Reflection

Reflection and learning: This domain outlines the kind of insight, self-reflective professional practice and learning necessary for mental health professionals to provide high-quality recovery-oriented mental health care. This domain also addresses the need for feedback from people accessing the service and their significant others to inform ongoing service improvement.

• Core principles
  • High-quality mental health care requires ongoing critical reflection and continuous learning.
  • Lived expertise based on people's experiences of mental illness and recovery is a valuable resource utilised in the delivery of high-quality mental health care.
• Key capabilities

  	Mental health professionals
  Behaviours	actively pursue professional learning, supervision and development opportunities to continuously build their capacity to provide high-quality recovery-oriented mental health care seek feedback from people accessing the service and their significant others, as well as from colleagues, managers and supervisors to identify their own strengths and needs challenge stigma and discrimination in their own and others' practice through processes of professional reflection
  Attitudes	are committed to ongoing improvement of their professional practice value opportunities to reflect on their practice are committed to enacting recovery values and principles in practice and upholding people's rights value the expertise and active involvement of people with lived experience and their significant others in professional development, research and quality improvement activities
  Skills	demonstrate self-awareness and self-reflection to identify their own strengths and opportunities for development to continuously improve their practice can articulate how their own values, attitudes and beliefs inform their practice, particularly when working with people from diverse backgrounds are able to use their own experiences to communicate and empathise with people use a range of evidence-based skills, practices and approaches to assist people in their recovery efforts
  Knowledge	have knowledge of and utilise a range of service models and approaches that are consistent with principles of recovery continually update their knowledge of the diverse range of support options available to people work to continually enhance their knowledge of the current evidence base and different interventions, including complementary therapies and treatments, to expand the choices available to people demonstrate some knowledge of and openness to a range of biomedical, psychotherapeutic, self-help, traditional healing, Aboriginal and complementary therapies and treatments contribute to the existing knowledge and evidence base by conducting research within the service

• Good practice
  • Reflect on whether professional practice is aligned with a recovery approach.
  • Use professional supervision, support, mentoring and debriefing to examine one's own approach and the degree to which one's practice is recovery-oriented.
  • Undertake professional development led by people with lived experience.
  • Undertake regular team-based reviews of work to discuss emergent difficulties and showcase progress.
  • Reflect on one's own values, development needs and limitations.
• Good leadership
  • Ensure a range of opportunities for people with lived experience to provide leadership in service planning, delivery and improvement.
  • Ensure a range of opportunities for people with lived experience to provide leadership in professional development activities such as recovery training and supervision.
  • Use feedback from people accessing services and their significant others to inform quality improvement.
  • Model a willingness to seek advice, support and ideas from others.
  • Model an approach and a culture of enquiry, hope, innovation and reflection.
  • Embrace opportunities for innovations.
  • Regularly review whether the service provided is recovery oriented.
  • Lead service-based research.
  • Seek peer supervision.
  • Create and utilise opportunities for learning and ensure the service culture values learning.
  • Ensure the involvement of consumer and carer consultants in team-based case reviews or clinical reviews.
  • Ensure that people with lived experience sit on service governance structures.
  • Promote peer workforce and co-design.
  • Incorporate a recovery orientation into recruitment processes; understanding the capabilities required to practice in line with a recovery approach and working competently with people from diverse backgrounds might be conditions of staff recruitment.