Pre-requisites

None.

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Describe and/or demonstrate the role of the chaplain, the aspects of human well-being and mental health, how to provide chaplaincy specific pastoral care, the standards of professionalism required by chaplains, the legal framework of chaplaincy, the mental health sector in Australia, importance of further training and self-care, referral options for people

• Demonstrate competence in the following skills: developing appropriate interpersonal relationships with clients, communicate effectively with clients, as individuals and in groups, collect and analyse client information, develop competent practices of holistic care, management of mental health and referral, identify the issues impacting presenting clients, recognise signs of neglect, abuse & trauma, assess and prioritise clients’ needs and levels of risk, respond to potential emergency or crisis situations, draw on other resources and personnel as appropriate, recommend resources and sources of assistance, analyse professional chaplaincy literature and practice.

• Demonstrate ability to work effectively with others (including the Mental Health Sector) and in teams, implement organizational policies and procedures and operate within the legal framework, maintain high ethical standards, enable clients to manage their own well-being and mental health, provide pastoral care as required/appropriate, decide whether/when to refer or retain a client, assess the effectiveness of assistance and services provided, evaluate experience individually and as a team member.

Unit Description

Chaplaincy and Chaplaincy Competencies

1. The role of the chaplain
   + Basic biblical and theological perspectives
   + Chaplaincy settings: schools, hospitals, aged care facilities, prisons
   + Situations and needs chaplains typically face
   + Current trends and issues in chaplaincy ministry
2. Aspects of well-being and mental health
   + Human needs, life stages and the generations
   + Personal and special needs (such as autism, disability, illness, abuse, neglect)
   + Mental illness (such as anxiety, depression, schizophrenia, self-harm, suicide)
   + Environmental (such as alcohol, drugs, bullying, harassment, stress, conflict)

Working with the Mental Health Sector

1. The mental health sector
   + Scope and character
   + Stakeholders
   + Levels and types of care: clinical and nonclinical services, support groups
   + Major psychiatric illnesses and the stigma surrounding them
   + National standards for mental health issues
   + Changes in mental health care
   + The legal system, including the police, courts and community treatment orders

2. Professional conduct of the chaplain + Principles of professional conduct:

   • confidentiality, duty of care, access and equity, ethics and values, sustainability, working with people from culturally/linguistically different backgrounds
     + Organizational requirements: ethical standards, casework management protocols, procedures, record keeping
     + Legal framework: policy, legislation, regulations
     + Working with others and in teams

Pastoral Care for Chaplaincy

1. Foundational skills of the chaplain
   + Communication skills
   + Pastoral care skills
   + Preventative care: education, support groups, conflict management
   + Reactive care

2. Referral + Services and sources of assistance
   + Emergency and crisis situations
   + Cultural obligations and special needs in referrals
   + Review of outcomes

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Unit offerings

Face to face: (Every 2nd Year (Even), Semester 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.