This course is for practitioners working in mental health, alcohol and other drugs services. It is delivered in two parts via online classroom, followed by a two hour (approximate) online assessment. To support the training, there are recommended self-study options provided (details below).

Learners will receive training in all the essential knowledge and skills required to satisfactorily achieve competency in observing and documenting the mental state examination (MSE).

As a nationally accredited course, it is audited to ensure it meets current industry expectations and reflects the latest evidence-based practice methods and knowledge, as well as industry best practice standards.

Part one (4 hours) provides an introduction to MSE, general appearance and behaviour, speech, mood and affect, perception.

Part two (4 hours) continues on to cover thought content, thought form/flow, insight, judgement, cognition.

More information about this course is available in the handout: 10881NAT Course in Observing and Documenting a Mental State Examination - Course handout

Unique Student Identifier (USI)
Provision of a USI is a Federal Government requirement since 1 January 2015, for all participants of accredited training within Australia. To obtain a USI register as a student via www.usi.gov.au

It is imperative you read the Pre-course information booklet as it contains course pre-readings (e.g. clinical terminology; quick reference guide). The booklet provides details about the course, scope of practice, rights, responsibilities and other expectations associated with undertaking this course.

In addition to Mental Health First Aid (MHFA) training, the Learning Centre is pleased to now host the half day refresher for this course. MHFAR is facilitated by an accredited MHFA facilitator.

The 4-hour refresher course allows people who have previously completed a Standard MHFA course to refresh their knowledge and skills. The course also offers Accredited MHFAiders an opportunity to extend their accreditation for a further 3 years.

Participants will gain an understanding of the latest research in the mental health field, learn the 3 key actions to help someone experiencing suicidal thoughts and behaviours, and work through complex mental health first aid interactions.

Note: This course is a refresher and not a substitute for attending the full two-day MHFA. Participants are expected to have previously completed MHFA.

*Funding arrangement for West Moreton, Queensland Health staff, contact 3271 8837 for information.

More information about this course is available on the MHFA Australia website - MHFA Refresher

This course has two versions. If you are looking for the Youth version of this course please scroll down or search for QC28.

QC2: EARS has been designed to develop core clinical competencies and practices that align with the training element of the Zero Suicide framework and is currently being rolled out across Zero Suicide sites across Queensland.

Designed in collaboration with the Gold Coast Hospital and Health service, EARS explores suicide risk and represents a philosophical shift in the treatment of suicidality within Mental Health, Alcohol and Other Drugs services. This includes a shift away from a focus on prediction, towards a framework for prevention, and a shift away from clinician orientated treatment of illness, towards a collaborative process of engagement and care planning that conceptualises suicide as a behaviour that requires specific targeted intervention.

EARS presents a number of conceptual models for understanding suicidal behaviours that can be applied to individuals across the lifespan.

The blended learning course comprises of two components - beginning with eLearning modules (part 1), and concluding with a full day face-to-face workshop (part 2).

QC2 EARS is aimed at both new clinicians commencing clinical practice and experienced practitioners seeking to update and consolidate their practice framework with contemporary understanding of supporting suicidal people.

More information about this course is available in the handout: QC2 Engage, Assess, Respond to, and Support Suicidal People - Course handout

"Supervision is a designated interaction between two or more practitioners, within a safe and supportive environment, which enables a process of reflective, critical analysis of care, to ensure quality consumer services." (Clinical Supervision Guidelines for Mental Health Services, 2009).

This two-day workshop will prepare you for your supervisor role. It is designed for staff from all disciplines including non-clinical areas such as the peer workforce. During this workshop you will explore ways to enhance your supervisor skills using a variety of strategies and tools. Several high-quality skills demonstration videos are shown that model the core elements of good supervision practice. As you deepen your understanding of these elements you will have opportunities to practise delivering supervision that is culturally sensitive.

To be able to progress and enrol in this training you must pass a pre-enrolment screen that requires you to:

• meet the minimum requirements to be a Supervisor as set out in the Clinical Supervision Guidelines for Mental Health Services 2009
• achieve a minimum of 90% correct for twenty multiple choice knowledge questions.

There are resources provided to help you answer the questions.

This screen ensures that everyone who attends our QC4 Supervisor training comes with a similar understanding of the key concepts, regardless of previous experience and/or training in supervision.

Note: this course is a pre-requisite for those wishing to complete QC12 Supervising Supervisors.

More information about this course is available in the handout: QC4 Supervisor - Course handout

This one day workshop aims to promote evidence-based clinical risk assessment and management practices that improve consistency in the assessment and management of consumer risks. The workshop provides participants with skills to gather and identify risk factors relevant to an individual, and complete an analysis of risks weighed against mitigating factors. Designed for mental health practitioners of all levels of experience, professionals from other services may also find this workshop highly relevant when working with people experiencing mental health problems.

More information about this course is available in the handout: QC9 Critical Components of Risk Assessment and Management- Course handout

Violence Risk Assessment and Management Framework - Induction Video

This video introduces and describes the Queensland Health Violence risk assessment and management framework – mental health services (the Framework). The video presents information about the three-tiered approach to violence risk assessment and response within the Framework, the purpose and principles of the Framework, how the Framework will be implemented, and clinical roles and responsibilities.

The video runs for approximately 20 minutes.

A transcript of the video can be downloaded here.

This half day workshop builds clinicians skills in capacity assessment for the adult consumer. This includes consumers consent to mental health assessment, treatment options and general health care. The Mental Health Act and the Guardianship and Administration Act define capacity and discuss the relevant tribunals for consumer assessment and treatment. The workshop will explore substitute decision makers under the Mental Health Act and the Guardianship and Administration Act. Hands on skill development include reviewing case studies/vignettes to assess for capacity, how to document capacity, and discussion and review of court decisions in regard to capacity. The course is recommended for all clinicians working with consumers, and should be completed as a refresher every two years to ensure currency of practice.

More information about this course is available in the handout: QC13 Capacity Assessment - Course handout

This one day course provides invaluable practical training for clinicians and professionals across all disciplines and experience levels, by enhancing interpersonal skills in creating a collaborative relationship with their client. The course explores the use of a person-centred approach in the development of the therapeutic alliance and provides opportunities to learn and practice skills based on contemporary empirically supported evidence. This course is ideal for anyone wanting to build strengths in communication practices and enhance clinical practice.

More information about this course is available in the handout: QC23 Forming the Therapeutic Alliance - Course handout

This course is designed for Educators delivering SRAM-ED workshops in local HHS services. Participants must be committed to delivering a prescribed number of sessions as determined by local staffing needs and provide documented evidence of these in reports to the primary stakeholder.

An Expression of Interest must be submitted, addressing selection criteria, in order to be considered for this course. Contact sramed@health.qld.gov.au for more information.

Note: if you are interested in attending a local SRAM-ED Foundational or Advanced workshop please contact your local educator. Local workshop sessions are not managed by the Learning Centre.

More information about this course is available in the handout: QC25 Suicide Risk Assessment and Management in an Emergency Department Setting (SRAM-ED) - Train-the-trainer - Course handout

The Queensland Centre for Mental Health Learning (Learning Centre) has for many years been a key source for suicide risk assessment training across Queensland, more recently being invited by a number of stakeholder groups to tailor the program with a focus on working with Youth. Thus when the major redevelopment of our core QC2 Suicide Risk Assessment course was being scoped, the parameters of the project were widened to allow for the development of QC28 Youth: Engage, Assess, Respond to, and Support Suicidal People (YEARS).

The course will address youth specific developmental and systemic issues.

The blended learning course comprises of two components - beginning with eLearning modules (part 1), followed by a full day face-to-face workshop (part 2).

QC28 YEARS will be suitable for both new clinicians commencing clinical practice and experienced practitioners seeking to update and consolidate their practice framework with contemporary understanding of supporting suicidal people.

More information about this course is available in the handout: QC28 Youth: Engage, Assess, Respond to, and Support Suicidal People - Course handout

QC30 Violence Risk Assessment and Management is a blended training product. QC30 focuses on supporting clinicians’ working knowledge and application of the Tier 2 component of the Violence risk assessment and management framework – mental health services (the Framework). The three-tiered approach to violence risk assessment and management within the Framework is based on a formalised governance structure which supports clinician assessment and management of violence risk with their consumers.

QC30 has been designed to provide learners with the content and process knowledge they will need to complete Tier 2 violence risk assessment and management planning within the Violence risk assessment and management framework – mental health services.

More information about this course is available in the handout: QC30 Violence Risk Assessment and Management - Course handout

Violence Risk Assessment and Management Framework - Induction Video

This video introduces and describes the Queensland Health Violence risk assessment and management framework – mental health services (the Framework). The video presents information about the three-tiered approach to violence risk assessment and response within the Framework, the purpose and principles of the Framework, how the Framework will be implemented, and clinical roles and responsibilities.

The video runs for approximately 20 minutes.

A transcript of the video can be downloaded here.

(Adapted from QC2 Engage, Assess, Respond to, and Support Suicidal People)

Contemporary suicide prevention models will be presented to enhance understanding and responses to suicidal behaviours of individuals across the lifespan.

Session One (4 hours) develop a greater understanding of working with suicidal people and assessing risk and protective factors and implications for care planning.

Session Two (4 hours) develop skills in assessing suicidal intent and prevention-orientated risk summary and managing acute risk.

This course is aimed at both new clinicians and experienced practitioners seeking to update, refresh or consolidate their practice framework with suicidal people.

More information about the course content including anticipated learning outcomes, can be found in the QC2 course handout: QC2 Engage, Assess, Respond to, and Support Suicidal People - Course handout

(adapted from QC14 Fundamentals of Assessment, Formulation and Planning)

Delivered via online classroom, this interactive course takes place over 2 two, four-hour sessions (session one and session two) making it accessible for clinicians across Queensland. Learners will connect via a computer/laptop or other device to join the workshop – no travel necessary.

The course aims to provide clinicians with the core knowledge and skills required to undertake a comprehensive assessment with a person accessing mental health and related specialised services. Focusing on the foundations of comprehensive assessment, formulation and planning for mental health, alcohol and other drugs service clinicians, the course is most suitable for clinicians in the early years of clinical practice or those wishing to refresh their skills.

Session one (four hours) utilises a case-based approach which steps participants through identifying and gathering relevant information for each component of the assessment.

Session two (four hours) utilises the case introduced in session one and draws upon learners’ clinical assessment of the case study. Learners are guided through the development and documentation of a clinical formulation and management plan.

More information about the course content including anticipated learning outcomes, can be found in the QC14 course handout: QC14 Fundamentals of Assessment, Formulation and Planning - Course handout

This 2.5 hour course draws together elements from the former QC13 Capacity Assessment face-to-face workshop and QC40 Capacity Assessment Training and Advance Health Directives.

As well as incorporating recent updates, this course has been developed to provide a short and interactive skills workshop for assessing capacity in adults in mental health. The course will help you to understand:

• capacity and consent, and the factors that impact on this;
• how to document capacity; the ‘less restrictive way’ for providing consent to treatment (including use of Advance Health Directives);
• and legislative frameworks to support capacity decisions and upholding the person’s human rights, particularly the Mental Health Act 2016 and Guardianship and Administration Act 2000.

Video scenarios are used to help you to apply the skills taught.

The Mental Health Act 2016 (MHA2016) Capacity Assessment and Advance Health Directives training package provides opportunities for clinicians to apply knowledge and skills to clinical scenarios, related to these components of the legislation. The modules build on the knowledge covered in the MHA2016 online learning package (available on iLearn). The package is aimed at mental health clinicians and students, and may be particularly useful for Authorised Doctors, Psychiatric Registrars, and Authorised Mental Health Practitioners. A toolkit of resources is also included to be used in face-to-face deliveries.

This Sensory Approaches training course is designed to provide an introduction to the use of sensory approaches in mental health settings. The course has been designed through collaboration between the Queensland Centre for Mental Health Learning (Learning Centre) and the Occupational Therapy Mental Health Sensory Approaches Clinical Collaborative. The package will provide you with an introduction to the use of sensory approaches and how they work, as well as some skills and techniques to begin to use sensory strategies in your contact with mental health consumers. We hope this training course will assist and enhance your clinical skills and benefit you, your service, and the consumers with whom you have contact.

A police and ambulance intervention plan (PAIP) is a plan developed by mental health clinicians that provides specific information and strategies regarding a consumer to inform and assist the Queensland Police Service (QPS) and the Queensland Ambulance Service (QAS) to mediate a mental health event involving a consumer in the community.

Suicide Risk Assessment and Management in Emergency Department Settings (SRAM-ED) Foundational + Advanced training is a blended learning course comprising of four eLearning modules and a face-to-face workshop. This course is designed to enhance the knowledge and skills of clinicians’ working in emergency department settings with patients who are at risk of suicide. The four eLearning modules are prerequisites to attending the face-to-face workshop.

If you have not yet enrolled in the face-to-face workshop you will need to register your interest with your local trainer.

This course is designed to support mental health clinicians working with children and young people to understand what the ‘less restrictive way’ means within the context of the Mental Health Act 2016. It strengthens the ability of clinicians to assess a child or young person’s capacity to consent to mental health treatment to determine ‘Gillick competence’. A variety of tools and strategies are also showcased to facilitate a child or young person’s ability to engage meaningfully in the process of decision-making. These include communication approaches (e.g., visual prompts and tools) and sensory approaches.

This eLearning course provides a comprehensive and interactive overview of the founding principles of formulation and intervention planning. Throughout the course the learner receives information which is then applied to a case study. The clinician’s thinking process is made explicit throughout the module, in order to support the learner’s own development.

In the Formulation section of the course, the 5P approach to formulation is described and then applied. A focus on understanding and describing links between various factors of the formulation is demonstrated in order to improve clinical understanding.

In the Intervention Planning section, the process of utilising a person’s individual recovery goals within a shared formulation, to co-create clinical goals and intervention strategies, is explained and examples provided. Foundational principles of intervention planning (e.g. SMARTER strategies) are also described and applied.

This course complements the face-to-face course QC14 Fundamentals of Assessment, Formulation and Planning, however is not a compulsory part of that course.

This eLearning course is designed to provide information to support clinicians working with consumers at risk of becoming violent or aggressive; and is based on Queensland Health policy, including the Violence risk assessment and management framework – mental health services (the Framework). It is useful to any clinician working with individuals who may be at risk for exhibiting violence or aggression.

Specifically, this course will furnish you with knowledge regarding practical elements of working with violence risk in a Queensland Health context including understanding how to apply the Framework, and how to use the Violence Risk Assessment and Management (V-RAM) tool. Key concepts related to the assessment of violence risk are covered, including the principles and components of information gathering (evidence based risk factors), collection of collateral information, information sharing, and strategies to overcome common barriers. Strategies for conceptualising assessment information are demonstrated, in order to write a useful risk summary. A suggested template is provided to help guide your thought process in the workplace. Risk management planning is covered next, discussing how to ensure risk management plans are linked to risk summaries, suggested intervention strategies for common violence risk factors, how to distinguish between long-term and short-term risk management strategies, consideration of referrals to specialist forensic services, and reassessment of risk. Throughout the eLearning course, vignettes are provided to illustrate the application of content.

Note: This eLearning is a component of the QC30 Violence Risk Assessment and Management training. Completion of this eLearning alone does not meet the recommended training for individuals taking on the responsibilities of a Senior Clinician (as defined by the Framework). The full training to support Senior Clinicians involves the subsequent completion of the face-to-face component of QC30, as well as in-service support. Go to QC30 Violence Risk Assessment and Management for more information.

The Queensland Centre for Mental Health Learning has been involved in the development of this video Real Lives, Real People, Real Journeys. It showcases consumers, carers and mental health staff sharing their personal stories to promote an understanding of recovery.

The handbook was developed in 2007, in consultation with consumers, service providers and carers through a partnership with the Mental Health Clinical Collaborative and the Queensland Centre for Mental Health Learning.

The intention in compiling this resource was to provide an educational and personalised document for consumers and clinicians in adult inpatient mental health settings. It takes a recovery approach and contains a range of resource materials, good practice approaches, and worksheets that can be adapted to meet the individual needs of consumers.

This handbook was been designed for consumers to use independently or in collaboration with a health care professional to promote a shared understanding of the consumer's experience. The modular approach of the booklet is designed to allow the individual to move through the information at a pace suited to their own needs as well as provide a resource that extends beyond the inpatient facility.