Elements and Performance Criteria

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Interpersonal skills may include:
Means for communicating with people with disabilities or where English is not the first language
Methods of communicating with different age, religious, gender and sexual identity groups
Non-judgemental communication techniques
Using strategies that empower client to ensure safety of client and family
Assessment for motivation and capacity to change violent and abusive behaviour
Techniques to challenge client's behaviour and attitudes where appropriate
Cultural, sub-cultural awareness/sensitivity
Using appropriate body language
Reflecting, summarising and paraphrasing
Asking open-ended questions
The ability to ask direct questions about violence in a sensitive and appropriate way
Using conflict management skills if appropriate
Recognition of client/worker power differences
Maintaining confidentiality
Active listening
If needed, use of a qualified interpreter whose involvement will not jeopardise the safety of the client or client's family


Users of violence may be:
Individuals who have committed domestic violence
Referred or self-referred
People with specific needs
Voluntary or involuntary clients


Rights and responsibilities may include:
Rights of safety
Rights under common law
Rights outlined under relevant standards/principles and charters (e.g. UN declaration on rights of the child)
Rights under the constitution
Rights and responsibilities under legislation (e.g. freedom of information and child protection legislation)
Guidelines relating to parameters of confidentiality/client consent
Worker's code of ethics


User/s of violence demonstrate a range of attitudes, beliefs and behaviours which may include:
Verbal and/or physical, or sexual abuse
Threats or intimidation
Economic abuse
Social abuse
Emotional, psychological and spiritual abuse
Discrimination
Gender privilege
Committing offences
Drug/alcohol usage or abuse
Antisocial behaviour
Breach of an order or condition
Not complying with reasonable directions


Services and/or support needed for users of violence, their partner and family members which enhance safety may include, but are not limited to:
Crisis intervention services
Legal or medical information and support
Access to services/information
Ongoing assessment
Educational materials and assistance with literacy
Living skills and problem solving programs
Individual and group programs for users of violence, their partner and family
Referrals to specialist services
Referrals to community support and/or education groups
Counselling (one-to-one, family or group orientated)
Provision of assistance to address issues, gather information and locate other resources


Goals should aim for the cessation of violence and/or abuse and be:
Realistic and attainable
Open to review


These goals may be:
Those set out in a case plan
Those set out by the individual, partner and/or family
Compliance with directions/orders
Immediate
Short term
Long term
Or a combination of the above


Relevant people may refer to:
Organisation management, colleagues, supervisor, team members
Acknowledged domestic violence issue experts (including, specialised practitioners from human/community service sectors etc)
Various community groups representing cultural, religious, social, ethnic, gender, and age groups within the community
Government representatives and service providers
Family members, friends, care-givers
Behaviour change groups, such as users of violence groups, drug and alcohol groups
Support groups such as users of violence support groups, community houses, church groups, professional associations
Authorities responsible for provision of community and justice administration services, for example, local councils, state and commonwealth agencies
Probation and parole officers


Skills and/or knowledge and behaviours to be developed may include but are not limited to:
Communication skills
Life-skills
Self management skills
Stress-management skills
Personal development/self-esteem skills
Development of constructive alternatives to current abusive behaviour
The development of an awareness of the effects of violence and abuse
Development of a sense of responsibility for their actions
Insight/personal assessment


Individual differences may, but are not limited to those:
Who have a disability
Who come from diverse cultural and sub-cultural backgrounds
Whose preferred or first language is not english
Who are aged or young
Who live in a remote or rural location
Who are in same-sex relationships
Whose religious beliefs or practices need to be considered
Who are of a particular gender
With a dual diagnosis
Who have addiction or dependency issues
Who come from an aboriginal background
Who come from a Torres Strait Islander background
Who have mental health issues


Organisation standards and procedures may include those relating to:
Client and worker safety
Collection and storage of information
Client interview protocols and procedures
Code of conduct/code of ethics
Principles and implementation of duty of care
Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities
Inter-agency practice and protocols
Use of interpreter and interpreter services
Organisation mission statement and/or philosophy
Eligibility criteria for accessing particular services
Completion of forms and applications
Guidelines relating to confidentiality/client consent
WHS
Debriefing and supervision
Industry standards


Legislative and statutory requirements may include:
Relevant State/territory/Commonwealth legislation (e.g. domestic violence, family violence, guardianship, disability services, immigration, anti-discrimination, child protection, legal practice legislation)
International conventions relating to the rights of women, children and young people
Relevant international conventions on civil and human rights
Freedom of information legislation

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
Assessment of performance should be over a period of time covering all categories within the Range Statement statements that are applicable in the learning environmentThis will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
Where assessment is conducted within the workplace there are no resource implications above those normally available in the workplace
Where assessment is conducted in a simulated or non-workplace environment then access to the necessary equipment and research resources should be provided
Access to simulated exercises, case studies related to service delivery issues will also be required if non-workplace assessment paths are utilised


Method of assessment:
Evidence will be determined by organisation from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations
Evidence for assessment of competence may be gathered by appropriate combination of the following:
demonstration of competency within the working environment in delivering services to users of violence to effect change
assessment must be in the workplace, however, where there is not an opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
observation of processes and procedures, oral and/or written questions on Essential knowledge and skills and consideration of required attitudes
where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
review of any documentation produced by the candidate related to work done with users of violence to effect change


Related units:
This unit should be assessed after or in conjunction with related unit:
CHCDFV402C Manage own professional development in responding to domestic and family violence
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following units:
CHCCM402E Establish and monitor a case plan
CHCCS607E Coordinate the assessment and delivery of services to clients with particular needs