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.


Work may relate to:
Specific groups, issues or communities e.g. Health issues of young people from particular cultural, religious, sub-cultural backgrounds and/or geographical areas
Monitoring, evaluation and research activities
Policy development
Primary intervention and assessment
Advocacy
Individual casework
Community development
Referrals
Child protection work
Provision of information/materials
Service development towards systems change
Project development and implementation


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


Underpinning values and philosophies in responding to domestic and family violence include:
The safety and well being of those subjected to domestic violence must be the first priority of any response
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
A commitment to meeting the needs and upholding the rights of clients
A commitment to empowering those affected by domestic violence
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
Domestic violence is an abuse of power perpetrated mainly (but not only) by men against women both in a relationship and after separation


Social, historical, political and economic context:
Statutory framework within which work takes place
Historical context of work e.g. changing attitudes to domestic violence; changing approaches to working with people affected by domestic violence
Changing social context of work e.g. previous, current and changing government and societal views of domestic violence and approaches to working with clients
Political context e.g. government policies and initiatives affecting domestic violence work
Economic context e.g. the current economic situation as it relates to and affects domestic violence and the subsequent impact on client needs and the effects of economic deprivation and control on clients attempting to escape domestic violence


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
Organisation management, colleagues, supervisor, team members
Survivors/victims of domestic violence, their families and friends
Funding bodies
Professional networks and associations
Government representatives and service providers
Policy and decision-makers in the specific community
Groups representing cultural, sub-cultural, religious, social, ethnic, sexual, gender, and age issues in the community


Rights and responsibilities may include:
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


Interrelationship of issues when responding to domestic violence may relate to clients with specific needs such as:
Disability issues
Cultural diversity issues
Language issues, such as when English is not the first language
Issues for the aged or young
Isolation issues, such as those from remote or rural locations
Sexual identity issues
Gender issues
When religious beliefs, practices or values need to be considered
Addiction or dependency issues
Mental health issues
Criminal history
Literacy issues
Those at risk of self-harm
Economic/transport or accommodation issues


Own performance may be monitored against established personal and organisation performance requirements and may include processes such as:
Formal/informal organisation initiated performance appraisals
Obtaining feedback from supervisors, subordinates and colleagues
Obtaining feedback from clients, human resource development personnel, family and other relevant community members etc.
Monitoring of supervised staff, colleagues and/or team staff morale
Personal reflective behaviour strategies/ methodologies
Other strategies which facilitate the identification of personal strengths/weaknesses/issues to be addressed
Routine organisation methods for monitoring service delivery


Organisation and professional standards and procedures may include those relating to:
Client and worker safety
Organisation mission statement and/or philosophy
Routine organisation methods for monitoring service delivery
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
Industry standards
Inter-agency practice and protocols
Use of interpreter and interpreter services
Eligibility criteria for accessing particular services
Completion of forms and applications
Debriefing and supervision
Industry standards
Guidelines relating to parameters of confidentiality/client consent
Occupational health and safety


Units of competency are standards which measure:
All those personal and technical knowledge, skills and attitudinal aspects (competencies) required to effectively and efficiently undertake the day to day tasks and duties of the practitioner's work function


Self assessment and reflection requires practitioners to regularly review their own performance against required and established professional performance requirements
Such performance requirements may be documented through:
Professional bodies' competencies and codes of practice/ethics
Organisation HRD policies and procedures
Occupational or functional roles/units of competency
Professional accreditation and re-accreditation requirements


Personal development strategies may include development/ implementation of a personal/ professional improvement program, either internal or external to the organisation including such things as:
Development of improved interpersonal/technical skills
Updating stress management abilities
Adapting work rotation to facilitate changing personal/work priorities
Formal/informal learning programs
Utilisation of existing strengths to focus future career development
Cultural, sub-cultural awareness/sensitivity
Involvement in community activities
Coaching, mentoring and/or supervision
Counselling
Updating/maintaining knowledge base on domestic/family violence issues and current context for work/professional practice
Establishment of new career paths


Support processes will need to include at least one of the following:
Counselling
Performance feedback
Debriefing
Training and development
Supervision


Networks may be formal or informal and include:
Regional, specialist and peak associations
Professional/occupation associations
Trainers, teachers and academics
Contacts in policy and funding bodies
Local inter-agency networks
Interest and support groups
Other workers


Participate in professional networks and associations may include purposes such as:
Learning about the role, services and resources of other organisations
Learning about the roles and resources of other workers
Providing advice and information about own service and organisations
Peer support and review
Professional development
Maintaining coordination among organisations and workers
Supporting joint programs or activities
Providing information for policy development
Supporting the interests of specific groups within the community


Personal performance standards relates to:
The practitioner's level of competency
Professional ethics
Integrity and behaviour
Regulations
Code of ethics/practice
Organisation/agency procedures
Community standards

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 environmentThis 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 to manage professional development in responding to 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 identifying and responding to domestic violence


Related units:
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit:
CHCDFV301A Recognise and respond to domestic and family violence