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.

Key people within a community include:
Community elders
Members and staff of community councils
Local interpreters/spokesperson
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
Acknowledged domestic violence specialists and other specialists
Acknowledged language experts/translators and interpreters
Family members, friends, care-givers
Community members
Authorities/people responsible for provision of community and justice administration services, eg local councils, and State and Commonwealth agencies

Community may relate to a specific location, language/cultural or social structure and include:
Traditional
Rural, remote or metropolitan
People with specified needs
Individuals or groups within a community
Groups defined by organisational programs and services
People/groups living in "town camps" and outstations/homelands

Restrictions and protocols may relate to, but are not limited to:
Kinship systems
Worker's role in the community
Land Council or Community Council permits for approval to enter Aboriginal or Torres Strait Islander Land
Community leaders
Ceremonial times and ceremonies eg sorry business, men's business, women's business
Areas of coverage regarding service provision, such as local government boundaries, State/Territory borders, ATSIC regions
Accommodation and supplies
Working relationships between agencies/services
Weather conditions, physical access and transport
Protocols between culture and language groups

Clients could include:
Individuals including of children, youth, adults and the aged
Referred or self-referred
People with specific needs
Family members and significant others
Voluntary or involuntary
Community groups

Specific needs relating to clients 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
Who have addiction or dependency issues
Who have mental health issues

Local information may relate to:
Community structures and meetings
Education levels of the community
Types of work in the community
Mobility/transience of community
The role and impact of native title in the community
Family interactions in the community
Income levels
Age groupings
Types of dwellings
Holistic health status of the community
Environmental issues
Meetings/storytelling
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
Assistance to gain economic support
Legal or medical information and/or assistance
Accommodation/transportation
Access to services/information
Ongoing assessment
Educational materials
Referrals to specialist services
Community awareness programs/education
Provision of assistance to address issues, gather information and locate other resources
Support from community, extended family members, friends and elders
Advocacy

Work may relate to:
Specific groups, issues or communities eg health issues of young people from particular cultural backgrounds and/or geographical areas
Research activities
Policy development
Individual casework
Community development
Child Protection work
Referrals
Project development and implementation
Organisational standards
Provision of information/materials

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

Legislative and statutory requirements may include:
Relevant State/Territory/Commonwealth legislation eg domestic violence, guardianship, disability services, immigration, anti-discrimination, racial 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
Legislation and practices which include identification of boundaries and how to deal with them in specific communities

Interpersonal skills may include:
Cultural awareness/sensitivity
Methods of communicating with people of different age and gender, religious and sexual preference - ensuring community/individual protocols and restrictions are followed in communication
Means for communicating with people with disabilities or where English is not the first or main language
Methods for establishing an emotionally safe and empathic environment
Non-judgemental communication techniques
Using strategies that empower clients
Demonstrating empathy
Using appropriate body language
Using conflict management skills if appropriate
Reflecting and summarising
Asking open-ended questions
Ability to ask direct questions about violence in a sensitive and appropriate way
Active listening
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

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/others 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 or illegal or legal drug/substance abuse ie petrol, glue
Intimidation and harassment
Existing or previous orders relating to domestic violence eg 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 levels
Perceived or actual threats to harm the worker
Frequent hospital visits/admissions
Current or previous separation
Homelessness
Family court and/or relationship history

Rights and responsibilities include those relating to:
Rights of safety
Rights under common law
Rights outlined under relevant standards/principles and charters eg UN declaration on rights of the child
Rights under the Constitution
Rights and responsibilities
Under legislation eg freedom of information, child protection
Guidelines relating to parameters of confidentiality/client consent
Worker's code of ethics
Rights of victim to crime compensation

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 interpersonal skills and knowledge to provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
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:

Develop and maintain working relationships with key people within the community to promote domestic and family violence services and develop the confidence and support of the community and key people
Identify the information needs of the community relating to domestic and family violence using appropriate research and evaluation techniques
Provide services from an understanding of the Aboriginal and the Torres Strait Islander concepts of domestic and family violence
Adapt work processes as appropriate depending on specific cultural and linguistic needs that do not compromise the safety of clients and workers
Facilitate resolution of issues by using interpersonal methods appropriate to the community and the individuals' specific circumstances
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, perpetrators, ATSI, mental health etc
Accurately interpret and comply with legal and procedural requirements

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):

CHCDFV3A - Provide crisis intervention and support to those experiencing domestic and family violence
CHCDFV4A - Promote community awareness and prevention of domestic and family violence
CHCAD1A - Advocate for clients
CHCCS2A - Develop and deliver client service
CHCCM2A - Establish and monitor a case plan

Essential knowledge:
Understanding of effective ways to gain community acceptance
Knowledge of the cultural and language groups represented within the local/regional community, and a respect of their values, beliefs and traditions
Understanding of the key people and groups within the community and relevant protocols and restrictions for consultation and decision making
Understanding of how to communicate with the community (adaptation of language, verbal and non-verbal, local language)
Knowledge of the impacts of cultural, sub-cultural, social, religious, gender, age, language issues etc on attitudes towards domestic and family violence
Understanding of the prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals' rights to safety and autonomy
Understanding of domestic and family violence indicators and procedures for undertaking assessment of client needs
Knowledge of community development principles and strategies and their application
Understanding of current organisational procedures, practices and standards for client assessment, allocation of services, case management, interviewing, liaison, code of conduct, confidentiality, use of resources, programmed intervention, duty of care requirements, and community involvement and development
Knowledge of structural barriers and their impact eg institutional racism and their effects on Aboriginal and Torres Strait Islander People accessing services
Knowledge and understanding of kinship system
Awareness of own values and attitudes and their potential impact on clients
Understanding of specific limitations of work role, responsibility and professional abilities.

Essential skills:
Research skills involving analysis and evaluation for identifying domestic and family violence information and resource requirements of the community
Facilitation skills relating to the provision of guidance to achieve outcomes and gain agreement on concepts which are required to enlist support from key people and groups within the community
Problem solving skills for a broad range of unpredictable problems involving analysis, assessment, evaluation and the development of new ways of delivering domestic and family violence services which address the specific cultural needs of the community
Basic counselling skills such as questioning and active listening (paraphrasing, clarifying, summarising, story telling) techniques, including non-judgemental and empathic approaches to provide a first point of contact
Literacy and communication skills in relation to presentation of information in a manner appropriate to the culturally and linguistically diverse needs of the community
Response skills ranging from responding sensitively to disclosures to maintaining confidentiality in relation to people affected by domestic and family violence
Interpreting skills regarding social, historic, spiritual and environmental factors which have an impact on the lives of the community and which are reflected in community relationships and practices
Skills in community development and mediation

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 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 in providing domestic and family violence support to Aboriginal and Torres Strait Islander communities
Assessment must be in the workplace, however, where there is not an opportunity to cover all of the Range 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 workplace documentation produced by the candidate related to providing domestic and family violence support to Aboriginal and Torres Strait Islander communities