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.


Mandated orders may include but are not limited to:
Court orders issued as a matter of federal or state legislation and jurisdictions:
contact orders program
child protection matter
family law matters
domestic and family violence orders


Mandated clients includes:
Individuals attending the organisation or participating in aspects of service provision as a result of a court or other legally binding arrangement or directive
Involuntary participant


Complex matters may include:
Client may have additional needs that affect their ability to comply with court or other orders/agreements:
mental health issues
alcohol and other drug issues
financial problems
transportation issues
child care problems
communication issues
disability
language or other cultural factors
conflicting orders
violence and/or abusive behaviour


Limitations for working with mandated clients may include:
Client consistently resists compliance after all attempts are made by workers to engage with the client
Assessed risk determine that to continue to engage with the involuntary client has potential detrimental consequences
When clients deliberately sabotage attempts by the organisation and the workers to establish a workable arrangement for meeting court order requirements
When the needs of the client are beyond the purpose and capacity of service provision
When clients exhibit behaviours that are perceived or real threats to the safety of workers, colleagues or other clients
When courts or other legal entities direct the service provision to cease


Communication strategies may include:
Use of positive assertive language
Non-verbal gestures
Constructive questioning/listening
Tone of voice
Awareness of cultural values and sensitivity
Defusing verbal aggression
Negotiating agreements
Languages other than English
Indigenous languages
Visual language
Assistive language technology


Other supports or services may include:
Legal advisers
Psychologists
Social Worker
Drug and Alcohol services
Community support agencies
Child Support Agency
Family Law Court
Family Relationships Centres
Behavioural education programs
Medical Services


Unacceptable behaviour may include but is not limited to:
Actual violence, threats of violence to workers and or others
Verbal abuse or aggression towards workers and/or others
Manipulation and sabotage of processes aimed at engagement and facilitation of services

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.
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace and over a period of time
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible


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 assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment include access to:
a relevant workplace or an appropriately simulated environment where assessment may take place


Method of assessment:
Observation in the workplace (if possible)
where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
in cases where the learner does not have the 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
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written assignments/projects or questioning on essential knowledge and skills and consideration of required attitudes
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English
Where the candidate has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role