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.

Work may relate to:
Specific groups, issues or communities eg. 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
Provision of information/materials
Child protection work
Service development towards systems change
Project development and implementation

Client/s could 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 wellbeing 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 eg. Changing attitudes to domestic violence; changing approaches to working with people affected by domestic violence
Changing social context of work eg. Previous, current and changing government and societal views of domestic violence and approaches to working with clients
Political context eg. Government policies and initiatives affecting domestic violence work
Economic context eg. 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

Organisational 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 (eg. UN Declaration on Rights of the Child)
Rights under the Constitution
Rights and responsibilities under legislation (eg. Freedom of Information legislation, Child Protection Act)
Guidelines relating to parameters of confidentiality/client consent
Worker's code of ethics

Interrelated issues when responding to domestic violence could 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 could be monitored against established personal and organisational performance requirements and may include processes such as:
Formal/informal organisational 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 organisational methods for monitoring service delivery

Organisational and professional standards and procedures may include those relating to:
Client and worker safety
Organisational mission statement and/or philosophy
Routine organisational 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

Competency Standards 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 professional reflective behaviour 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
Organisational HRD policies and procedures
Occupational or functional roles/competency standards
Professional accreditation and re-accreditation requirements

Personal/professional 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

Participation 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 in the context of this unit relates to:
The practitioner's level of competency
Professional ethics
Integrity and behaviour
Regulations
Code of ethics/practice
Organisational/agency procedures
Community standards

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 manage own performance and take responsibility for professional development in relation to domestic violence.
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:

Consider the physical and emotional safety of clients, their family, worker and colleagues
Display a positive role model to others
Adapt work processes to meet the specific needs of the community, client or colleagues as required
Monitor own performance and identify any personal development needs
Identify ways to improve performance through seeking feedback from clients and colleagues
Acknowledge personal values when responding to domestic violence
Access learning opportunities to extend own personal work competencies to improve service delivery in domestic violence
Develop and expand professional networks and participate in positive relationship building to further enhance skills and knowledge
Interpret accurately and comply with legal and procedural requirements
Understand their own work role and responsibilities in relation to domestic violence issues
Select and use available technology appropriate to the task.

Interdependent assessment of units:

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s):

CHCDFV1A - Recognise and respond to domestic and family violence

Essential knowledge:
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
An understanding of current organisational and professional procedures, practices, and social, ethical and business standards
Knowledge of relevant debriefing and support processes
An understanding of how to interpret competency standards and apply them to self, including identifying and prioritising personal learning needs
An understanding of how to develop and maintain professional networks
Knowledge of the principles and techniques of goal setting, measuring performance and time management
Knowledge of self assessment and reflective strategies to assist in determining personal development needs, including preparing personal plans and establishing priorities
Knowledge of respectful strategies that will assist in client self-determination to ensure safety of client and family
Knowledge of legislative requirements and provisions relevant to area of service delivery and delegated responsibility
Awareness of own values and attitudes and their potential impact on clients
An understanding of specific limitations of work role, responsibility and professional abilities.

Essential skills:
Networking skills to enable positive participation in professional associations and networks to enhance knowledge within a domestic violence framework
Questioning and active listening skills to establish confidence and facilitate accurate and relevant exchange of information
Liaison skills, for example, ability to liaise with people from a range of social, cultural, sub-cultural, religious and ethnic backgrounds in individual or group contexts
Planning and organising skills for determining goals and strategies
Researching and evaluating skills to acquire and assess information, for example-to prepare personal plans and establish priorities
Collaboration skills between worker and client, between worker and colleagues and between services and other providers
Problem solving skills for a defined range of predictable problems, for example when client needs are identified as lying outside a worker's particular professional role the worker should offer the client accurate and current information about appropriate services and workers in other occupational groups
Literacy and communication skills in relation to analysis and evaluation of feedback, and presentation of information.

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 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.

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 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 of the Range Statement 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 documentation produced by the candidate related to identifying and responding to domestic violence.