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WACs > Title 388 > Chapter 388-112 > Section 388-112-0142
388-112-0140
388-112-0145
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WAC 388-112-0142
What are the competencies and learning objectives for the long-term care worker mental health specialty training?
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.
[Statutory Authority: RCW 74.08.090, 74.09.520. WSR 13-02-023, § 388-112-0142, filed 12/20/12, effective 1/20/13.]
