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.


Observations about client may include:
Orientation to person, place, time
Level of coherence
Ability to communicate
Unusual behaviour/communication
Aggression - physical or verbal
Signs of physical injury/distress
Levels of personal distress and anxiety


Appropriate person/s may include:
Immediate supervisor
Case manager
Clinician
Representative of other services


Identifying information may include:
Name
Contact information


Information may be collected:
By speaking to others
From written sources
By observation
From inside the organisation
From external sources
From clients


Service may include:
Making an appointment to see someone in the agency/organisation
Providing information on existing services
Referral e.g. doctor, financial counsellor, women's refuge, youth services


Safety takes into account:
Body language
Tone of voice
Location
Proximity to other people
Stress/anxiety
Aggression


Assistance may be sought from:
Other staff
Consumer groups
Clinical mental health services
Acquired brain injury services
Specialists
Other community based support services
Hospitals
Ambulance
Police


Response to requests for information will take into consideration the inquirer's:
Language and style
Literacy level
Cultural factors
Previous contact
Disabilities


Provide information is:
Current
Relevant
Culturally and linguistically appropriate
Supportive of the reduction of stigma and discrimination


Information on the service and other relevant services may be delivered in the form of:
Informal discussion
Leaflets/brochures
Correspondence/written reports
Audio-visual
Newsletters/circulars
Published material
Posters/graphic representation


Information may be given about the following types of services:
Carer/consumer groups
Government and non-government services e.g. Health, accommodation, education/training, employment, social/recreation, counselling, financial, self-help, advocacy, transport, torture/trauma
People with relevant special qualities, knowledge and/or expertise
Government allowances, pensions and benefits
Program activities/timetables
Clinical mental health services
Acquired brain injury services
Cross cultural

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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Consistency in performance should consider the range of clients and situations encountered in the workplace


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
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place


Method of 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 locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons