Course Description
This course builds on existing knowledge and experience and is aimed at providing the student with advanced knowledge, skills and competences required to work and progress in the caring profession within a mental health setting. The Award provides a specialist work-related programme of study that offers both breadth and depth of and understanding with the practical skills required in the mental health sector. The overall objectives of the Award are to engage students in learning that is relevant to their profession and to further develop a range of skills and techniques, personal skills and attributes necessary for a successful career. The course has been developed by Learning Works in collaboration with the Richmond Foundation.
In 2025, the pass rate for the course was 92%.
The accreditation category of the Programme is Further Education.
Learning Outcomes
By the end of the course programme, students will be able to:
- Understand the context of mental health.
- Understand the importance of diversity, equality and inclusion.
- Understand the context of supporting skills for everyday life.
- Understand principles for supporting independence in the tasks of daily living.
- Understand the role that leisure activities play in a mental health setting.
- Understand the role of learning and development activities in meeting the needs of a person with a mental health problem.
- Understand the importance of reflection on, evaluation and improvement of personal and professional practice.
- Use effective communication and build relationships in mental health care.
- Support individuals to identify and plan for leisure activities .
- Facilitate learning and development activities with individuals.
- Support individuals to manage their finances.
- Effective team and joint working in mental health care.
- Raising awareness of mental health problems.
- Promote communication in mental health care settings.
- Promote and implement health and safety in health and social care.
Target Candidates
This award is suitable for part time students in work and on successful completion, students can progress into or within employment in the mental care sector.
| Course Code | Duration | Credit Value | Next Intake | FT/PT |
|---|---|---|---|---|
| LW/HSC/003 | 3 months | 12 ECTS | May 2026 | PT |
| Contact Hours | Placement Hours | Self Study Hours | Assessment Hours | Total Learning Hours |
|---|---|---|---|---|
| 60 | 55 | 141 | 44 | 300 |
Mode of Training
Lectures and workshops
Modules are delivered in the evening, twice a week.
Language of instruction is English.
Assessment
Assignments, Case studies,
Portfolio of evidence.
Awarding Body
Learning Works
Lecturers
Course Structure
Module 1: Introduction to the Context of Mental Health (1 ECTS)
This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being.
Demonstrate an understanding of the different views on the nature of mental well-being and mental health and the factors that may influence both across the lifespan.
Explain the range of factors that may influence mental well-being and mental health problems across the lifespan, including biological, social and psychological factors.
Demonstrate understanding of the medical and social models of mental health.
Describe the main types of mental ill health.
Describe risk factors, including inequalities and poor-quality social relationships, and protective factors, including socially valued roles, social support and contact.
Identify discrimination arising from misinformation, assumptions and stereotypes about mental ill health.
Demonstrate knowledge of legislation and policies designed to promote human rights, inclusion, equal life chances and citizenship for individuals with mental health problems.
Demonstrate knowledge of the Mental Health Act, the main forms of mental ill health, types of interventions, ways of promoting communication with individuals with mental health problems, changes in attitudes toward individuals with mental health problems, and types of challenging behaviour.
Apply knowledge and understanding in practice.
Describe the main types of mental ill health according to the psychiatric (DSM/ICD) classification systems, including mood disorders, personality disorders, anxiety disorders, psychotic disorders, substance-related disorders, eating disorders and cognitive disorders.
Implement safeguards that must be in place if restrictive physical interventions are used.
Identify and evaluate triggers and possible causes of challenging behaviour.
Explain how mental ill health may impact the individual and their familial and social networks, including psychological and emotional, practical and financial impacts, the impact of using services, social exclusion and positive impacts.
Take appropriate action to promote positive attitudes towards individuals with mental health problems and their family support.
Evaluate different views on the nature of mental well-being and mental health.
Distinguish between past ways of working and present services.
Decide when restrictive interventions may and may not be used.
Promote communication with individuals with mental health problems.
Identify ways of adapting verbal and non-verbal communication when communicating with individuals who have mental health problems.
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 18
- Assessment Hours: 2
- Total Learning Hours of this Module: 25
Module 2: Ethics in a Mental Health Care Setting (1 ECTS)
This unit introduces students to the ethical principles and moral dilemmas within the context of supporting persons with mental health problems and how these are reflected in legislation. In parallel the unit will focus on the important themes related with ethical approach. These include dignity, quality of life, and the rights of the individual.
Work in an inclusive way.
Promote diversity, equality and inclusion.
Ensure confidentiality in day-to-day communication, in line with agreed ways of working.
Maintain the confidentiality of the individual, self and colleagues according to service procedures.
Promote equality and dignity in work practices.
Comply with legal and organisational requirements and policies relevant to the functions being carried out.
Demonstrate knowledge of legislation and codes of practice relating to equality, diversity and discrimination.
Demonstrate knowledge of codes of rights of individuals and virtues of practice.
Apply knowledge and understanding in practice.
Demonstrate actions that model inclusive practice.
Demonstrate how to support others to promote equality and rights.
Challenge discrimination in a way that promotes positive change.
Apply principles and practices relating to confidentiality.
Promote dignity in work practices.
Evaluate how and when to seek advice about confidentiality.
Identify the potential effects of discrimination.
Acknowledge individuals and their rights.
Interact with individuals in a way that respects their beliefs, culture, values and preferences.
Explain how and when to seek advice in ethical challenges.
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 15
- Assessment Hours: 5
- Total Learning Hours of this Module: 25
Module 3: Communication in a Mental Health Care Setting (3 ECTS)
This unit aims to enable the learner to use effective communication skills to develop and sustain relationships with service users, support workers and colleagues. It also looks at how to support service users in building and managing their social networks because the strength of an individual’s social network is a key factor in maintaining an individual’s well-being and mental health. This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.
Contribute to establishing the nature of specific communication needs of individuals and ways to address them.
Meet the communication and language needs, wishes and preferences of individuals.
Overcome barriers to communication.
Support an individual to develop communication methods that help them to understand others and be understood.
Support others to understand and interpret the individual’s communication.
Demonstrate knowledge of different reasons why people communicate.
Demonstrate knowledge of factors to consider when promoting effective communication.
Demonstrate knowledge of barriers to effective communication.
Demonstrate knowledge of a range of communication methods and styles to meet individual needs.
Demonstrate knowledge of key principles for communication and relationships in mental health care, including reliability, clarity about boundaries, being genuine, maintaining a positive attitude and hopefulness, openness to ideas, being non-judgemental, active listening, showing respect, maintaining realistic expectations, sharing information and working together as equal partners.
Apply knowledge and understanding in practice.
Identify barriers to effective communication.
Demonstrate how to overcome common barriers to communication and relationships between service users and mental health carers.
Demonstrate how to respond appropriately to an individual’s reactions.
Demonstrate strategies used to clarify misunderstandings.
Demonstrate ways to maintain confidentiality in day-to-day communication.
Work in partnership with the individual and others to identify specific communication needs.
Collate information about an individual’s communication needs and the support provided.
Apply strategies to promote effective team and joint working.
Overcome common barriers to effective working relationships within a home or care team.
Demonstrate dependability in carrying out actions agreed with families.
Evaluate the role of effective communication in building relationships and promoting recovery.
Analyse features of the environment that may help or hinder communication.
Monitor a person’s responses during and after interactions to assess the effectiveness of communication.
Review an individual’s communication needs and the support provided to address them.
Contribute to evaluating the effectiveness of agreed communication methods and supports provided.
Analyse the contribution of families to the care and/or support of individuals.
Apply key communication skills to build and sustain relationships in a mental health care context, including active listening, empathy and validation, appropriate questioning techniques, checking understanding and summarising.
Interact with individuals using their preferred communication methods.
Explain how to enable support workers, family members and friends of people with mental health problems to access appropriate support.
- Total Contact Hours: 15
- Supervised Placement & Practice Hours:
- Self-Study Hours:
- Assessment Hours: 10
- Total Learning Hours of this Module: 75
Module 4: Managing Risk, Emergency and Crisis in a Mental Health Care Setting (2 ECTS)
This unit aims to provide the learner with an understanding of the general principles and processes involved in care planning and risk management within a mental health context. The unit also looks at the procedures and mechanisms available for the support of an individual with a mental health problem in an emergency or crisis situation.
Demonstrate understanding of the key principles and values underpinning effective care and support planning, including person-centred, needs-led and holistic approaches; collaboration and full participation; building on strengths; anti-discriminatory practice; promoting social inclusion; recovery-focused practice; and effective record keeping.
Contribute to supporting positive risk-taking for individuals.
Promote and implement health and safety in health and social care settings.
Support individuals who are distressed.
Carry out own responsibilities for health and safety.
Demonstrate an understanding of suicide interventions.
Demonstrate knowledge of the principles of positive risk-taking for individuals with mental health problems.
Demonstrate knowledge of the principles and values underpinning effective care and support planning.
Demonstrate knowledge of procedures for responding to accidents and sudden illness.
Demonstrate knowledge of legislation relating to health and safety in a health or social care work setting.
Demonstrate knowledge of risk factors to be considered during risk assessment in different types of risk situations.
Demonstrate knowledge of the features of a person-centred approach to risk assessment.
Demonstrate knowledge of types of accidents and sudden illness that may occur in the work setting and the procedures to be followed.
Demonstrate knowledge of drugs used in mental health care and potential drug interactions.
Apply knowledge and understanding in practice.
Carry out tasks associated with each stage of the care and support planning process, including assessment of need, planning goals, monitoring progress and reviewing plans.
Use policies, procedures and agreed ways of working relating to health and safety.
Involve carers and family members effectively and appropriately in the risk management process.
Explain how the principle of Duty of Care can be maintained while supporting individuals to take risks.
Record and report incidents, discussions and decisions concerning risk-taking.
Complete and review risk assessments with individuals in line with agreed ways of working.
Demonstrate ways to minimise potential risks and hazards.
Enable individuals with behavioural difficulties to develop strategies to change their behaviour.
Identify aspects of everyday life in which risk plays a part.
Analyse the main health and safety responsibilities of self, the employer or manager, and others in the work setting.
Distinguish between a service-focused approach to risk assessment and a person-centred approach.
Analyse how personal values, belief systems and experiences may affect practice when supporting individuals to take risks.
Analyse factors that may trigger personal stress and identify common signs and indicators of stress.
Evaluate how working with a distressed individual may impact on personal well-being.
Identify possible indications of substance misuse, including physical, behavioural, social and emotional signs.
Demonstrate appropriate action in response to changes in situations and levels of risk.
Explain the potential positive and negative consequences of choices made about taking risks.
Communicate the content of risk assessments effectively to others.
- Total Contact Hours: 10
- Supervised Placement & Practice Hours: 5
- Self-Study Hours: 27
- Assessment Hours: 8
- Total Learning Hours of this Module: 50
Module 5: Practical Care for Persons with a Mental Health Problem (4 ECTS)
This unit provides the learner with the knowledge and skills required to support individuals in:
• the tasks of daily living,
• personal hygiene,
• managing finances,
• preparing and settling in to new home environments,
• taking part in leisure activities,
• taking part in learning or development activities,
• maintaining and developing skills for every-day life,
• accessing and using services and facilities,
• accessing education, training and employment,
• continuing recommended therapies, and promoting their independence in these areas.
Promote independence in tasks of daily living through active participation.
Identify suitable opportunities for individuals to learn or practise daily living skills.
Establish the support required for daily living.
Access additional guidance to resolve difficulties or concerns about support for daily living tasks.
Demonstrate understanding of the importance of good personal hygiene.
Maintain an individual’s dignity when supporting personal hygiene.
Demonstrate understanding of factors affecting a move to a new home environment.
Provide support for managing finances in a way that promotes active participation and safeguards the individual.
Provide support to continue recommended therapy.
Promote active participation during therapy.
Demonstrate knowledge of the effects of poor personal hygiene on health and well-being.
Demonstrate knowledge of roles and responsibilities in providing support.
Demonstrate basic knowledge of food preparation.
Demonstrate knowledge of ways of working that recognise an individual’s right to participate in everyday activities and relationships as independently as possible.
Demonstrate knowledge of policies and procedures related to personal hygiene and safety, daily living tasks, home security and leisure activities.
Demonstrate knowledge of factors affecting a move to a new home environment.
Demonstrate knowledge of legislation, codes of practice and agreed ways of working relating to managing financial affairs.
Demonstrate knowledge of learning and development activities, related resources and equipment.
Demonstrate knowledge of factors influencing access to services and facilities and potential barriers encountered.
Demonstrate knowledge of legislation, guidance and codes of practice supporting access to education, training or employment.
Demonstrate knowledge of the benefits of recommended therapies to an individual’s health and well-being.
Apply knowledge and understanding in practice.
Establish roles and responsibilities for providing support.
Support individuals to plan culturally appropriate meals that contribute to a healthy diet.
Support individuals to prepare food safely while promoting active participation.
Provide support for buying and using household and personal items.
Work with individuals to identify needed household and personal items.
Support individuals to purchase items in their preferred way and use them safely.
Support individuals to keep their home clean while promoting active participation and safety.
Record changes in circumstances that may affect the level or type of support required.
Identify leisure activities and work with individuals and others to develop plans for participation.
Explain the effects of moving on individuals and their personal relationships.
Access information and advice to support individuals to move and settle into new home environments.
Support individuals to settle into new home environments.
Support individuals to manage finances independently and identify existing financial management skills.
Contribute to applications for financial assistance.
Facilitate learning and development activities with individuals.
Support individuals to select and access services and facilities.
Identify assistance available to learning providers or employers to support access to education, training or employment.
Support individuals to identify, access and apply for preferred education, training or employment opportunities.
Support individuals to prepare for interviews or selection processes.
Analyse the effects of culture or background on daily living tasks.
Evaluate risks to home security and address them appropriately.
Identify recreational needs, preferences and interests with the individual.
Analyse strategies to support smooth transitions to new home environments.
Analyse strategies to support independent financial management.
Identify sources of information and advice about benefits and allowances.
Evaluate and review financial management methods, services and support.
Evaluate and review learning and development activities.
Support planning for maintaining and developing everyday life skills.
Compare methods for developing and maintaining everyday life skills and analyse potential sources of conflict and resolution strategies.
Observe, record and report during recommended therapy and contribute to its evaluation and review.
Clarify with individuals and others the requirements for supporting independence in daily living tasks.
Enable individuals to express views about the support provided to increase independence.
Address personal hygiene sensitively and respectfully.
Encourage and support participation in leisure activities.
Provide information about proposed new home environments and agree changes to enhance comfort.
Provide feedback to organisations or agencies about the effectiveness of financial information or support.
Explain the importance of recognising progress in learning and development activities.
Encourage individuals to complete recommended therapeutic activities.
Describe strategies to overcome fears or concerns about continuing recommended therapy.
- Total Contact Hours: 20
- Supervised Placement & Practice Hours: 25
- Self-Study Hours: 40
- Assessment Hours: 15
- Total Learning Hours of this Module: 100
Module 6: Best Practices in the Context of Supporting of Individuals with Mental Health Problems (1 ECTS)
This unit introduces learners with the knowledge and skills required to reflect on, evaluate one’s own professional practice with the intention to identify and develop best practices. This unit also looks at the importance of supervision, feedback and the formalisation of such practices.
Explain how supervision and support contribute to an effective working environment.
Provide active support for individuals and key people.
Identify what is required for competent, effective and safe practice.
Demonstrate knowledge of the requirements of the job role of a support worker.
Demonstrate knowledge of relevant legislation, policy, good practice guidelines, organisational and professional codes of practice, ethical standards and standard operating procedures (SOPs).
Apply knowledge and understanding in practice.
Reflect on own performance.
Review performance within the job role.
Use constructive feedback from individuals to inform and develop practice.
Implement a plan to improve performance.
Prepare SMART objectives using available resources.
Maintain up-to-date records of personal and professional development.
Report in accordance with agreed ways of working.
Prioritise aspects of practice that require enhancement.
Evaluate the effectiveness of a development plan.
Review the impact of the development plan on working practice.
Distinguish between supporting and empowering services.
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 16
- Assessment Hours: 4
- Total Learning Hours of this Module: 25
Entry Requirements
Learners need to satisfy the following criteria:
- Ages 18 +
- Be able to communicate both orally and written in the English Language
- Hold a clean Police Conduct Certificate
- Hold a Level 3 qualification in health and social care or equivalent or;
- Have at least 1 year practical work experience in a related position
For applicants who meet the criteria of admittance by experience only, a basic level of English which is demonstrated through the appropriate qualifications such as an ‘O’ level in English, a school leaving certificate with English indicated as a core subject or equivalent is needed.