CDS: Introduction to Mental Health and Mental Illnesses

Portfolio Options

CDS: Introduction to Mental Health and Mental Illnesses

Portfolios are a way to demonstrate skill when learners cannot be observed in a work environment. They offer organized evidence that learners have the right skills, knowledge, and attitudes for the job. They can be used for credit-for-prior-learning in academic settings. They can be used by employers as part of a hiring process. They can also be a development task that gives structure to employee learning and an opportunity to share that learning. The following is an example or examples of how portfolio materials relate to the knowledge, skills, and attitudes that could be gained through completing this content. These assignments usually show an advanced level of competence (although they can be learning opportunities for new workers, too). They may take several weeks to complete. However, not all of these will apply to every learner's situation. They can also be adapted as needed. You do not have to complete these assignments, but if you do, work samples must maintain the confidentiality of the individuals being supported. You should seek permission from the person you support and any legal substitute decision-maker, if applicable. Remove any names and identifying information from the original documents. However, you may leave your name on the sample. Reviewers of the portfolio may ask for proof that permission to use the sample was obtained. Portfolio options for this course are listed below.

The National Alliance on Direct Support Professionals (NADSP) has an E-Badge Program for credentialing. DirectCourse content is an approved curriculum for educational E-Badges. In addition, they may support practices that help you gain and demonstrate skills related to E-Badges. The area where this content is most closely aligned to an E-Badge is identified below.

Lesson 1: CDS-E: Overview of Mental Health and the Role of the DSP

Portfolio Description:

The learner researches what mental health services and resources are available in their community to meet the needs of the populations their employer supports and compiles this into a list. This may include resources such as clinics, treatment programs, or advocacy organizations. It may also include tip sheets or fact sheets regarding illnesses, medications, treatments, and so on. The learner organizes the resources in a way that provides easy access to other employees and people supported. Samples and a summary statement of how the resource has been used to improve mental health status or treatment of at least one individual and/or system-wide is included for review. (For example, a letter from a person supported or administrator regarding how it was used effectively.)
The learner uses authentic work samples to demonstrate how they supported the ongoing assessment or effective treatment of a person living with a mental illness. The learner will need to get permission from the person they support or a legal guardian and ensure the confidentiality of the person on these records. Records that indicate the capacity to accurately and effectively record behaviors and events that are related to mental health issues should be included. The learner should include work samples or letters that indicate their capacity to engage in this process professionally. The learner should include samples that indicate their capacity to support the person to engage in recovery and treatment options. The overall progress and positive outcomes for the person should also be indicated in the sample. The learner should submit these work samples with a summary statement that reflects the learner's capacity to impact the people they support in practice.
The learner should use authentic work samples to show skill in advocacy and in working with a person's support network for a person they support who has mental illness. The learner will need to get permission from the person they support (and the person's legal representative, if applicable) and will need to safeguard the person's confidentiality. Work samples, testimonials, and a coordinating summary statement should detail the issues the learner faced in practice and what steps were taken to handle them. A healthy, accurate, and balanced understanding of the person's needs and issues and those of the support network should be demonstrated. A summary statement should be included regarding how improved life outcomes were achieved through the learner's approach. Reflections on what the learner will do differently based on what was learned should be included in the summary.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Ongoing Health Support. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is part of Health and Wellness: 8.C. Assists the individual to learn disease prevention and maintain good health. It also aligns with the NADSP Competency of Supporting Health and Wellness.

Lesson 2: CDS-E: An Overview of Common Mental Illnesses, Responses, and Service Options

Portfolio Description:

The learner should provide a sample of authentic work that helps tell a story about a person they support who has a serious mental illness. The sample and accompanying statement should help the reviewer understand and verify the person's illness and the support strategies used, as well as their effectiveness. A summary statement should be included that reflects what the learner feels their strengths and needs are in this situation. Evidence of holistic, person-centered, and empowering support should be demonstrated in the sample.
The learner should put together a guide to local mental health services and resources. The guide should include how to access the services and resources. A specific focus on the needs of those they support should be included. The learner should demonstrate how this has been used to improve services or outreach. Emphasis on cultural groups or those that work with people who have a dual diagnosis is especially of interest. A summary statement should be included regarding gaps in resources and services. It should also include the learner's experiences in helping people seek services and fill those gaps.

Lesson 3: CDS-E-S: Psychotropic Medications – Uses and Issues

Portfolio Description:

The learner provides an authentic work sample that demonstrates how using best practices in medication support improved or stabilized a person's health and well-being. The sample should show how the learner specifically used documentation, worked with the person, monitored and communicated side effects, and used teaching methods in a situation where a person was taking psychotropics. The sample should include examples that verify the situation. It must also demonstrate a high level of competency, initiative, and problem-solving on the part of the learner. A summary statement should be included that ties together the work sample. It should explain the situation, what the learner did that reflected best practices, the outcome for the person being supported, and what the learner would do differently, if anything, next time.
The learner should use authentic work samples that show best practice in working with a person who refuses to take medications for a mental health condition as prescribed by a practitioner. The work sample should include a summary statement that accurately describes the purpose of the refusal. It should also include how they worked effectively with the person to develop a solution that was person-centered and helped the person to have the best possible health.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Medication Administration. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is part of Health and Wellness: 8.B. Gives medications or assists the individual to take medication while following all laws and safety rules. It also aligns with the NADSP Competency of Supporting Health and Wellness.

Lesson 4: CDS-I-S: Supporting People with Mental Health Conditions in the Community

Portfolio Description:

The learner provides authentic work samples that show their capacity to work within a team to support a person living with mental illness to achieve recovery goals. The learner should use real work samples such as documentation, copies of plans, video, or photo journals as a foundation and proof of outcomes and to develop a summary statement that organizes the materials for the reviewer. The samples and summary should make clear the following: 1) the recovery or wellness goal that was important to the person and how the DSP knew it was important to the person, 2) the actions the DSP took to support the person to achieve the goals, and 3) evidence that the DSP had to work with at least one other person, besides the person being supported or a coworker, to help achieve the goal. Examples include a case manager, psychiatrist, vocational counselor, teacher, or family member. The sample should demonstrate good skills in identifying what is important to the person and working with others to achieve it.
The learner should research rates of trauma, common types of trauma, and effective models of trauma-informed care for those within the population of people whom they work with or (intend to work with). They should develop a bibliography of resources. They should also develop a list of strategies that can be helpful in the direct support role. A summary statement of what they learned and how this information will be used in future practice should be included.
The learner should research and organize materials related to caregiver burnout. The materials should be organized in a method that could help train other workers how to prevent, recognize, and respond to burnout. The learner should include evidence that they delivered the training to others with items such as training evaluations, a video tape, or a photo journal. A summary statement should be included in the work sample that describes what the learner gained from developing and delivering this training. It should include a reflection on the learner’s own risks or experiences with burnout, why it's important to avoid or respond to burnout, and the methods they use to prevent or respond to burnout.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Plan Implementation. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is part of Person-Centered Practices: 2.C. Provides supports and services that help the individual achieve his or her goals. It also aligns with the NADSP Competency of Facilitation of Services.

Lesson 5: CDS-E-S: DSP Support Strategies

Portfolio Description:

The learner provides authentic work samples that demonstrate how to appropriately set boundaries or teach boundary-setting in a service setting. The learner should write a summary statement that describes their experiences and skills in setting and teaching appropriate boundaries. The statement should clearly describe the learner's view of boundaries in practice. It should include at least two to three examples of actual situations where teaching or setting boundaries occurred and the learner's role in each situation. The specifics of why a boundary was needed, how it was set, and the outcome should be included. It should include evidence from a real work setting to support the information in the statement. Authentic work samples can include a review by a person they support and/or a supervisor or case manager who can validate the facts.
The learner should provide an authentic work sample that demonstrates their ability to use active listening, validation, and related skills to help support a person living with a serious mental health condition. The sample should include a summary statement that describes the skills the learner uses, how and when they use them, and their value. This may include why the learner took time to learn and use the skill. The statement should make clear how the skills were used in the specific situation and what the outcome of the situation was. The learner should include a reflection of what went well and what they would change in the future, if anything.
The learner should create a portfolio sample that demonstrates their ability to prevent and respond to mental health crisis. The sample should include authentic documentation from the actual worksite. The learner will need permission and a signed release from the person supported to do this. The sample may focus on a crisis situation or it may focus on helping someone to develop a prevention plan, such as a WRAP. A summary statement that describes the learner's role in developing and using the plan should be in included. The statement should make clear the details of the specific situation and what the outcome of the situation was. The learner should include a reflection of what went well and what they would change in the future, if anything.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Self-Reflection. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is part of Participant Crisis Prevention and Intervention: 4.G. Sees own potential role within a conflict or crisis and changes behavior to minimize conflict. It also aligns with the NADSP Competency of Crisis Prevention and Intervention.

Lesson 6: CDS-I-S: System Issues and Solutions in Mental Health

Portfolio Description:

The learner should interview four to eight people living with mental illness and/or a close family member about their experiences with the mental health system. The learner should develop a standard interview that helps people identify and describe barriers they faced as well as systems and services that worked well. They should use this with each person interviewed. The people interviewed should reflect diversity in age, gender, socioeconomic status, religion, race, ethnicity, sexual orientation, or other areas. The learner should observe confidentiality and obtain written consent for use of any images or information that would identify the person. Written permission to use the information should be included. The learner should organize the information in a presentation that illustrates common themes regarding services and supports, as well as unique situations. This can be a summary narrative, electronic, or multimedia presentation. A summary statement should be included that ties this project to system issues identified in the lesson, as well as what the leaner will use to enhance their ability to provide support in the future.
The learner should gather authentic work samples related to an advocacy or resource issue for a person they support who lives with a mental health condition. A summary statement should be included with the samples to organize the materials. It should include what the issue was and the response to it. The learner should clearly identify how the issue was discovered or recognized, how action steps and resources were identified, what role they took in this process, and how the person supported participated. A description of the outcome of the process and what the learner would do differently in future practice, if anything, should also be included in the summary.
The learner should use actual examples from a work setting in which they support a person living with a serious mental illness or co-occurring mental illness to take positive steps to health and wellness. The work samples should provide evidence of work over time that had a meaningful impact on helping the person restore a positive self-image or improve health outcomes. A summary statement should be included that helps reviewers understand the health goals the person was trying to achieve and how they were supported by the learner. The positive health outcomes and efforts toward self-determination should be part of the summary statement. It should also include any lessons learned and what the learner would do differently, if anything, in the future.

NADSP E-Badge Connection: Content from this lesson will most likely help learners achieve the NADSP E-Badge for Ensuring Access. The Centers for Medicare and Medicaid Services (CMS) – Direct Service Workforce Core Competency most connected to this content is part of Empowerment & Advocacy: 7.D. Assists the individual to get past barriers to get needed services. It also aligns with the NADSP Competency of Advocacy.