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.


Cultural, social, political, legal and economic context includes:
Historical context of work such as:
changing attitudes to gambling
changing approaches to working with clients
historical development of the gambling industry
Understanding cultural and cross-cultural differences and how they impact on gambling
Cultural elements or factors that motivate people to gamble and may impact people's behaviour, including:
ethnicity
language
gender
sexual orientation
disabilities
Changing social context of work such as:
changing government and societal views of gambling
changing approaches to working with clients
changing attitudes to mental health
Political context such as government policies and initiatives affecting gambling
Legal context of work such as:
statutory frameworks within which work takes place in the sector
professional frameworks and codes
Economic context such as:
how various economic factors influence gambling (including links between economic conditions and levels of gambling, socioeconomic patterns, state revenue generation etc)
product management e.g. physical changes to gambling environments
Awareness that there are interrelationships between the above contexts


Range and availability of gambling services includes:
Types of gambling available including:
poker machines
keno
card games
racing
casino games
lotteries
Availability
gambling venues (TAB, hotels, clubs and casinos)
lottery agents e.g. newsagents
internet
bookmaking services
hours of availability


Key industry stakeholders and representatives include:
TAB
Hotels
Clubs
Casinos
Lotteries
Gambling Industry Peak bodies e.g. AHA
Bookmakers
Racing industries
Lobby groups
Keno
Gaming machine and equipment manufacturers


Range of problem gambling issues may include:
Impacts on family relationships
Financial issues e.g. debt and creditor pressure
Legal issues e.g. fraud
Dependency e.g. alcohol and other drugs
Mental health
Employment and study
Interpersonal and domestic violence
Suicide (including heightened level of suicidal ideation)
Crises
Family of origin or developmental issues


Clients may include:
People who gamble (particularly those who engage in harmful levels of gambling)
Significant others, including partners, families and care-givers, friends and peers


Different models of work in the sector may include:
Individual counselling and therapy
Internet and telephone counselling
Working with families and relationship counselling
Community awareness, development and education
Assessment and referral services
Outpatient services
Peer support / self help
Crisis situation responses
Relapse prevention
Group work
Financial counselling
Case management
Residential and inpatient services


Underpinning values and philosophy of the sector may include:
Client oriented approach:
delivery of appropriate services
commitment to meeting the needs and upholding the rights of clients
commitment to empowering the client
duty of care
An appropriate framework which considers the effectiveness of treatment options
Processes that will help the gambler overcome their gambling problem
Community health:
promotion of health and well being
early identification of risk factors
early identification of health problems
Seeing gambling in a context of social and physical health
A focus on:
consumer protection, responsible gambling and responsible conduct of gambling
harm minimisation including harm prevention, harm reduction, health promotion and harm management
Confidentiality
Right to withdraw from treatment
Ethical treatment
Informed consent
Right to referral


Commitment to access and equity principles must be demonstrated by:
A non-discriminatory approach to service provision
Ensuring work undertaken takes account of and where possible caters for differences including:
cultural
physical
religious
economic
social
gender
age
ability
political
Appropriate referral system for people needing different, additional or more specialised services

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
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings


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 an appropriate workplace or simulation of realistic workplace setting where assessment can 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