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.


Duty of care responsibilitiesmust include:
Commonwealth and state legislation in relation to family issues including, domestic and family violence, child abuse, mandatory reporting
Organisation policy and procedures
Occupational health and safety requirements


Screening of group applicants may include:
Phone interview
One-on-one discussions
Referral information
Areas covered may include exploration of
level of emotional reactivity
criminal history
history of assaults
mental health history
history of emotional or psychological abuse
presence of domestic family violence or abuse in relationship
drug and alcohol abuse
incompatibility with selection criteria
language, literacy, numeracy and education abilities prevent effective engagement with program and achievement of program outcomes


At risk behavioursmay include:
Negative language, abusive or withdrawal behaviours, non-participation, drug and alcohol use, signs of anxiety or panic, depression, destructive or self-sabotage behaviours and other mental health issues
Leaving group prematurely
Discussion of, or references in conversation of suicide, harming spouse/children /others or self
Detachment from group process or issues raised
Denial
Blame projection
Disclosure of abuse
Criminal behaviour


High emotional needsmay include:
Expressions of strong emotions
Withdrawal and detachment
At risk behaviours
Destructive or negative beliefs


Monitor may include:
Checked on during the group session
Follow up outside of the group
Establishment of buddy-system from within the group


Appropriate support services may include:
Other professionals within own service
Other programs offered by own or other services
Self-help/support groups
Counselling services
Alcohol and other drug services
Gambling assistance
Mental health support services
Domestic and family violence prevention and treatment services
Financial assistance and counselling services
phone support services, e.g. Mensline/Lifeline
Websites for example MENDS and Parenting Children
Housing/accommodation services


Harm reduction strategiesmay include action to:
Acknowledge individual response and risk behaviour
Use effective communication skills to maintain rapport
Encourage reflection on behaviours
Follow up with individual and group as required
Implement buddy system
Conduct one-on-one discussions
Use strengths-based approach to uncover internal and external coping strategies and supports
Refer to support services or specialist expert help
Support the client to access another service/agency/information
Debrief to third party affected by incident/s.
Identify underlying significant life issues and support the client to seek assistance around these issues e.g. feelings of remorse, guilt, sadness, anger, addiction, abuse, trauma, other mental health issues
Prepare contingency
Distribute support information
Normalise and validate emotions
Sensitively challenge
Documenting work with person to ensure all plans and safeguards are communicated in work team
Follow policy relating to documentation, duty of care, confidentiality, support planning
Establish with the person their desire for help and what they would consider helpful
Provide information to match the person's needs
Explore achievable steps to help the person strengthen their connections, relationships and formal and informal supports
Support the person to determine how and when these supports can be used


Follow upmay include:
Telephone call
Checking in during group session

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 in the application of implementing harm reduction strategies when working in a group context
Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance
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
Assessment must confirm sufficient ability to implement harm reduction strategies for individuals in a group whilst maintaining group maintenance and function


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
Resource requirements for assessment include access to:
a relevant workplace or an appropriately simulated environment where assessment may take place


Method of assessment:
Evidence for assessment of competence may be gathered by appropriate combination of the following:
demonstration of competency within the working environment through the implementation of harm reduction strategies in a group context
realistic simulations, projects, previous relevant experience or oral questioning on 'what if?' scenarios, case presentations, written assessment
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
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