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.


Family and domestic violence refers to:
Violent, threatening, patterned and repeated use of coercive or controlling behaviour that occurs in current or past family, domestic or intimate relationships
This can include not only physical assaults but an array of power and control tactics used along a continuum in concert with one another, direct or indirect threats, sexual assault, emotional and psychological torment, economic control, property damage, social isolation and behaviour which causes a person to live in fear
The blame for abuse and violence is often wrongly attributed to the person who is subject to the violence leaving them feeling responsible
The use of abuse and violence is often wrongly and/or excused by external circumstances such as alcohol, unemployment


Specialist assistance may include:
Supervisors
Team leaders
Specialist domestic and family violence workers


Standard protocols that screen for family violence may include:
Documented questionnaires and procedures for gathering information in relation to risk
Scripts and preambles
Defined questions
Measures and rating scales of risk


Support person may include:
Friend or relative
Representative
Advocate
Legal representative


Community resources may include:
Domestic violence services
Lawyers
Counsellors
Community health
Mental health
Community welfare agencies
Child support
Centrelink
Child protection agencies
Children's contact services
Family relationship centres
Parent educators
Behaviour change groups such as alcohol and other drugs (AOD) support groups, users of violence groups


Assess suitability of dispute for resolution processes includes assessment of risk to vulnerable parties, which may involve:
Processes for evaluating the nature of specific risks to safety for individual clients using tools and structured clinical judgement
The content of risk may relate to:
exposure to further violence
mental health issues
children's and parenting issues


Risk may include but is not limited to:
Being physically hurt, intimidated, bullied, harassed or controlled
Threatened with physical harm, intimidation, bullying or harassment
Harm or threat of harm to children
Harm or threat of harm to pets and loved ones
Harm or threat of harm to property
Inability or reduced ability to effectively participate in significant events such as compulsory family dispute resolution
Inability or reduced ability to negotiate free and fair arrangements whether by reason of a history of domestic violence or otherwise
Having residential address known by a person who uses violence against you

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.
Observation of workplace performance is essential for assessment of this unit.
Consistency of performance should be demonstrated over the required range of client situations or scenarios relevant to the workplace including :
facilitated family dispute resolution
family conciliation
co-facilitated dispute resolution
with voluntary and involuntary participants
case of parenting and property disputes
multiparty dispute resolution
complex cases where family violence is/has been a factor


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:
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 questioning 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 workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Method of assessment may include:
Observation in the workplace
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.

Dispute resolution skills involving actual client contact are to be assessed initially in simulated settings
If successful, further assessment is to be conducted during workplace application under direct supervision of an experienced and qualified dispute resolution practitioner
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