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 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
Techniques to challenge client's behaviour and attitudes where appropriate


Clients may include:
Individuals (inclusive of children, youth, adults and the aged)
Referred or self-referred clients
People with specific needs seeking access to services
Voluntary and involuntary clients
Survivors/victims of domestic violence, their families and friends
Users of violence and their family


Interviews and interactions with clients may be either informal or formal and include:
Scheduled or impromptu
Via telephone or in person
Separate interviews
Other specialist assistance
Through a qualified interpreter whose involvement will not jeopardise the safety of the client or their family
Those conducted in a safe environment which encourages disclosure when appropriate


Specific needs relating to clients may include, 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 have addiction or dependency issues
With a dual diagnosis
Who are of a particular gender
Who come from an aboriginal background
Who come from a torres strait islander background
Who have mental health issues


Rights and responsibilities include those relating to:
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 access crime compensation


Organisation standards and procedures 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
Inter-agency practice and protocols
Personnel procedures
Organisation mission statement and/or philosophy
Assessment for eligibility to access particular services
Completion of forms and applications
Guidelines relating to parameters of confidentiality/client consent
Occupational health and safety
Industry standards


Legislative and statutory requirements may include
Relevant State/territory/Commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, 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


Questioning and other communication techniques may be adjusted as appropriate according to:
Whether client has experienced domestic violence or was a user of violence
Client's needs
Cultural diversity
Religious beliefs/practices
Disabilities
Language
Communication methods/styles
Appropriate interpersonal styles


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
Existing or previous orders relating to domestic violence (e.g. apprehended violence order), or breach of orders
Avoidance of discussion regarding possible abuse
Client being denied access to funds, resources or required medications
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


Goals should be realistic and attainable and may be:
Those set out in a case plan
Those set out by the individual
Related to compliance with directions/orders
Immediate, short term, long term
Or any combination of the above


Services and support may be internally or externally provided and could include, but are not limited to:
Safety, physical and emotional security
Assistance to gain economic support
Protection from financial exploitation
Immediate and appropriate responses which aim to ensure/maintain safety
Legal or medical information and support
Accommodation/transportation
Access to services/information
Counselling (individual, family or group focused)
Referrals to specialist services
Referrals to community support and/or education groups
Establishment of community networks
Domestic violence awareness raising programs
Provision of assistance to address issues, gather information and locate other resources
Advocacy


Appropriate people include:
Organisation management, colleagues, supervisor, team members
Acknowledged domestic violence specialists
Various community groups representing cultural, sub-cultural, religious, social, ethnic, gender, sexual identity, and age groupings within the community
Government representatives and service providers
Behaviour change groups, such as user of violence groups, drug and alcohol groups
Family members, friends, care-givers
Support groups such as survivors/victims of violence groups, community houses, women's networks, church groups, refuges, and professional associations
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

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 environment
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


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 in counselling clients affected by domestic violence
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 client needs analysis and counselling clients in relation to domestic violence


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:
CHCCS607D Coordinate the assessment and delivery of services to clients with particular needs