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.


Strategic questioning may include:
Strategic questioning is asking a question that will make a difference to the person’s current way of thinking about or viewing an issue. Strategic questions should be:
About the persons experiences
A question that invites new thinking
Questions that invite hope, imagination and new possibilities


Information on self-advocacy may include:

Freedom of choice
Access to services of choice
Personal safety and security
Access to rights protection and legal remedies


Advocacy options may include:

Discussions with people of identified choice for purpose of addressing a specific concern or issue
Discussions with individuals or services of choice based on acquisition of accurate information to achieve self-advocacy
Discussions about the differences between advocacy and self-advocacy and related services


Identify potential barriers and relevant strategies to overcome them may include:
Potential barriers:
Organisation or service system culture
Discrimination, prejudice and judgemental attitudes
Insufficient and inaccurate provision of information and withholding of critical information that would promote and support the achievement of self-advocacy
Language literacy and numeracy issues
Cultural contexts and situational interpretations of empowerment and protocols
Geographic, economic and social barriers
Strategies to overcome barriers:
Policies and procedures in organisations that support the implementation for promoting and facilitating self-advocacy
Professional development in organisations about self-advocacy
Provision of accurate and timely information about individual and group rights relevant to each situation and context
Presenting information and services with cultural sensitivity
Use of cultural consultants in relevant situations
Ensure information on self-advocacy is presented in a way that promotes access and equity whilst addressing individual literacy, language and numeracy skills


Self-advocacy strategy and arguments is defined in this context as:
This is the approach the person will take and the arguments they will use to support their position e.g. evidence or reference to policies


Practicing self-advocacy may include:
Research
Preparation
Rehearsals
Role plays
Discussions


Follow up and reflect with the individual on the self-advocacy process and outcomes is defined in this context as:
Self-Advocacy can be carried out by individuals or members of a group. For people to be empowered in self-advocacy it requires developing skills in planning, and preparation as well as undertaking self-advocacy. Reflection is a strategy to promote the development of self-advocacy skills.
Worker ‘being with the individual’ and ‘objective empathy’


Dignity of risk is defined in this context as:
Self-determination or taking responsibility for one's self-management and autonomy in one's life choices and the willingness to take informed and planned risks in order to grow

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 best assessed on the job or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the requirements of the particular workplace context
The candidate must show evidence that they have promoted and encouraged self advocacy in others within a mental health context

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 and linguistically 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
In recognition of particular issues facing culturally and linguistically [CALD] diverse communities, workers should be aware of cultural and current issues impacting on CALD groups
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on culturally and linguistically diverse 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 of this unit include access to a workplace or simulated workplace where assessment may occur


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, or other appropriate persons