Competencies for the mental health and addiction consumer, peer support and lived experience workforce - June 2021 - Te Pou
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Competencies for the mental
health and addiction consumer, peer
support and lived experience workforce June 2021
1Acknowledgements
We sincerely thank the many people who
took the time and gave their wisdom to
inform this refresh of the mental health and
addiction consumer, peer support and lived
experience competencies.
We acknowledge the outstanding work done
by Gemma Griffin in developing, consulting,
collating feedback and devising the final
competencies.
We especially want to thank Jason Haitana,
Aaryn Niuapu, Rose Heta-Minhinnick, and
Codey Bell who were invaluable in providing
guidance and cultural perspectives.
We hope that you will find these useful, relevant,
and practical in supporting the development
and growth of this vital workforce.
The team at Te Pou: Rae Lamb,
Caro Swanson, Rhonda Robertson,
Will Ward, Kyla Mottershead, Allan Drew, Joanne
Richdale and Angela Jury.
2Foreword
He Ara Oranga, the report of the experience, and to ensure that this input workforce. But there is more to do.
Government Inquiry into Mental Health is enabled, genuinely engaged with, and To ensure the competencies are fit
and Addiction (2018), see has an impact. for purpose it was time for a review,
www.mentalhealth.inquiry.govt.nz, outlines refresh and update. As with the original
One of the things that will support the
a vision. This vision includes people with competency development, people with
further growth and development of the
lived experience having a significantly lived experience have led this process
workforce is having clear, shared and
greater role in the design and delivery of and there has been wide consultation
consistent understanding of the values,
support and services. It calls for a greater with and involvement by consumers,
skills and qualities involved. That is, the
consumer voice and role right across the peer support and service leaders around
competencies needed to successfully
system. the country. Fittingly, the refreshed
fulfil consumer, lived experience and peer
competencies are well informed by,
More recently the interim Mental support roles. This aids those in the roles
and reflect the experience of, the
Health Commission’s report Mā Te and the people and organisations who
people who use them.
Rongo Ake (March 2021) has assessed employ and support them.
progress in responding to the inquiry’s We are proud to be associated with
In August 2014, we published the
recommendations. It notes that lived this work.
competencies for the mental health
experience feedback indicates that
and addiction service user, consumer Rae Lamb
PHO, NGO and DHB services may require
and peer workforce. Since then, these
much greater support, guidance and/or Chief Executive, Te Pou
have informed and supported the
accountability processes to understand
development of this very important
the value of input from people with lived
3Introduction
The consumer, peer support and lived What are the roles? › Consumer, peer and service user
experience (CPSLE) workforce includes
educators educate peers, health
all people who work in a job where it is The peer workforce includes many
professionals and community
a requirement to have lived experience different types of jobs. Some examples
members, using their lived
of mental health challenges and/or are:
experience.
addiction. Currently most of the CPSLE › Peer support workers work with
workforce works in dedicated DHB › Consumer, peer and service
people experiencing mental health
and NGO mental health and addiction user researchers and evaluators
challenges and/or addiction to help
services. Increasingly, some also work in undertake research and evaluation
restore their hope and personal
primary health or cultural organisations, using their lived experience. They
power. In this document peer support
social services and other community- work in partnership with their peers.
worker is used to describe a number
based entities. People can be in paid or of jobs such as peer navigator, peer › Consumer, peer and service user
voluntary roles. recovery coach, peer recovery guide, auditors work in teams that audit
The words in bold are explained in peer mentor, voice worker or peer mental health and addiction services.
the Glossary that accompanies this support specialist. They provide a lived experience
document. The glossary can be accessed perspective and wisdom.
› Consumer advocates work with
at tepou.co.nz/our-work/lived-experience people to resolve problems that affect › Service user, consumer and peer
individuals, as well as issues that supervisors provide coaching,
affect a lot of people. mentoring or supervision to peers,
clinicians and leaders.
› Consumer advisors use peer
values and recovery principles
to advise organisations on how to
operate. They work to ensure that
the experiences of people with
mental health challenges and/or
addiction influence every part of
the organisation to improve service
provision.
4Peer values
Peer roles are based on ideas that come from the consumer rights, self-help and recovery movements. Six core values were
identified through consultation, forums and surveys during the development of the original competencies in 2013 and 2014, and have
been updated through consultation during 2020 and 2021. These values are described below.
Peer value Definition What does this value look like in practice?
Mutuality Sharing common › We take time to get to know people and what is important to them.
experiences and We build positive and authentic relationships.
being authentic in our › We learn from others, and we share our own learning.
relationships.
› We use respectful language.
› We respect that people can have different beliefs about recovery and
wellbeing.
Experiential Valuing what we have learnt › We use our own experiences to encourage and inspire those we
knowledge from our life experiences. support, and to build trust and connection.
› We tell useful stories from our own experience that are relevant to the
current challenges of the person we are supporting.
› We don’t make assumptions about what others are feeling.
› We ask thoughtful questions. We listen so that we can understand what
the other person is feeling.
› We use our experiences to develop strategies for system change that
ensure services meet the needs of the people they are there for.
5Peer value Definition What does this value look like in practice?
Participation Valuing the right of people › We honour everyone’s ideas and opinions. We believe everyone can
to participate in their contribute, encourage and support people to voice their experiences.
treatment, and in the › We support people to participate in and lead their treatment.
delivery of services.
› We encourage people to identify their strengths and use them to
improve their lives.
› We advocate for the improvement of services. We take opportunities to
lead service delivery and design.
Self- Valuing the right of people › We encourage people to make their own decisions. We offer options
determination to make their own choices, when available.
without any pressure from › We encourage people to try new things.
others.
› We work together to learn and grow from our experiences.
› We encourage people’s resilience and personal growth.
› We encourage people to decide what they want in life and how to
achieve it. We do not judge their decisions or plans.
Equity Treating people fairly, › We work to understand how injustices can affect people.
without discrimination. › We identify injustices, prejudice and bias and work to address them by
advocating for change.
› We have open discussions about discrimination, trauma, oppression,
crisis and safety.
› We use supportive and respectful language.
› We respect privacy and confidentiality.
6Peer value Definition What does this value look like in practice?
Hope and Believing that there is › We focus on people’s strengths. We acknowledge that people’s
wellbeing always hope, and that strengths and informed choices are important for their recovery and
resilience and wellbeing are wellbeing.
possible for everyone. › We encourage people to have dreams and goals that have meaning for
them.
› We model positive ways of working through embodying hope and
resilience in all parts of our work.
› We support people to understand that life challenges can be
opportunities for learning and growing.
Commentary on the values
Mutuality and experiential knowledge are is central for the CPSLE workforce to be different options of support. The CPSLE
particularly important values for CPSLE effective in such contexts. workforce has grown from people’s
workers. collective experiences of facing mental
Lived experience often includes having
health challenges and addiction. The
CPSLE workers recognise the importance accessed services. The context and
expertise comes from ‘grassroots’
of responding to people within their culture of those services, the models and
experiences through to leadership.
own context. Individual experiences are approaches, workforce and terminology
Collectively, the workforce has the power
different. How people make meaning can influence people’s sense of identity.
to decide what workforce development
of those experiences is shaped by Lived experience workers are part of
is needed and to enthusiastically invite
many personal factors. These can many communities and this informs how
others to partner in its delivery. This is
include experiences of colonisation and they work and respond to each other.
self-determination, participation and
intergenerational trauma, culture and
The CPSLE workforce is constantly equity in action.
worldview, whānau relationships, age,
evolving. New roles emerge, services
gender, and sexuality. Workforce diversity
and systems change, and people require
7The values and Te Tiriti
o Waitangi
Competency Levels
› Essential – People need to All CPSLE workers need to also meet the
The values of participation, self- demonstrate this level of competency essential performance levels for ‘Let’s get
determination and equity are rooted in when they start their job. They real: Real skills for working with people
values from Te Tiriti o Waitangi, which need to demonstrate a basic and whānau with mental health and
describes the relationship between understanding of peer workforce addiction needs’.
the Crown and Māori. These values concepts, strategies, tools and
are captured in the te reo Māori terms practices.
Kāwanatanga, Tino rangatiratanga,
Ōritetanga and Wairuatanga. › Enhanced – The enhanced level
is the next step after the essential
Kāwanatanga describes how the Crown level. At the enhanced level people
partners with Māori in decision making need to demonstrate a higher level of
to ensure input and leadership at all understanding of the competency.
levels of the system that can impact
future CPSLE workforce development › Leader – Leaders and influencers
initiatives. Tino rangatiratanga specifies need to demonstrate this level of
self-determination, where Māori are competency.
fully respected to have control of their The leadership level is not only for people
future and to decide on what matters in leadership roles. Someone who is not in
most. Ōritetanga focuses on achieving a leadership role might still demonstrate
equity, and emphasises the rights of the leader level of the competency.
Māori as lived experience leaders to People who are in leadership roles should
have experiences that are meaningful meet the essential and leader levels of the
to themselves. These concepts are competency. Some leaders may also try
enveloped by Wairuatanga, to balance the to meet the enhanced level, depending
physical and emotional with the spiritual. on their role; however, proficiency at this
level is not a requirement for leaders
given that their role is primarily to make
sure that workers have what they need to
develop and maintain an effective CPSLE
workforce.
8The competencies at a glance
The CPSLE competencies
Apply to all consumer, peer support and lived experience roles
1. Applying lived experience
2. Resilience, recovery and wellbeing
3. Learning and professional development
4. Communicating effectively
5. Interacting with family, whānau and community
6. Interacting within teams and systems
7. Using a human rights approach
Specific Competencies
Along with the competencies above, the specific roles below have additional competencies.
Peer support workers Consumer advisors
1. Mutual relationships 1. Strategic viewpoint
2. Purposeful approach 2. Participation and leadership
3. Peer support practices 3. Service improvement
9The competencies
1. Applying lived experience
The CPSLE worker shares relevant experiences of living with mental health and addiction. Experiences are shared to contribute to
peer relationships, or to provide information for improving services.
Essential Enhanced Leader
Working at this level, a CPSLE worker Working at this level, a CPSLE worker: Working at this level, a CPSLE worker
can understand and describe: supports the sharing and enabling of
› understands and values that people best practice so that people experience
› how lived experience connects can have different experiences. trauma-informed care. They influence
people. › feels safe in sharing their other people and organisations to:
› how to share relevant experience.
experiences to contribute to the › value the guidance provided
› shares relevant experiences to
peer relationship. by people who share their lived
help build rapport and hope with
experience.
› how sharing your own experience peers, and to assist with the
can have an impact on you and development of services and › invite peers to provide their
on other people, and how to quality improvement initiatives. perspectives and to lead service
manage this. delivery and quality improvement.
› sees the impact of sharing their
› how to listen with empathy when experience on themselves and › invite the peer workforce to educate
peers discuss their experience, others. others about the benefits of their
and not judge. roles.
› understands that discussing some
› how to help people feel safe subjects may feel traumatic. › understand and enable peers
and secure when sharing their to work with mutuality, and
› creates a safe space for people
experience. demonstrate how this leads to
to share their experience, without
different boundaries from those of
› trauma-informed care. being judged.
the clinical workforce.
10Essential Enhanced Leader
› how to show hope and express › uses trauma-informed care
hope for others. practices.
› realistic optimism. › shows hope and can express hope
› the idea of mutuality, especially for others.
that mutuality requires different › understands, describes and models
boundaries from the health and realistic optimism.
social service workforce due to › uses mutuality and negotiates
sharing of personal experiences. the boundaries that this requires.
Understands that these boundaries
are different from the clinical
workforce.
112. Resilience, recovery and wellbeing
All CPSLE workers understand that self-care, self-advocacy and stress management are important for their wellbeing and resilience.
They use the practices that work best for them to stay well.
Essential Enhanced Leader
Working at this level, a CPSLE worker Working at this level, a CPSLE worker: Working at this level, a CPSLE worker:
can understand and describe:
› uses and role models self-care and › supports organisations to use
› self-care and stress stress management practices. resilience, recovery and wellbeing
management practices. › aims to maintain calm. Uses principles with workers and people
strategies for managing stressful or who access services.
› resilience, recovery and
wellbeing principles and how to challenging situations. › uses current information about
apply these. › uses wellbeing and resilience wellbeing practices and resilience to
› their personal strengths and principles in their own lives, and guide organisational development.
challenges relating to work. with others. › supports a culture of reflexive
› how to self-advocate for what › uses reflexive practice to make the practice.
they need to maintain their health best use of their strengths and to › supports supervision (including
and resiliency. address challenges. cultural supervision) for peer and
› strategies for handling stressful › responds to social determinants other workers.
or challenging situations. and social consequences of › supports the implementation of
› trauma-informed care. mental health challenges and/or trauma-informed practices.
addiction using resilience, recovery › supports organisations to respond
› the impact of trauma on and wellbeing principles.
themselves and others. to social determinants and social
› uses trauma-informed care. consequences using wellbeing
› the need to seek support and/ principles and practices.
or supervision (including cultural
supervision) when challenges
might impact on their work and
wellbeing.
123. Continuous learning and professional development
All CPSLE workers identify areas where they can grow personally or professionally and take opportunities to learn and develop.
They value ongoing development and stay connected to their peer community to stay ‘grounded’ in their work.
Essential Enhanced Leader
Working at this level, a CPSLE worker: Working at this level, a CPSLE worker: Working at this level, a CPSLE worker:
› participates in relevant › participates in relevant professional › supports peer staff to negotiate
professional development. development. work conditions that support
› develops a professional › keeps up-to-date with the latest learning and professional
development plan. research relevant to the peer development.
› networks with other members of workforce and uses this in their › ensures the organisation supports
the peer workforce. work. peer staff to negotiate work
› uses a professional development conditions that are fair and
› seeks mentoring and support equitable.
from a peer. plan.
› networks with other members of the › supports peer staff to develop
peer workforce. professional development and
career progression plans.
› recognises the value of personal
growth and skill development. › ensures the organisation invests
Maintains a connection with a fairly in professional development
peer support community to stay for peer staff.
‘grounded’ and authentic. › supports peer staff to incorporate
› has cultural connections with Mana new developments and innovations
Whenua of the area. in their work.
13Essential Enhanced Leader
› keeps up-to-date and uses relevant
developments and innovations to
develop their organisation.
› mentors other members of the
peer workforce to develop their
leadership skills.
› is actively involved with Mana
Whenua and encourages the
collaboration of services with the
Māori community around cultural
involvement and implementation.
› supports initiatives from tāngata
whenua.
144. Communicating effectively
CPSLE workers use a range of skills to communicate appropriately and effectively with peers, colleagues and other stakeholders.
They use communication skills and styles that are appropriate for the situation they are in and for the person they are
communicating with. They always use recovery and wellbeing focused language and they emphasise the strengths of their peers.
Essential Enhanced Leader
Working at this level, a CPSLE worker Working at this level, a CPSLE worker: Working at this level, a CPSLE worker:
understands and demonstrates: › supports staff to use effective
› uses recovery and wellbeing
focused language and approaches. recovery and wellbeing language.
› respectful communication using
recovery and wellbeing focused › ensures the organisational culture
› communicates effectively to and policies support effective and
language. different groups of people safe peer boundaries.
› active listening skills and (eg people accessing the › supports CPSLE staff to build skills
communicating with empathy. service and health professionals). in developing rapport and trust.
› the boundaries for their role and › communicates boundaries › builds rapport and trust within the
how to work within them (role effectively. organisation and with stakeholders.
clarity). › demonstrates communication skills › supports CPSLE staff to use
› the ability to cope well with that help to build rapport and trust respectful communication
challenging situations. eg active listening. strategies when encountering
challenging situations. Ensures
› skills in working collaboratively › uses empathy, respect, the organisation encourages the
with others. negotiation and other strategies development of respectful and
when responding to challenging effective communication strategies.
› an ability in communicating
situations. › supports CPSLE staff to network
with people from various
backgrounds, cultures, age › collaborates with other staff, and collaborate.
groups, etc. community agencies, groups › networks and collaborates within
and networks. the organisation and with other
› engagement in karakia with stakeholders.
people they are working with and › is able to offer karakia.
› promotes CPSLE roles and values
when needed. across sectors.
155. Working with family, whānau and community
CPSLE workers understand the value of family, whānau and community in people’s lives, and work to actively include them.
Essential Enhanced Leader
Working at this level, a CPSLE worker: Working at this level, a CPSLE worker: Working at this level, a CPSLE worker
ensures organisational policies and
› demonstrates understanding of › understands that people who processes:
▷ the diversity of family, whānau access services are part of a family/
and friends and the different whānau and community. › value and support family, whānau
roles they have for people › ensures that people’s families/ and community inclusion and
whānau and friends can be part of participation.
▷ different communities people
belong to such as cultural, recovery and wellbeing processes. › recognise the importance of
spiritual, religious, sexuality, › recognises the role of children identifying what family is for each
gender and interest groups and supports people who wish to person accessing the service.
▷ the differences between parent. › acknowledge the value family,
family of choice (including › investigates what family and whānau and community roles in
friends and partners) and whānau mean to the person and the people’s wellbeing and ensures
genetic family ties best ways to incorporate them. that services are responsive and
inclusive.
▷ the impact of mental health › works effectively with people of
challenges and addiction different backgrounds. › recognise and value the diversity
on families, whānau and of the people it serves, and works
› connects people, whānau and toward equitable outcomes for all
communities friends to relevant services and
▷ how a person’s culture or community resources. › enable staff to connect people,
age might influence practices family and whānau to relevant local
› maintains the privacy of people services and community resources.
and expectations around using the service, acknowledging
privacy (eg when working with people’s age and culture. › maintain privacy, acknowledging
teenagers, parents or with people’s age and culture.
whānau groups)
16Essential Enhanced Leader
▷ tikanga, cultural values and › understands the different › enable people’s communities to
beliefs communities that someone is part participate in service delivery to
▷ different approaches to of, and utilises them for the person’s enhance wellbeing.
wellbeing wellbeing. › ensures that different wellbeing
› can describe their own culture › uses different wellbeing approaches approaches are respected and
and what diversity means to when needed. utilised.
them. › actively engages at community and › support staff to access cultural
› shows respect for people who whānau hui. support and advice when needed,
are different to themselves. for themselves and for the people
Is mindful to not impose their they support.
culture or beliefs on to others.
› identifies community services
and resources.
› seeks cultural support and advice
when needed.
› identifies community and whānau
hui that are relevant to the people
they work with and the work
they do.
176. Working within teams and systems
CPSLE workers understand relevant legislation, policies, standards and systems, and work to align them with peer values. They work
together with team members and respect everyone’s roles and responsibilities.
Essential Enhanced Leader
Working at this level, a CPSLE worker Working at this level, a CPSLE worker: Working at this level, a CPSLE worker:
understands and can talk about:
› supports people to access the › facilitates the use of treatments and
› common mental health and treatments, supports and services support that are consistent with
addiction treatments, supports they choose. peer values.
and services. › meets legislation, national policies › advocates for changes to
› legislation, policies and standards and standards, and can interpret legislation, policies, standards
relevant to their work. them using peer values. and funding practices that are
› works with colleagues who have inconsistent with peer values.
› the roles and responsibilities of
colleagues. different roles and responsibilities. › supports their organisation to:
› how to use peer values and › uses the Health and Disability ▷ develop the CPSLE workforce
relevant policies to make ethical Code of Consumer’s Service equitably.
decisions. Rights and ethical frameworks to ▷ comply with the Health and
make decisions. Disability Sector Standards.
› the value of having people with
lived experience involved at all › takes up development and Uses national policies and ethical
levels of the organisation. leadership opportunities. frameworks to guide services.
Encourages others to do so. ▷ support partnership, participation
and leadership from people with
lived experience. This includes
involvement in local and national
projects and organisations.
187. Using a human rights approach
CPSLE workers workers protect and promote human rights for everyone, in all of their work. They will use their personal story and
advocate for positive change.
Essential Enhanced Leader
Working at this level, a peer worker Working at this level, a peer worker: Working at this level, a peer worker:
demonstrates understanding about:
› uses a human rights approach. › ensures national and international
› human rights approaches and human rights frameworks,
why they are used. › applies relevant United Nations
Conventions and Declarations in conventions and developments are
› the impact of relevant upheld in their organisation.
United Nations documents their organisation.
within mental health and › supports people to understand › ensures their organisation has
addiction work, including: and use complaints processes an effective complaints process.
▷ United Nations Convention effectively. Uses complaints to inform quality
on the Rights of Persons with improvement.
Disabilities (UNCRPD). › challenges the impact of stigma,
discrimination, prejudice, and › supports their organisation to
▷ United Nations Declaration address stigma, discrimination,
on the Rights of Indigenous human rights breaches.
prejudice and human rights
People (UNDRIP). › offers and promotes peer breaches.
▷ United Nations Convention advocacy, if appropriate for
against Torture and other their role. › promotes people’s rights by
Cruel, Inhuman or Degrading ensuring equitable access to
Treatment or Punishment. peer advocacy.
› their organisation’s complaints
process.
› what stigma, discrimination,
prejudice, and human rights
breaches are.
› why some people may need
support and advocacy to protect
their rights.
19Peer support work
In addition to the core CPSLE worker competencies, the following apply to the specific role of peer support worker.
1. Peer support - mutual relationships
Peer support relationships are always developing, and involve people both giving and receiving. This is very different from
conventional support programmes, where people need help and the staff provide that help. In peer support, people learn from each
other. Peer support workers understand this concept of mutuality and use it in their relationships.
Essential Enhanced Leader
Working at this level, a peer Working at this level, a peer support Working at this level, a peer support
support worker understands and worker: worker:
demonstrates:
› works with people authentically. › shows and promotes mutual and
› how to use mutuality in peer › uses mutuality. authentic relationships in their
relationships. organisation and with stakeholders.
› treats people as equals, while
› why equity is important in peer acknowledging their different › demonstrates and advocates for
relationships. responsibilities in the relationship. equity; supports people to have
what they need to be successful in
› how to create safe spaces for › encourages the use of positive their roles.
people to share their stories. risk-taking strategies, such
as searching for employment, › supports their organisation to
› the role of positive risk-taking
volunteering, training or education. develop policies and processes that
in recovery and wellbeing.
ensure a safe environment to share
› provides an environment for people experiences.
to share their experiences.
› promotes a culture of positive
risk-taking in their organisation.
202. Peer support - purposeful approach
Peer support workers understand people need to have hope, meaning and aspirations in their lives. They support them to achieve
this.
Essential Enhanced Leader
Working at this level, a peer Working at this level, a peer support Working at this level, a peer support
support worker understands and worker works with people to: worker ensures their organisation:
demonstrates:
› develop and maintain hope, › provides flexible ways to develop
› taking a purposeful approach to meaning and wellbeing goals. effective wellbeing strategies.
the importance of hope, meaning › access community resources that › provides information on local
and aspirations in people’s lives. support them to reach their goals. community resources.
› that community services and › review their goals and hopes, and › has policies and procedures
resources may support support them to make changes as that include the regular review
people’s goals. required. of people’s goals and aspirations.
› that regular reviews of people’s › write plans and notes collaboratively. › has policies and procedures that
goals and hopes are important, support the use of collaborative
because these may change. › recognise successes and learn
together from challenges. notewriting.
› the value of writing notes › uses tools that measure
collaboratively. successes and barriers, in a
› the importance of recognising way that is meaningful for
people’s successes and to learn people (outcome measures).
from things that do not go well.
213. Peer support - peer support practices
Peer support workers understand what peer support is and use appropriate models, tools and practices in their work.
Essential Enhanced Leader
Working at this level, a peer Working at this level, a peer support Working at this level, a peer support
support worker understands and worker: worker:
demonstrates:
› can describe the philosophy › is familiar with a range of peer-led
› what peer support is. behind peer support and its tools and makes these available in
history. their organisation.
› the role of peer support workers.
› can describe evidence of the › keeps up-to-date with developments
› use of peer-led tools. in peer support and shares this
effectiveness of peer support.
› models and practices that reflect information.
› works with people using
peer values and recovery and › promotes research and evaluation
peer-led tools.
wellbeing principles. initiatives in peer support.
› uses models and practices that
› the impact of peer support on › ensures their organisation uses
reflect peer values and recovery models and practices that reflect
people’s lives.
and wellbeing principles. peer values, and recovery and
› the use of supported decision
› supports self-advocacy when wellbeing principles such as trauma-
making. informed care and mindfulness.
resolving complaints.
› the importance of supported › ensures their organisation is informed
› can work within different types of
self-advocacy. of the different types of peer support,
peer support, using peer support
programmes and in different peer support programmes and
settings. peer support settings and uses
that knowledge to inform service
development.
› ensures their organisation has
relevant policies, procedures and
frameworks to support people to
advocate for themselves.
22Consumer advisor work
In addition to the core CPSLE worker competencies, the following apply to the specific role of consumer advisor.
1. Consumer advisors - strategic viewpoint
All consumer advisors work strategically to effect positive change in service delivery and organisational culture.
Essential Enhanced Leader
Working at this level, a consumer Working at this level, a consumer Working at this level, a consumer
advisor: advisor: advisor:
› understands the difference › can describe the role of systemic › supports organisations to
between individual advocacy advocacy in their work. understand and effectively use
and systemic advocacy. individual advocacy and systemic
› gathers information from relevant advocacy at all levels of service
› understands the roles of people people to support advocacy for delivery.
with lived experience, family and positive change. › supports the tracking of feedback
whānau groups in systemic › works to change discrimination in from workers and people accessing
advocacy. services. the service to support positive
› understands how society and system changes.
› works to influence change and uses
mental health and addiction effective levers to achieve change. › influences their organisational
services can be discriminatory. culture, and funding, policy and
› can assess and respond to different legislation.
› can describe ways they can points of view. Uses peer values to
influence change. › develops policies that eliminate
find solutions. inequity, stigma, prejudice, and
› recognises that different points of discrimination.
view need to be respected and
› strengthens consumer advisor and
understood.
lived experience influence.
› promotes peer perspectives in
organisational development.
232. Consumer advisors - participation and leadership
All consumer advisors work to ensure that effective peer participation and leadership happens at all levels of the organisation.
Essential Enhanced Leader
Working at this level, a consumer Working at this level, a consumer Working at this level, a consumer
advisor understands and can advisor: advisor:
demonstrate:
› networks and consults with people › supports peer staff to have what
› why consulting and networking who access the service and families they need to network and consult
with all relevant people is and whānau. with people who access the service,
important. This may include their families and whānau.
› uses effective methods for
people who access the service, collecting, analysing and › networks and consults with people
families and whānau. responding to feedback. who access the service and their
› different methods for collecting families and whānau at local,
› uses own position of influence and regional and national levels.
and using feedback. power to improve services.
› the benefits of lived experience › ensures organisations have effective
› uses national and international processes that collect feedback to
roles that have influence in human rights frameworks and
services. continually improve the service.
national complaints processes.
› the role of national and › supports peers to hold positions
international human rights of influence and power in the
frameworks and national organisation and wider sector.
complaints processes. › uses the national and international
rights frameworks and national
complaints processes to inform
quality improvement processes.
243. Consumer advisors - service improvement
Consumer advisors are involved in service improvement, quality improvement, and education. They promote meaningful wellbeing-
focused measures for people who use services.
Essential Enhanced Leader
Working at this level, a consumer Working at this level, a consumer Working at this level, a consumer
advisor understands and can advisor: advisor:
describe:
› uses organisational change › supports organisational change
› organisational change principles in service development principles.
principles. and quality improvement. › supports service development and
› service development and quality › engages in service development quality improvement approaches
improvement processes. and quality improvement that are consistent with peer values
processes within the service. and include peer leadership.
› recovery and wellbeing-based
measures used in service › uses recovery and wellbeing- › supports the organisation to use
based measures in service recovery and wellbeing-based
development and quality
development and quality measures in service development
improvement.
and quality improvement.
improvement.
› the benefits of peer educators. › is involved and engages in
› educates colleagues and people consultations on issues that affect
› the benefits of having peers
who access the service, using their peer workforce development and
involved in recruitment, mentoring
lived experience and peer values. sustainability.
and performance appraisal
processes. › participates in recruitment, › supports organisations to have
mentoring and performance education and training developed
appraisal. and delivered by people with lived
experience.
› supports organisations to have peer
staff in recruitment, mentoring and
performance appraisal processes.
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