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.


Key people within a community include:
Community elders
Members and staff of community councils
Local interpreters/spokesperson
Support groups such as survivors/victims of violence groups, drug and alcohol groups, community houses, women's networks and refuges, professional associations
Government representatives and service providers
Acknowledged domestic violence specialists and other specialists
Acknowledged language experts/translators and interpreters
Family members, friends, care-givers
Community members
Authorities/people responsible for provision of community and justice administration services, e.g. local councils, and State and Commonwealth agencies


Community may relate to a specific location, language/ cultural or social structure and include:
Traditional
Rural, remote or metropolitan
People with specified needs
Individuals or groups within a community
Groups defined by organisation programs and services
People/groups living in 'town camps' and outstations/homelands


Restrictions and protocols may relate to, but are not limited to:
Kinship systems
Worker's role in the community
Land Council or Community Council permits for approval to enter Aboriginal or Torres Strait Islander Land
Community leaders
Ceremonial times and ceremonies e.g. sorry business, men's business, women's business
Areas of coverage regarding service provision, such as local government boundaries, state/territory borders, Aboriginal and/or Torres Strait Islander lands
Accommodation and supplies
Working relationships between agencies/services
Weather conditions, physical access and transport
Protocols between culture and language groups


Clients may include:
Individuals including of children, youth, adults and the aged
Referred or self-referred
People with specific needs
Family members and significant others
Voluntary or involuntary
Community groups


Specific needs relating to clients may include, but are not limited to those:
Who have a disability
Who are aged or young
Who live in a remote or rural location
Who are in same-sex relationships
Who are of a particular gender
With a dual diagnosis
Who have addiction or dependency issues
Who have mental health issues


Local information may relate to:
Community structures and meetings
Education levels of the community
Types of work in the community
Mobility/transience of community
The role and impact of native title in the community
Family interactions in the community
Income levels
Age groupings
Types of dwellings
Holistic health status of the community
Environmental issues
Meetings/storytelling
Interviews with clients, family, significant others and carers
Questionnaires
Applications and other forms
Case documentation
Using specialist communicators
Reports by other people
Classification tools
Information from professionals including medical reports
Information from various service providers


Support may be provided through internal or external services and could include, but is not limited to:
Safety and physical and emotional security
Assistance to gain economic support
Legal or medical information and/or assistance
Accommodation/transportation
Access to services/information
Ongoing assessment
Educational materials
Referrals to specialist services
Community awareness programs/education
Provision of assistance to address issues, gather information and locate other resources
Support from community, extended family members, friends and elders
Advocacy


Work may relate to:
Specific groups, issues or communities e.g. health issues of young people from particular cultural backgrounds and/or geographical areas
Research activities
Policy development
Individual casework
Community development
Child protection work
Referrals
Project development and implementation
Organisation standards
Provision of information/materials


Organisation standards and procedures may include those relating to:
Client and worker safety
Collection and storage of information
Client interview protocols and procedures
Code of conduct/code of ethics
Principles and implementation of duty of care
Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities
Personnel procedures
Use of interpreter and interpreter services
Organisation mission and/or philosophy
Inter-agency practice and protocols
Assessment for eligibility to access particular services
Completion of forms and applications
Guidelines relating to parameters of confidentiality/client consent
Principles of client and community self-determination


Legislative and statutory requirements may include:
Relevant state/territory/commonwealth legislation e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, racial discrimination, child protection, legal practice legislation
International conventions relating to the rights of children and young people
Relevant international conventions on civil and human rights
Freedom of information legislation
Legislation and practices which include identification of boundaries and how to deal with them in specific communities


Interpersonal skills may include:
Cultural awareness/sensitivity
Methods of communicating with people of different age and gender, religious and sexual preference - ensuring community/individual protocols and restrictions are followed in communication
Means for communicating with people with disabilities or where English is not the first or main language
Methods for establishing an emotionally safe and empathic environment
Non-judgemental communication techniques
Using strategies that empower clients
Demonstrating empathy
Using appropriate body language
Using conflict management skills if appropriate
Reflecting and summarising
Asking open-ended questions
Ability to ask direct questions about violence in a sensitive and appropriate way
Active listening
If needed, use of a qualified interpreter whose involvement will not jeopardise the safety of the client and/or client's family
Recognition of client/worker power differences
Maintaining confidentiality


Risk may refer to client, client's family and/or worker and be indicated by the following:
Self identification of risk
Evidence of physical injuries
Threat to safety
Current or previous criminal charges for assault of client/others by partner/ex-partner
Current or previous police involvement
Objective assessment of client's current ability to protect self and children from further assault or harm
Threat or attempts to self-harm
Feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances
Medical problems such as overuse of tranquillisers, or alcohol or illegal or legal drug/substance abuse i.e. petrol, glue
Intimidation and harassment
Existing or previous orders relating to domestic violence e.g. apprehended violence order, or breach of orders
Avoidance of discussion regarding possible abuse
Client being denied access to funds, resources or required medications
Implausible explanation for injuries
Repeated requests for financial assistance
Other factors that may indicate a history of violence
Children's behaviour and developmental levels
Perceived or actual threats to harm the worker
Frequent hospital visits/admissions
Current or previous separation
Homelessness
Family court and/or relationship history


Rights and responsibilities include those relating to:
Rights of safety
Rights under common law
Rights outlined under relevant standards/principles and charters e.g. UN declaration on rights of the child
Rights under the Constitution
Rights and responsibilities
Under legislation e.g. freedom of information, child protection
Guidelines relating to parameters of confidentiality/client consent
Worker's code of ethics
Rights of victim to crime compensation

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
Assessment of performance should be over a period of time covering all categories within the Range Statement statements that are applicable in the learning environmentThis 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


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 delivered and 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:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
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


Method of assessment:
Evidence will be determined by organisation 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 in providing domestic and family violence support to Aboriginal and Torres Strait Islander communities
assessment must be in the workplace, however, where there is not an 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
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 providing domestic and family violence support to Aboriginal and Torres Strait Islander communities


Related units:
This unit should be assessed after or in conjunction with related unit:
CHCDFV402C Manage own professional development in responding to domestic and family violence
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following units:
CHCDFV403C Provide crisis intervention and support to those experiencing domestic and family violence
CHCDFV404C Promote community awareness of domestic and family violence
CHCAD401D Advocate for clients
CHCCS412D Deliver and develop client service
CHCCM402D Establish and monitor a case plan