within the therapeutic community and the underlying philosophy of the therapeutic community approach and d) therapeutic practice and ethical reflection. While the theory essay provides the key reference point for each module’s content all other assessment elements are considered through the lens of the modules focus.
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