RETHINK MENTAL ILLNESS Trainee Advocate Interview Pack Friday Interview ⸻ SECTION 1 — KNOW THE ROLE What is independent advocacy? ANSWER: “Independent advocacy is about helping somebody understand their rights and options and making sure their own views, wishes and choices are heard. For me, one of the most important things is remembering that I’m not there to make decisions for somebody or tell them what I think they should do. My role is to listen, help them understand the information available, explore their options and support them to communicate what they want. Sometimes that might mean speaking on somebody’s behalf if they’ve asked me to, but the person’s wishes should remain at the centre. That’s something I’ve really learned through volunteering with Rethink. Good advocacy should empower somebody rather than create another situation where somebody else is taking control.” MEMORY CUE: Rights → Options → Wishes → Voice → Empowerment This is very close to how Rethink itself currently defines advocacy. ⸻ SECTION 2 — THE 10 MOST LIKELY INTERVIEW QUESTIONS QUESTION 1 Tell us about yourself and why you want to become a Trainee Advocate with Rethink Mental Illness. ANSWER: “I currently volunteer as an Independent Community Advocate with Rethink Advocacy, and that’s really where my interest in developing a career in advocacy has grown. Through the role I’ve supported people experiencing mental ill health and other difficult circumstances. I listen to what matters to them, help them understand their rights and options and support them to have their voice heard. I’ve also had experience communicating with NHS professionals, housing services, local authorities and other organisations, as well as maintaining case records and working within safeguarding, confidentiality and professional boundaries. Before Rethink, I worked as a Security Officer and as a Volunteer Welfare Assistant, which developed my communication skills and my ability to remain calm when somebody is distressed or a situation becomes challenging. I’m applying because I don’t want advocacy to be something I only do for a few hours as a volunteer. I want to develop professionally in it. The Level 4 qualification particularly appeals to me because it would allow me to build on the practical experience I already have and develop the knowledge needed to work across different types of advocacy.” MEMORY CUE: Rethink volunteer → Experience → Skills → Career → Level 4 ⸻ QUESTION 2 What do you understand by independent advocacy, and how is it different from giving advice? This is one I would learn very well. ANSWER: “To me, independent advocacy is about standing alongside the person rather than taking over. An advocate can help somebody understand their rights, information and available options, but ultimately it’s the person’s own wishes and decisions that matter. That’s different from advice because I’m not there to tell somebody, ‘This is what I think you should do.’ For example, if somebody was considering different options around their care or housing, I could help them understand those options, think about questions they may want to ask and communicate their views to professionals. But I shouldn’t choose the option for them. Even if I personally thought another decision would be better, I would need to recognise that it’s their life. Obviously safeguarding and legal responsibilities still apply, but advocacy should promote choice, control and self-advocacy rather than dependency.” MEMORY CUE: Stand alongside → Inform → Don’t advise → Their choice → Empower Rethink explicitly says its advocates help people understand choices and consequences, communicate what they want and have control over their lives. ⸻ QUESTION 3 — STAR Tell us about a time you supported somebody to have their voice heard. S — SITUATION “In my Independent Community Advocate role, I’ve supported people who were dealing with mental health difficulties alongside issues such as housing and accessing services. Sometimes people can feel overwhelmed when several professionals or organisations are involved.” T — TASK “My responsibility as the advocate was to understand what the individual actually wanted and make sure their wishes remained central rather than speaking over them or deciding what I thought was best.” A — ACTION “I spent time listening to the person and clarifying their concerns and what outcome they wanted. I helped them understand their options and identify the points they wanted raised. Where they wanted advocacy support, I communicated with the relevant professionals and services while being careful only to share appropriate information. I followed up where necessary and kept accurate case notes on our case-management system.” R — RESULT “The person was better able to communicate what mattered to them and their wishes could be represented more clearly when dealing with the services involved. For me, the important outcome wasn’t that I had solved everything for them. It was that they had greater involvement and control over what was happening.” MEMORY CUE: Listen → Clarify wishes → Options → Represent → Follow up VERY IMPORTANT If the panel asks you for the exact person or exact situation, use one of your real Rethink cases. Don’t invent an outcome you didn’t achieve. ⸻ QUESTION 4 — STAR Tell us about a time you built trust with somebody who was reluctant to engage. S — SITUATION “In advocacy, I’ve had situations where somebody hasn’t responded immediately to contact or hasn’t been ready to engage straight away.” T — TASK “My responsibility was to try to establish communication while respecting the person’s choice and not making them feel pressured.” A — ACTION “I took a patient approach. I made appropriate contact attempts through the agreed channels and explained clearly who I was and why I was contacting them. When communication was established, I listened rather than overwhelming them with questions. I also made sure I didn’t make promises I couldn’t keep. I documented contact attempts and followed the service procedure around further contact and supervision.” R — RESULT “What that taught me is that engagement sometimes takes time. You can’t force somebody to trust you because you have the title of advocate. You build trust through consistency, honesty and respecting their choices.” MEMORY CUE: Patient → Explain → Don’t pressure → Consistency → Trust ⸻ QUESTION 5 — SCENARIO / COMPETENCY What would you do if a service user wanted something you personally disagreed with? ANSWER: “I’d separate my personal opinion from my professional role. The starting point would be listening and making sure I properly understood what the person wanted and why. I’d help them understand their rights, options and any relevant information or consequences, but I wouldn’t try to steer them towards the decision I preferred. If they understood the information and this was their wish, my role would generally be to support them in expressing it. If there were safeguarding concerns, questions around capacity or something outside my competence, I’d follow the appropriate procedure and seek guidance. But disagreement alone wouldn’t be a reason for me to override somebody. One of the things advocacy has taught me is that empowerment means respecting people’s autonomy even when their choices aren’t the choices we would make ourselves.” MEMORY CUE: My opinion aside → Listen → Inform → Their decision → Safeguard if necessary ⸻ QUESTION 6 — SCENARIO What would you do if somebody disclosed a safeguarding concern? ANSWER: “First, I’d remain calm and listen carefully. I wouldn’t interrogate the person or ask lots of leading questions, and I wouldn’t promise to keep something secret because there are circumstances where information may need to be shared to keep somebody safe. I’d establish whether there was any immediate danger and explain clearly what I may need to do next. I’d follow Rethink’s safeguarding procedure and report the concern promptly to the appropriate person, such as my manager or safeguarding lead. I’d only share information that was necessary and with the appropriate people. Then I’d make an accurate, factual record of what was disclosed, what I observed and what action I took. If I was uncertain, I wouldn’t try to manage the situation alone. I’d seek guidance.” MEMORY CUE: Listen → Immediate danger? → Don’t promise secrecy → Report → Record ⸻ QUESTION 7 — STAR Tell us about a time you had to manage competing priorities or organise your workload. ANSWER: S — SITUATION “In my current advocacy role, I can have several clients requiring different actions, such as telephone contact, follow-up messages, communication with professionals and case recording.” T — TASK “I need to make sure important actions are completed on time while keeping accurate records and identifying anything urgent.” A — ACTION “I look first at urgency and risk rather than simply doing tasks in the order they arrive. If something involved a safeguarding concern or an important deadline, that would take priority. I keep track of agreed follow-up actions and dates, manage my diary and update Hive after completing client work so there is a clear record. If something is outside my responsibility or I’m unsure about the priority, I speak with my supervisor rather than making assumptions.” R — RESULT “That helps me work in an organised way and makes sure actions aren’t forgotten. It’s also taught me that good case management isn’t just about being busy. It’s about knowing what needs attention first and maintaining a clear record of what you’ve done.” MEMORY CUE: Risk → Urgency → Diary → Hive → Escalate This is particularly relevant because your advert says the Trainee Advocate will progressively develop a caseload and manage their own diary and field-based visits. ⸻ QUESTION 8 How would you support somebody who may have difficulty understanding information or making a decision? ANSWER: “I wouldn’t automatically assume that because somebody has a mental illness, learning disability or difficulty communicating that they can’t make a decision. I’d first think about how I could make the information more accessible. That could mean using simpler language, breaking information into smaller parts, giving the person more time, checking their understanding or considering a different communication method. I’d also remember that capacity relates to the particular decision and circumstances rather than simply putting a label on somebody. As a trainee, I wouldn’t pretend to have specialist knowledge I haven’t developed yet. If there was a question around the Mental Capacity Act or whether statutory advocacy was required, I’d seek guidance from an experienced advocate or manager. My aim would still be to maximise the person’s involvement and voice as much as possible.” MEMORY CUE: Don’t assume → Accessible information → Time → Decision-specific → Seek guidance → Involve Your advert is specifically designed to train you across IMCA and other statutory advocacy, so saying “I’d seek guidance while I’m developing” is a strength here, not a weakness. ⸻ QUESTION 9 How do you maintain professional boundaries and confidentiality? ANSWER: “I think you can be warm and compassionate with somebody without becoming personally involved in their life. I try to be clear about my role from the beginning, including what I can and can’t do. I wouldn’t give out inappropriate personal information, make promises outside my role or allow somebody to become dependent on me. With confidentiality, I only access and share information that’s relevant to my work and follow data-protection procedures. I’d also explain that confidentiality has limits, particularly where there is a serious safeguarding concern. In my current role I maintain confidential case records on Hive, so I’m already used to thinking carefully about what I record and who information can appropriately be shared with. If a boundary became unclear, I’d use supervision rather than trying to deal with it alone.” MEMORY CUE: Warm not personal → Clear role → Confidential → Limits → Supervision ⸻ QUESTION 10 How do you demonstrate Rethink’s values and CARES behaviours? This is particularly likely because they explicitly asked you about it in the application. ANSWER: “I don’t really see the values as something separate from the day-to-day work. For example, Understanding means listening to the person and recognising that I can’t assume I know what their experience is just because I’ve supported somebody in a similar situation before. Equity means recognising that people may face different barriers and may need different approaches to have a genuinely equal opportunity to participate. I demonstrate Openness by being honest about what I can and can’t do as an advocate rather than making promises. Commitment and Passion come through in following things up and wanting people’s voices to be heard. And Expertise doesn’t mean pretending I know everything. Particularly as a trainee, I think it means using the knowledge I have responsibly while continuing to learn, using supervision and asking when I’m unsure. For the CARES behaviours, I connect with people respectfully, take accountability for my work and records, continue to evolve through training and reflective practice and focus on achieving meaningful outcomes for the person.” MEMORY CUE: Understanding → Equity → Openness → Commitment → Learn → CARES Rethink’s seven published values remain Commitment, Equity, Expertise, Hope, Openness, Passion and Understanding. Rethink describes equity specifically in terms of justice and fairness where discrimination and disadvantage exist. ⸻ QUESTION 11 — HAVE THIS AS YOUR BACKUP Why should we appoint you? Don’t give them the usual “I’m hardworking and passionate” answer. ANSWER: “I think one of the things I can bring is that I already understand Rethink Advocacy from actually being part of the service. I know that advocacy isn’t about rescuing people or taking control of their situation. It’s about listening, understanding what they want and helping them have greater control and a stronger voice. I’ve already started developing practical skills around client communication, case recording, safeguarding, professional boundaries and working with other agencies. At the same time, I’m not coming into a Trainee Advocate position believing I already know everything. There are areas of statutory advocacy, legislation and practice that I still need to develop, and that’s exactly why this opportunity appeals to me. So I think I bring a useful combination: practical advocacy experience, knowledge of Rethink’s way of working and, importantly, a willingness to keep learning.” MEMORY CUE: Already inside Rethink → Practical experience → Understand advocacy → Humble → Ready to learn ⸻ SECTION 3 — SCENARIO QUESTIONS I would revise these very seriously. SCENARIO 1 A professional tells you what they think is best for your client, but your client tells you privately that they want something completely different. What do you do? ANSWER: “My starting point would be the client. I’d speak with them privately where appropriate and make sure I clearly understood their wishes. I’d check whether they understood their options and any relevant consequences without trying to influence their decision. I’d ask what they wanted me to communicate and whether they wanted to speak themselves with my support or wanted me to communicate something on their behalf. When speaking to the professional, I’d represent the person’s wishes accurately and respectfully, even if the professional disagreed. I wouldn’t become confrontational, but I would appropriately challenge if the person’s voice was being ignored. If safeguarding or capacity issues arose, I’d follow the appropriate process and seek guidance. Then I’d record the action accurately.” MEMORY FORMULA: CLIENT Clarify wishes Listen Inform about options Empower their voice Note safeguarding/capacity Take accurate records ⸻ SCENARIO 2 A family member asks you to persuade the person you’re advocating for to accept a particular treatment. What do you do? ANSWER: “I’d explain respectfully that as an independent advocate, my role isn’t to persuade the person to make the decision their family or even professionals want. I’d listen to the family member’s concerns where appropriate, but I wouldn’t allow those concerns to replace the person’s own wishes. I’d support the individual to understand the relevant information and express what they want. I’d also be careful about confidentiality and wouldn’t share information simply because somebody was a relative. If there were safeguarding or capacity concerns, I’d follow the appropriate procedure. I’d remain respectful towards the family because they may genuinely be worried, but I’d maintain the independence of the advocacy relationship.” MEMORY CUE: Family concern ≠ client’s decision Listen → Explain role → Confidentiality → Client wishes → Safeguard ⸻ SCENARIO 3 Someone becomes angry and distressed during an appointment and starts shouting. What do you do? ANSWER: “I’d remain calm and avoid responding emotionally. I’d give the person space where possible and use a calm tone. I’d listen to what they’re actually trying to communicate because sometimes anger comes from feeling ignored or frustrated. I’d acknowledge how they’re feeling without automatically agreeing with everything they’re saying. I’d also consider safety. If there was an immediate risk to the person, myself or somebody else, I’d follow the relevant safety procedure and seek assistance. Once things were calmer, I’d clarify what the person wanted from me as their advocate and agree what could realistically happen next. I’d then document any relevant incident or safeguarding concern.” MEMORY CUE: Calm → Space → Listen → Acknowledge → Safety → Next step → Record Your previous Security Officer experience is useful here because it gives you genuine evidence that you can remain composed and de-escalate difficult situations. ⸻ SCENARIO 4 You have several clients needing support on the same day. One has an important meeting, another leaves an upset voicemail and another case note needs completing. What do you do? ANSWER: “I’d prioritise based on risk, urgency and deadlines. I’d check the upset voicemail promptly because I first need to establish whether there is a safeguarding or immediate risk issue. I’d also consider the fixed meeting because missing it could affect that person’s opportunity to have their voice represented. The case note is still important and needs completing promptly, but unless there was an immediate reason it couldn’t wait, I’d organise that around the more time-critical client work. I’d keep clear records and communicate with my manager or colleagues if I couldn’t safely manage everything. I wouldn’t quietly allow something important to be missed because I was overloaded.” MEMORY CUE: RUD Risk → Urgency → Deadline Then: Communicate → Record ⸻ SCENARIO 5 A service user asks you not to tell anybody something, but what they tell you makes you concerned that they or somebody else may be at serious risk. ANSWER: “I wouldn’t promise secrecy. I’d listen calmly and explain that I respect their privacy, but there are circumstances where I may need to share information if somebody is at serious risk. I’d establish whether there was immediate danger without carrying out my own investigation. I’d explain what I needed to do next where it was safe and appropriate to do so. Then I’d follow Rethink’s safeguarding procedure, contact the appropriate manager or safeguarding lead and share only the information necessary. I’d make an accurate factual record afterwards. I’d also try to keep the person involved in the process rather than suddenly doing things behind their back wherever possible.” MEMORY CUE: No secrecy promise → Risk → Explain → Escalate → Minimum information → Record ⸻ SECTION 4 — LEGISLATION: KNOW THE BASICS You do not need to pretend to be a qualified IMHA or IMCA. You’re interviewing for a trainee position. But know these: IMHA Independent Mental Health Advocate Supports qualifying people subject to certain provisions of the Mental Health Act to understand their rights and participate in decisions. IMCA Independent Mental Capacity Advocate A statutory advocacy role connected with the Mental Capacity Act, for certain important decisions where the legal criteria are met. Care Act Advocacy Supports qualifying people to be involved in assessments, care/support planning, reviews and safeguarding processes where the statutory criteria are met. RPR Relevant Person’s Representative Associated with safeguards for people who lack capacity and are subject to particular restrictions/deprivation of liberty arrangements. Community Advocacy Non-statutory advocacy supporting somebody with issues such as services, rights, housing, health and social care. Your safest interview phrase when you’re unsure is: “As a trainee, I would recognise the limits of my current knowledge, check the relevant legislation or policy and seek guidance from an experienced advocate or my manager rather than making an assumption.” That’s an excellent answer. Rethink confirms its London Advocacy Hub works under the Mental Health Act, Mental Capacity Act and Care Act as well as situations where advocacy isn’t a statutory right. ⸻ SECTION 5 — RETHINK VALUES FLASHCARD Paste this separately into Knowt. QUESTION: What are Rethink Mental Illness’s seven values? ANSWER: C E E H O P U Commitment Equity Expertise Hope Openness Passion Understanding Rethink’s current 2025–28 EDI strategy confirms all seven. CARES From the application material you were given: Connect Accountability Respect Evolve Success Think: “I CARES about my work.” Connect with people. Take Accountability. Show Respect. Evolve through learning. Work towards Success. ⸻ SECTION 6 — THREE QUESTIONS YOU SHOULD ASK THEM I wouldn’t ask something easily answered by the advert, like “What training will I get?” You already know about the Level 4 qualification. Ask these instead. QUESTION 1 “Because I’m already volunteering within Rethink Advocacy, what would you say is the biggest difference between what you’d expect from me now and what you’d expect from me as I develop into the Trainee Advocate role?” This one is excellent for you specifically. It couldn’t be asked by just any applicant. QUESTION 2 “As the trainee develops across areas such as IMHA, IMCA and Care Act advocacy, how is the learning usually balanced between the Level 4 qualification, shadowing experienced advocates and gradually taking on a caseload?” This shows you’ve actually read the role. QUESTION 3 “What would make you look back after six months and think that the person you’ve appointed is developing really well in the role?” That gets them talking about their expectations of the successful candidate. ⸻ SECTION 7 — YOUR MASTER MEMORY MAP This is what I want you eventually to be able to remember without looking at the long answers: RETHINK TRAINEE ADVOCATE WHY ME → Already Rethink Advocate → Client experience → Communication → Safeguarding → Multi-agency → Ready for Level 4 ADVOCACY → Rights → Options → Wishes → Voice → Empowerment NOT ADVOCACY → Giving my opinion → Making decisions → Rescuing → Controlling SAFEGUARDING → Listen → Risk → Explain → Escalate → Record BOUNDARIES → Warm but professional → Clear role → Confidentiality → Supervision CAPACITY → Never assume → Decision-specific → Accessible communication → Maximise involvement → Seek guidance CASELOAD → Risk → Urgency → Deadline → Diary → Hive → Communicate VALUES → Commitment → Equity → Expertise → Hope → Openness → Passion → Understanding CARES → Connect → Accountability → Respect → Evolve → Success LEGISLATION → Mental Health Act / IMHA → Mental Capacity Act / IMCA → Care Act → RPR → Community Advocacy ⸻ One final interview point that matters for you Because you’re an internal volunteer candidate, don’t accidentally approach Friday as though the panel already knows everything you do. Answer the evidence anyway. If they ask: “Tell us about a time you worked independently.” don’t say: “Well, you already know because I volunteer here.” Give them the example. And don’t try to sound like a fully qualified statutory advocate. The advert itself says you’ll shadow experienced advocates, build hands-on experience, learn instructed and non-instructed advocacy, progressively develop your caseload and complete the Level 4 qualification. Your strongest positioning is: “I already have the foundation. I’m now ready for the training, responsibility and professional development that will turn that foundation into a career in advocacy.” That is much more credible for a Trainee Advocate interview than trying to demonstrate knowledge you’re actually applying to learn. Rethink’s current recruitment material also emphasises development opportunities, purpose-led work, dignity, respect and inclusion, so your emphasis on learning, reflective practice and person-centred advocacy fits the organisation well. You can paste this entire answer into Knowt as one source, but I would have Knowt create flashcards particularly from Sections 2–7, because those are the parts you need to actively recall rather than simply read.

Active Recall

A learning principle involving actively stimulating memory retrieval during the study process rather than passively reading material.

Spaced Repetition

A technique where review sessions are spaced out over increasing intervals of time to optimize long-term memory retention.

Leitner System

A flashcard method that uses boxes to schedule reviews based on how well you know the content on each card.

Dual Coding

Combining visual and verbal information to process study material through two separate cognitive pathways.