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.


Methods to collect information may for instance include:
Interviews with clients, family, significant others and carers
Questionnaires
Applications and other forms
Case documentation
Using specialist communicators
Classification tools
Information from professionals including medical reports
Information from service providers
Previous file records
Client consent (verbal and written)


Evaluate methods to evaluate information, resources and services available may include:
Qualitative and quantitative
Consultative and participatory
Diagnostic or summative
Any combination of the above
Sampling techniques such as:
Observation of work activities
Workshops and meetings
Questionnaires
Surveys


Information, resources and services may include:
Culturally appropriate literature and media that is relevant to specific needs groups e.g. Visually impaired
Skills/administrative support
Facilities, educational materials, equipment
Funding
Developmental training
Staff development programs, community development programs


Services include but are not limited to:
Government agencies/departments
Non-government organisations
Charity/voluntary organisations
Church groups
Service organisations
Political parties
Committees


Community may relate to a specific location, language/ cultural or social structure and include:
Individuals and groups defined by the organisation's programs and services
Other agencies providing services to individuals and groups
People with specific needs and interests
People using the organisation's services/programs
Groups, such as those representing cultural, sub-cultural, gender, religious, age and sexual identity


Community activities are those which raise awareness of domestic violence issues and could include:
Seminars and workshops
Victim support groups/networks
Public forums
Community safety plans
Focus groups on relevant issues
Health promotion activities
Users of violence behaviour change groups
Community awareness programs
Community education programs
Community support programs


Organisation standards and procedures may include those relating to:
Collection and storage of information
Code of conduct/code of ethics
Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities
Organisation mission statement and/or philosophy
Minimum practice standards
Assessment for eligibility to access particular services
Legal frameworks
Use of interpreter or interpreter services
Financial plan
Community development models


Underpinning values and philosophies relating to domestic violence include:
All individuals have the right to be free from violence
The community has a responsibility to work toward the prevention of domestic violence and to demonstrate the unacceptability of all forms of domestic violence
All forms of domestic violence are unacceptable in any group, culture or creed
Those who use violence should take responsibility for their behaviour and have access to programs to assist them change their behaviour to ensure the safety of their family
Domestic violence is widespread and complex
Domestic violence impacts on the physical, emotional, social, and financial well being and safety of individuals in families
Domestic violence and abuse has devastating effects on family members and results in significant social and economic costs to the community


Interpersonal and networking skills may include:
Means for communicating with people with disabilities or where English is not the first language
Methods of communicating with different age, gender and sexual identity groups
Cultural and sub-cultural awareness/sensitivity
Using appropriate body language
Demonstrating empathy
Liaison with regional and specialist associations
Liaison with other service providers and key stakeholders
Liaison with key community contacts


Key people and groups within the community may include but are not limited to:
Various community groups representing cultural, sub-cultural, religious, social, ethnic, gender, sexual identity, and age groups within the community
Policy and decision-makers in the specific community
Funding bodies
Service providers
Individuals, groups or communities most likely to be affected by strategies or action plans
Organisation management, colleagues, supervisor, team members


Policies and strategies that could be developed to meet the changing needs of the community may include:
Strategies to increase access to facilities, services or decision-making
Providing direction, advice and information
Development of community facilities
Development of community education programs
Development of advocacy groups
Development of support networks/groups
Development of users of violence behaviour change groups
Improved community liaison and networking
Education programs to improve workers' skills and knowledge
Simple informal communication regarding the service's activities, through internal and external networks
Lobbying relevant persons and agencies
Public communication, such as public speaking opportunities, local media interviews/press releases etc
Specific materials such as flyers, brochures, 'advertisement' type articles in local newspapers
Use of existing own or other organisation/agency information channels such as notice boards/bulletin boards, newsletters, pamphlets, etc
Use of community meetings and meetings with community leaders, both formal and informal
Use of audio-visual materials and web-sites
Any combination of the above and others


Community education programs may be of varying scope and scale and could include:
Single events, such as information stalls in shopping centres
Complex series of activities that involves coordinated elements, such as education campaigns involving mass media information
Multi session education and skill development programs
Peer education and mentoring programs
Ongoing involvement with local community events (e.g. Sporting, cultural, religious events)
Programs that promote ownership of domestic violence issues by the community/group and its leaders


Community service education needs could include but are not limited to:
Skills development
Preventive, pro-active strategies
Community consciousness raising exercises
Opportunities to reflect on attitudes and beliefs
Knowledge building

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 selection 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 to promote community awareness of domestic violence and the promotion of prevention of domestic violence
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 needs analysis and/or community development service delivery evaluation


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 unit/s:
CHCCD514C Implement a community development strategy
CHCCD402C Provide education programs