Reflection and learning
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.
- 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.
Mental health professionals
- 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
- 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
- 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
- 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
- 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.
- 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.