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.


Clients may include:
Children and young people
Separating and divorced parents
Extended family members
Couples seeking counselling and supports as prevention to relationship breakdown
Voluntary and involuntary individuals or family groups


Specific client needs may include may include:
Prevention, interventions and support for relationship needs
Assistance and/or information on property disputes
Assistance with access to other services
Assistance with referral, and advocacy where appropriate
Assistance with matters relating to parenting arrangements and child's best interests
Information on service availability
Assessment and support for safety and family violence issues
Referral to legal assistance
Assistance with financial, housing or safety issues


Appropriate strategies and techniques to engage voluntary and/or involuntary clients may include but is not limited to:
Establishing rapport
Displaying empathy
Use simple and concise language when engaging with the client
Use negotiation skills when required
Use non threatening verbal and non-verbal communication skills
Remaining neutral and objective during engagement with the client
Observe specific cultural protocols when communicating with clients
Adopt client self determination principles where appropriate
Clarify service provision for the client
Clarify client expectations of the service in relation to client needs
Explain any legal or organisation boundaries and contexts for client worker relationship or service provision
Explain and clarify legal obligations of both the client and the agency


Child focused practices may include:
Appropriate use of language considering the age and developmental stage of the child/young person
Create child friendly environment
Use of toys, puppets, books, sand play and other child centred resources
Active listening
Narrative approaches
Advocating for the child's/young person's expressed and/or demonstrated needs


Options may relate to other sections/specialists within the family law system and those practitioners that may form part of the multidisciplinary team and may include:
Solicitors and barristers
Child representatives/consultants
Police
Court staff
Counsellors
Dispute resolution practitioners
Children's contact service staff
Child support agency
Family educators
Contact order program staff


Preventative support for relationship issues may include
Counsellors
Relationship educators
Dispute resolution practitioners
Family educators


Post separation referral options may include:
Lawyers and barristers
Child representatives
Police
Court staff
Counsellors
Dispute resolution practitioners
Children's contact service staff
Child support agency
Family educators
Contact order program staff
Domestic and family violence services
Housing services
Centrelink


Specified job role may include:
Lawyers and barristers
Child representatives
Child consultant
Court staff
Counsellors
Dispute resolution practitioners
Children's contact service staff
Family educators
Contact order program staff
Other family relationship centre staff
Family relationship support program staff


Information may include:
Verbal explanations of information to assist clients' understanding of services to be provided or clarification other information as a matter of client empowerment
Written materials, e.g. service information, contracts, case plans, court papers
Videos, DVDs and other electronic media


Organisation policy and/or legislation may include but are not limited to:
Child Protection legislation within State operating jurisdiction
Anti-discrimination legislation
Child Support (Assessment) Act
Family Law Act
Freedom of Information legislation
Superannuation legislation
Privacy legislation
De facto property legislation
Organisation policies:
worker and client safety
recording and storing client information
assessment and intake
referral and advocacy
supervision and professional development
case work
collaborative work practices
access and equity
cultural diversity


Reports and documentation may include:
Court reports
General assessment reports
Observational reports
Referral reports
Reports are required to be factual, clear and unambiguous and written within the organisation guidelines with due consideration for any legislative requirements.
Client case plans
Counselling agreements
Court applications and regulatory forms
Agreements reached as result of dispute resolution process
Parenting plans/arrangements
Documented contact arrangements
Correspondence relevant to client case
Intake and assessment documentation
Case file notes


Case work procedures may include but are not limited to:
Facilitating case planning meetings
Preparing case plans
Analysing information gathered
Preparing a case plan in collaboration with the client
Engaging the client to participate in planning processes
Facilitating and monitoring aspects of case plans
Reviewing case plans in collaboration with clients


Support systems for clients may include but are not limited to:
Advocacy and information services
Facilitate referrals to counselling, dispute resolution and/or children's contact services
Domestic and family violence services
Accommodation services
Child support agency
Family support services
Alcohol and other drugs services
Parent support and education groups
Referral to legal practitioners e.g. in matters of:
matrimonial and de facto property
taxation law
superannuation
company and business law
inheritance law
child related matters

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:
knowledge of the Family Law Act and system as it relates to specific job roles of the worker
establishing effective working relationships with other service providers and practitioners to provide best service provision for clients experiencing relationship difficulties
demonstrate an understanding of the dynamics of relationship conflict
established networks to facilitate effective referrals for clients
awareness of own limitations and biases which may impede worker impartiality when working with clients
Communication skillsincluding:
listening and understanding
speaking clearly and directly
negotiating responsively
empathising
interpreting the needs of internal and external clients
persuading effectively
being appropriately assertive
sharing information
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over a period of time in order to ensure consistency of performance across contexts applicable to the work environment


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
Competency must be demonstrated in a real work environment
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 workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Method of assessment may include:
Observation in the workplace together with a possible combination of the following:
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English
Where the candidate has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role