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.


Interpersonal skills may include:
Age and developmentally appropriate communication techniques
Storytelling
Means by which an emotionally safe and empathic environment is created
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 the client/young person
Cultural, sub-cultural awareness/sensitivity
Demonstrating empathy
Validating child or young persons emotions
Using appropriate body language
Reflecting, summarising and paraphrasing
Asking open-ended questions
Maintaining confidentiality
The ability to ask direct questions about violence in a sensitive and appropriate way
Active listening


Specific needs relating to children/young people, may include, but are not limited to those:
Who have a disability
Who come from diverse cultural and sub-cultural backgrounds
Where English is not their preferred or main language
Who live in a remote or rural location
Whose parents are in same-sex relationships
Whose religious beliefs or practices need to be considered
Who are in substitute care, including alternative care and residential care
Children with special needs (e.g. who have been abused, who have learning difficulties etc.)


A welcoming environment and atmosphere would include:
Appropriate space - child friendly
Toys, puppets, books and resources appropriate to various ages and which are culturally appropriate
Resources for care-giver and other family members where relevant
Where worker is able to 'control' the environment - a separate child specific and friendly space


Rights of a child or young person may include:
Rights as described in the United Nations Declaration on the Rights of the Child
Rights under common law
Rights under the Constitution
Rights under legislation (e.g. freedom of information legislation)
Guidelines relating to parameters of confidentiality/ client consent


Organisation standards and procedures may include those relating to:
Child protection protocols and procedures
Child/young person and worker safety
Collection and storage of information
Interview protocols and procedures
Code of conduct/code of ethics
Principles and implementation of duty of care and rights of child/young person to self determination
Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities
Inter-agency practice and protocols
Use of interpreter and interpreter services
Organisation 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


Legislative and statutory requirements may include:
Relevant State/territory/Commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, child protection, legal practice legislation, other legislation specific to children and young people)
International conventions relating to the rights of children and young people
Relevant international conventions on civil and human rights
Freedom of information legislation


Needs of children/young people should be distinguishable to those of other family members and may include:
Safety and physical and emotional security
Accommodation
Access to services/information
Counselling
Ongoing assessment
Referrals to specialist services
Referrals to community support and/or education groups
Information provided to care-givers, such as parenting information
Safety plans including protective behaviour techniques


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 by partner/ex-partner
Current or previous police involvement
Objective assessment of care-givers current ability to protect child/young person 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, drug or substance abuse
Intimidation and harassment
Child/young person being denied access to required medications
Existing or previous orders relating to domestic violence (e.g. apprehended violence order), or breach of orders
Avoidance of discussion regarding possible abuse
Being denied access to 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 level
Current behaviours of user of violence
Frequent hospital visits/admissions
Current or previous separation
Family court and/or relationship history
Implied or actual threats to harm the worker by user of violence


Appropriate persons include:
Organisation management, colleagues, supervisor, team members
Acknowledged domestic violence specialists
Various community groups representing cultural, sub-cultural, religious, social, ethnic, gender, sexual identity, and age groupings within the community
Government representatives and service providers
Specialist support services
Family members, friends, care-givers
Support groups such as survivors/victims of violence groups, drug and alcohol groups, community houses, women's networks and refuges, professional associations
Authorities responsible for provision of community and justice administration services, for example, local councils, legal services, such as legal aid, and state and commonwealth agencies
Child protection workers, children's service workers or any worker specialising in working with children


Methods to collect information may include for instance:
Interviews with child/young person, their family, significant others and carers
Applications and other forms such as questionnaires
Case documentation
Using specialist communicators
Classification tools
Information from professionals including medical reports and psychological and developmental assessment
Information from service providers including child protection authorities
Use of specific child appropriate tools, e.g. puppets, sand-play, toys, drawing, and storytelling


Follow up of children and/or young people should be conducted in their environment and may include a range of the following:
Checks with referred agencies to ensure that they appropriately met child/young person's needs
Contacts the child/young person via telephone, face-to-face interview
With a qualified and appropriate interpreter if needed, or other specialist assistance


Legislative and statutory requirements may include:
Relevant State/territory/Commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, racial discrimination act, and anti-vilification legislation, 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

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, unless child specific resources are not available
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 supporting children and young people affected by domestic violence
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 supporting children and young people affected by domestic violence


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:
CHCCHILD404A Support the rights and safety of children and young people
CHCAD401D Advocate for clients
CHCCS412D Deliver and develop client service
CHCCM402D Establish and monitor a case plan