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.

Interpersonal skills may include:
Means for communicating with people with disabilities or where English is not the first language
Methods of communicating with different age, religious, gender and sexual identity groups
Non-judgemental communication techniques
Using strategies that empower client to ensure safety of client and family
Assessment for motivation and capacity to change violent and abusive behaviour
Techniques to challenge client's behaviour and attitudes where appropriate
Cultural, sub-cultural awareness/sensitivity
Using appropriate body language
Reflecting, summarising and paraphrasing
Asking open-ended questions
The ability to ask direct questions about violence in a sensitive and appropriate way
Using conflict management skills if appropriate
Recognition of client/worker power differences
Maintaining confidentiality
Active listening
If needed, use of a qualified interpreter whose involvement will not jeopardise the safety of the client or client's family

User/s of violence could be:
Individuals who have committed domestic violence
Referred or self-referred
People with specific needs
Voluntary or involuntary clients

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

User/s of violence demonstrate a range of attitudes, beliefs and behaviours which could include the following:
Verbal and/or physical, or sexual abuse
Threats or intimidation
Economic abuse
Social abuse
Emotional, psychological and spiritual abuse
Discrimination
Gender privilege
Committing offences
Drug/alcohol usage or abuse
Antisocial behaviour
Breach of an order or condition
Not complying with reasonable directions

Services/and or support needs for users of violence, their partner and family members which enhance safety could include, but are not limited to:
Crisis intervention services
Legal or medical information and support
Access to services/information
Ongoing assessment
Educational materials and assistance with literacy
Living skills and problem solving programs
Individual and group programs for users of violence, their partner and family
Referrals to specialist services
Referrals to community support and/or education groups
Counselling (one-to-one, family or group orientated)
Provision of assistance to address issues, gather information and locate other resources

Goals should aim for the cessation of violence and/or abuse and be: these goals can be:
Realistic and attainable
Open to review
Those set out in a case plan
Those set out by the individual, partner and/or family
Compliance with directions/orders
Immediate
Short term
Long term
Or a combination of the above

Relevant people may refer to:
Organisational management, colleagues, supervisor, team members
Acknowledged domestic violence issue experts (including, specialised practitioners from human/community service sectors etc.)
Various community groups representing cultural, religious, social, ethnic, gender, and age groups within the community
Government representatives and service providers
Family members, friends, care-givers
Behaviour change groups, such as users of violence groups, drug and alcohol groups
Support groups such as users of violence support groups, community houses, church groups, professional associations
Authorities responsible for provision of community and justice administration services, for example, local councils, state and commonwealth agencies
Probation and parole officers

Skills and/or knowledge and behaviours to be developed may include but are not limited to:
Communication skills
Life-skills
Self-management skills
Stress-management skills
Personal development/self-esteem skills
Development of constructive alternatives to current abusive behaviour
The development of an awareness of the effects of violence and abuse
Development of a sense of responsibility for their actions
Insight/personal assessment

Individual differences may, but are not limited to those:
Who have a disability
Who come from diverse cultural and sub-cultural backgrounds
Whose preferred or first language is not english
Who are aged or young
Who live in a remote or rural location
Who are in same-sex relationships
Whose religious beliefs or practices need to be considered
Who are of a particular gender
With a dual diagnosis
Who have addiction or dependency issues
Who come from an aboriginal background
Who come from a Torres Strait Islander background
Who have mental health issues

Organisational 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
Inter-agency practice and protocols
Use of interpreter and interpreter services
Organisational mission statement and/or philosophy
Eligibility criteria for accessing particular services
Completion of forms and applications
Guidelines relating to confidentiality/client consent
Occupational health and safety
Debriefing and supervision
Industry standards

Legislative and statutory requirements may include:
Relevant State/Territory/Commonwealth legislation (eg. Domestic Violence, Family Violence, Guardianship, Disability Services, Immigration, Anti-Discrimination, Child Protection, Legal Practice legislation)
International conventions relating to the rights of women, children and young people
Relevant international conventions on civil and human rights
Freedom of Information legislation

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 use interpersonal skills and knowledge to work effectively with users of violence to effect change and to provide appropriate support to family members.
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:

Accurately identify the safety needs of partners and family members of users of domestic violence
Establish clear agreements with users of violence about goals, strategies and outcomes to effect change
Comply with the organisations security and occupational health and safety policies and operating procedures relating to contact with users of violence
Demonstrate challenging and supportive feedback techniques to maintain a focus on personal responsibility with users of violence
Refer to relevant programs which meet the needs of the users of violence, their partner and family
Accurately interpret and comply with legal and procedural requirements
Understand own work role and responsibilities in relation to service delivery
Manage own practice within a supervisory framework.

Interdependent assessment of units:

This unit must be assessed after, or in conjunction, with the attainment of competency in the following unit(s):

CHCDFV2A - 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 unit(s):

CHCCM2A - Establish and monitor a case plan
CHCCS7A - Coordinate the assessment and delivery of services to clients with particular needs

Essential knowledge:
Knowledge of the social context of domestic violence, including power and control, motivation for change, gender, child abuse and criminal issues
Knowledge of behaviour and socialisation theories including those which emphasise that thinking patterns can be changed to give people acceptable and constructive alternatives to harmful behaviour
Knowledge of the cultural, age and language groups represented within the local community, and an understanding of cultural issues that arise when working with those groups
Understanding of the prevalence of beliefs in the broader society which condone violence, and individuals' rights to safety and autonomy
Knowledge of internally and externally provided services particularly in the domestic violence field
Knowledge of respectful strategies that will assist clients in changing their attitudes, beliefs and behaviours
Knowledge of legislative requirements and provisions relevant to area of service delivery and delegated responsibility
Knowledge which incorporates theories and concepts of planning and control procedures, resource management and risk management
A knowledge of techniques for dealing with potentially volatile clients and group situations
Awareness of own values and attitudes and their potential impact on clients
Knowledge of potential obstacles and opportunities for clients that may impact on changes in attitudes, beliefs and behaviours.

Essential skills:
Facilitation skills in relation to providing guidance for behavioural change and the achievement of specified goals
Response skills which include maintaining separate confidentiality strategies when working with users of violence, their partner and family members
Questioning and active listening (paraphrasing, clarifying, summarising, relationship building and engaging) techniques to develop a trusting relationship and facilitate accurate and relevant exchange of information
Goal setting and strategy development skills for ensuring safety
Self management skills within a supervision framework
Assessment skills to identify needs and related issues which impact on user of violence, partner and family members
Counselling skills which challenge violence and support the change process
Problem solving skills for a broad range of unpredictable problems involving analysis, assessment, evaluation and the ability to adjust plans and acquire additional resources to assist users of violence, their partner, and/or family
Collaboration skills between worker and use of violence, partner and family, and between worker and services and workers across occupational groups
Skills in dealing with volatile and potentially volatile clients and group situations
Literacy and communication skills in relation to analysis, evaluation and presentation of information including preparing documents and reports related to client needs and service delivery issues

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 in delivering services to users of violence to effect change
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 work done with users of violence to effect change.