Washington Administrative Code (Last Updated: November 23, 2016) |
Title 388. Social and Health Services, Department of |
Chapter 388-112. Residential long-term care services. |
Section 388-112-0142. What are the competencies and learning objectives for the long-term care worker mental health specialty training?
Latest version.
- The mental health specialty competencies describe the behavior and skills a caregiver or long-term care worker should exhibit when working with residents. Learning objectives are associated with each competency.(1) Regarding the competency on understanding major mental illnesses, draw upon a basic understanding of mental illness and demonstrate awareness of the unique needs of residents with mental illness:(a) Define and describe main symptoms of depression, bipolar schizophrenia, and anxiety disorder, and list treatment options for each;(b) Describe causes of mental illness;(c) Describe the progression of mental illness;(d) Identify common myths and misinformation about mental illness; and(e) Define stigma and identify how stigma can impact caregiving.(2) Regarding the competency on resident background, experiences and beliefs, provide culturally compassionate and individualized care by utilizing a basic understanding of the resident's history, experience, and cultural beliefs:(a) Demonstrate a method for gathering cultural, lifestyle, and personal value information from a resident;(b) Identify why obtaining cultural information from a resident is important;(c) Describe the importance of being sensitive to cultural differences when providing care;(d) Differentiate how cultural beliefs and symptoms may be misinterpreted as mental illness; and(e) Identify how the long-term care worker's culture might affect caregiving.(3) Regarding the competency on communication and mental illness, communicate respectfully and appropriately with residents with a mental illness:(a) Identify what is considered respectful and disrespectful communication when interacting with a resident with a mental illness;(b) Identify what is judgmental communication toward a resident with a mental illness and ways to ensure communication is nonjudgmental;(c) Identify examples of verbal and nonverbal communication and describe how each impacts communication; and(d) Describe how to effectively initiate and conduct a respectful conversation with a resident who has a mental illness.(4) Regarding the competency on creative approaches to challenging behaviors, use a problem-solving approach when dealing with challenging behaviors:(a) Define and differentiate between inappropriate learned behaviors and symptoms of a mental illness;(b) Identify possible common causes of challenging behaviors in a resident with a mental illness;(c) Differentiate how challenging behaviors may be misinterpreted as mental illness; and(d) Describe intervention strategies that can be used to reduce or prevent challenging behaviors.(5) Regarding the competency on responding to decompensation and relapse, respond appropriately when a resident is decompensating to help prevent a relapse:(a) Define the terms baseline, decompensation, and relapse;(b) Identify common causes and symptoms of decompensation and relapse;(c) Describe the term "relapse plan" and review an example of a relapse plan; and(d) Identify how a long-term care worker can support and use the relapse plan.(6) Regarding the competency on responding to hallucinations and delusions, respond appropriately to a resident experiencing hallucinations or delusions:(a) Define the terms hallucination and delusion;(b) Identify common triggers (including stress) of delusions and hallucinations;(c) Identify and describe appropriate intervention strategies for a resident experiencing a hallucination or delusion; and(d) Describe how to accurately document a resident's behavioral symptoms, interventions, and outcomes.(7) Regarding the competency on crisis intervention and dealing with aggression, intervene early when dealing with aggressive behavior to increase emotional stability and ensure safety:(a) Define the term aggression;(b) Identify the difference between aggressive behaviors and aggressive feelings;(c) List deescalation "do's" and "don'ts" as they relate to working with a resident expressing aggressive behavior;(d) Describe appropriate deescalation techniques when working with a resident expressing aggressive behavior; and(e) Differentiate between nonimmediate and immediate danger and at what point additional assistance may be needed.(8) Regarding the competency on suicide prevention, respond appropriately to a resident at risk of suicide:(a) Identify and list signs a resident is possibly suicidal;(b) Describe how to respond appropriately to a resident experiencing suicidal thoughts, including:(i) How, where, and when to refer a resident who is experiencing suicidal thoughts and/or planning; and(ii) Methods to keep a suicidal resident safe and ensure the safety for others.(c) Describe strategies to help cope with a resident's suicide.