Elements and Performance Criteria

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

Methods used to evaluate information, resources and services available could 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 and resources may include:

Culturally appropriate literature and media that is relevant to specific needs groups eg. 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

Organisational 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
Organisational 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
Organisational 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 organisational/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 (eg. 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

The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria.
Critical aspects of assessment:
Assessment must confirm sufficient ability to use skills and knowledge to promote community awareness of domestic violence.
Assessment of performance should be over a period of time covering all categories within the Range Statement statements that are applicable in the learning environment.

In particular, assessment must confirm the ability to:

Research and identify strategies to address inadequacies in existing community information and resources
Develop working relationships with key people within the organisation and other services, including the community to encourage their cooperation and participation in the promotion of domestic violence issues
Depending on the work program or services provided apply specific knowledge of particular groups or issues (eg. Alcohol and other drugs, same-sex relationships, religious, survivors/victims of domestic violence, users of violence, ATSI, mental health etc.)
Effectively communicate and promote awareness of domestic violence (including services and activities) using methods which are appropriate to the community.

Interdependent assessment of units:

This unit must be assessed after, or in conjunction, with the attainment of competency in the following unit(s):

CHCDFV2A - 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):

CHCCD3A - Meet information needs of the community
CHCCD14A - Implement a community development strategy
CHCCD2A - Provide education programs

Essential knowledge:
Understanding of the general principles and practices of community development, education and consciousness raising
Knowledge of the cultural and language groups represented within the local/regional community, and a respect for their values and beliefs
An understanding of the key people and groups within the community who are able to influence community values
Understanding of current theory and research knowledge in the domestic violence area
Knowledge of the processes used to formally and informally communicate the domestic violence prevention needs of the community
Knowledge of the social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse, and associated criminal issues
Understanding of the prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society relating to domestic violence and their impact
Knowledge of the organisation's current domestic violence activities, programs and services
Understanding of current organisational procedures, protocols and practice for promotion of services
Knowledge of the impacts of cultural, sub-cultural, social, sexual identity, religious, gender, age, disability, language issues etc on attitudes towards domestic violence
Knowledge of community development principles and strategies and their application and particularly the ottawa charter, partnership and community consultation approaches to community development
Understanding specific limitations of work role, responsibility and professional abilities.

Essential skills:
Research skills involving analysis and evaluation for identifying domestic violence information and resource requirements of the community
Networking skills in relation to establishing and maintaining relationships with key people and groups in the community
Facilitation and presentation skills in relation to transferring and collecting information and gaining agreement on concepts, for example presenting to community groups
Facilitation skills relating to providing guidance to achieve outcomes and gain agreement on concepts and for enlisting support from key people and groups within the community
Report writing skills requiring analysis and evaluation of information in a defined range of areas, for example when bringing together results of research for recommending policies and strategies to address community needs
Problem solving skills for a broad range of problems involving analysis, assessment and evaluation for the development of new ways of addressing domestic violence issues which address changing community needs and attitudes and help to raise community awareness
Project planning skills in relation to scope, time, cost, quality, and communication requirements when planning new community education activities.

Resource implications:
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.

Consistency in performance:
Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance over the Range Statement. This 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.

Context 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 of the range Statement statements 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.