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.


Key people within a community include:
Community elders
Community councils
Various community groups representing cultural, sub-cultural, sub-cultural, religious, social, ethnic, gender, sexual identity, and age groupings within the community
Support groups such as survivors/victims of violence groups, drug and alcohol groups, community houses, women's networks and refuges, professional associations
Government representatives and service providers
Family members, friends, care-givers
Authorities responsible for provision of community and justice administration services, for example, local councils, legal services, such as legal aid, and state and commonwealth agencies
Acknowledged domestic violence specialists and other specialists
Acknowledged language experts/translators/ interpreters


Community may relate to a specific location, language/cultural or social structure and include:
Traditional
Rural, regional, or metropolitan
People with specific needs
Groups defined by organisation programs and services


Methods used to collect information could include:
Interviews with clients, family, significant others and carers
Questionnaires
Applications and other forms
Case documentation
Using specialist communicators
Reports by other people
Classification tools
Information from professionals including medical reports
Information from various service providers


Support may be provided through internal or external services and could include, but is not limited to:
Safety and physical and emotional security
Economic support
Protection from financial exploitation
Legal or medical information and support
Accommodation/transportation
Access to services/information
Ongoing assessment
Specialist services
Educational materials
Referrals to specialist services
Community awareness programs/education
Qualified and appropriate interpreters
Provision of assistance to address issues, gather information and locate other resources
Support from community, extended family members, friends and elders
Advocacy


Clients may be:
Individuals (inclusive of children, youth, adults and the aged)
Referred or self-referred
People with specific needs
Voluntary or involuntary
Family members and significant others
Community groups


Restrictions and protocols may relate to, but are not limited to:
Family relationships and structure
Cross-gender communication
Worker's role in the community
Working with people whose primary language is a language other than English


Work may relate to:
Specific groups, issues, or communities e.g. Health issues of young people from particular cultural backgrounds and/or geographical areas, disability issues, mental health issues etc
Research activities
Policy development
Individual casework
Community development
Child protection work
Referrals
Provision of information/materials
Project development and implementation
Organisation standard


Specific clients needs may include, but are not limited to those:
Who have a disability
Who are aged or young
Who live in a remote or rural location
Who are in same-sex relationships
Who are of a particular gender
With a dual diagnosis
Whose religious beliefs or practices need to be considered
Who have addiction or dependency issues
Who have mental health issues


Interpersonal skills may include:
Means by which an emotionally safe and empathic environment is created
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
Cultural, sub-cultural awareness/sensitivity
Demonstrating empathy
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
If needed, use of a qualified interpreter whose involvement will not jeopardise the safety of the client and/or client's family
Recognition of client/worker power differences
Maintaining confidentiality
Active listening


Risk may refer to client, client's family and/or worker and be indicated by the following:
Self identification of risk
Evidence of physical injuries
Threat to safety
Current or previous criminal charges for assault of client by partner/ex-partner
Current or previous police involvement
Objective assessment of client's current ability to protect self and children from further assault or harm
Threat or attempts to self-harm
Feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances
Medical problems such as overuse of tranquillisers, or alcohol, drug or substance abuse
Intimidation and harassment
Client being denied access to funds, resources or medications
Existing or previous orders relating to domestic violence (e.g. Apprehended violence order), or breach of orders
Avoidance of discussion regarding possible abuse
Implausible explanation for injuries
Repeated requests for financial assistance
Other factors that may indicate a history of violence
Children's behaviour and developmental level
Current behaviours of user of violence
Frequent hospital visits/admissions
Current or previous separation
Family court and/or relationship history
Implied or actual threats to harm the worker by user of violence


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
Rights of victim to crime compensation


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 and rights of client to self determination
Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities
Organisation mission statement and/or philosophy
Inter-agency practice and protocols
Assessment for eligibility to access particular services
Completion of forms and applications
Use of interpreter and interpreter services
Guidelines relating to parameters of confidentiality/client consent
Occupational health and safety


Legislative and statutory requirements may include:
Relevant State/territory/Commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, racial discrimination and anti-vilification legislation, child protection, legal practice legislation)
International conventions relating to the rights of 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 working with NESB communities to provide domestic violence support
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 working with NESB communities to provide domestic violence support


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:
CHCDFV403C Provide crisis intervention and support to those experiencing domestic and family violence
CHCAD401D Advocate for clients
CHCCS412D Deliver and develop client service
CHCCM402D Establish and monitor a case plan