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 environment
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

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 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 to promote community awareness of domestic violence and the promotion of prevention of domestic violence

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 needs analysis and/or community development service delivery evaluation

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 unit/s:

CHCCD514C Implement a community development strategy

CHCCD402C Provide education programs

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Understanding of the general principles and practices of community development, education and consciousness raising

Knowledge of the cultural and language groups represented within the local/regional community, and a respect for their values and beliefs

An understanding of the key people and groups within the community who are able to influence community values

Understanding of current theory and research knowledge in the domestic violence area

Knowledge of the processes used to formally and informally communicate the domestic violence prevention needs of the community

Knowledge of the social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse, and associated criminal issues

Understanding of the prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society relating to domestic violence and their impact

Knowledge of the organisation's current domestic violence activities, programs and services

Understanding of current organisation procedures, protocols and practice for promotion of services

Knowledge of the impacts of cultural, sub-cultural, social, sexual identity, religious, gender, age, disability, language issues etc on attitudes towards domestic violence

Knowledge of community development principles and strategies and their application and particularly the Ottawa Charter, partnership and community consultation approaches to community development

Understanding specific limitations of work role, responsibility and professional abilities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Promote community awareness of domestic violence, in particular, to:

research and identify strategies to address inadequacies in existing community information and resources

develop working relationships with key people within the organisation and other services, including the community to encourage their cooperation and participation in the promotion of domestic violence issues

depending on the work program or services provided apply specific knowledge of particular groups or issues (e.g. alcohol and other drugs (AOD), same-sex relationships, religious, survivors/victims of domestic violence, users of violence, Aboriginal and Torres Strait Islander communities, mental health etc)

effectively communicate and promote awareness of domestic violence (including services and activities) using methods which are appropriate to the community

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

research involving analysis and evaluation for identifying domestic violence information and resource requirements of the community

networking in relation to establishing and maintaining relationships with key people and groups in the community

facilitation and presentation in relation to transferring and collecting information and gaining agreement on concepts, for example presenting to community groups

facilitation relating to providing guidance to achieve outcomes and gain agreement on concepts and for enlisting support from key people and groups within the community

report writing requiring analysis and evaluation of information in a defined range of areas, for example when bringing together results of research for recommending policies and strategies to address community needs

problem solving for a broad range of problems involving analysis, assessment and evaluation for the development of new ways of addressing domestic violence issues which address changing community needs and attitudes and help to raise community awareness

project planning in relation to scope, time, cost, quality, and communication requirements when planning new community education activities

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.

Methods to collect information may for instance include:

Interviews with clients, family, significant others and carers

Questionnaires

Applications and other forms

Case documentation

Using specialist communicators

Classification tools

Information from professionals including medical reports

Information from service providers

Previous file records

Client consent (verbal and written)

Evaluate methods to evaluate information, resources and services available may include:

Qualitative and quantitative

Consultative and participatory

Diagnostic or summative

Any combination of the above

Sampling techniques such as:

Observation of work activities

Workshops and meetings

Questionnaires

Surveys

Information, resources and services may include:

Culturally appropriate literature and media that is relevant to specific needs groups e.g. Visually impaired

Skills/administrative support

Facilities, educational materials, equipment

Funding

Developmental training

Staff development programs, community development programs

Services include but are not limited to:

Government agencies/departments

Non-government organisations

Charity/voluntary organisations

Church groups

Service organisations

Political parties

Committees

Community may relate to a specific location, language/ cultural or social structure and include:

Individuals and groups defined by the organisation's programs and services

Other agencies providing services to individuals and groups

People with specific needs and interests

People using the organisation's services/programs

Groups, such as those representing cultural, sub-cultural, gender, religious, age and sexual identity

Community activities are those which raise awareness of domestic violence issues and could include:

Seminars and workshops

Victim support groups/networks

Public forums

Community safety plans

Focus groups on relevant issues

Health promotion activities

Users of violence behaviour change groups

Community awareness programs

Community education programs

Community support programs

Organisation standards and procedures may include those relating to:

Collection and storage of information

Code of conduct/code of ethics

Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities

Organisation mission statement and/or philosophy

Minimum practice standards

Assessment for eligibility to access particular services

Legal frameworks

Use of interpreter or interpreter services

Financial plan

Community development models

Underpinning values and philosophies relating to domestic violence include:

All individuals have the right to be free from violence

The community has a responsibility to work toward the prevention of domestic violence and to demonstrate the unacceptability of all forms of domestic violence

All forms of domestic violence are unacceptable in any group, culture or creed

Those who use violence should take responsibility for their behaviour and have access to programs to assist them change their behaviour to ensure the safety of their family

Domestic violence is widespread and complex

Domestic violence impacts on the physical, emotional, social, and financial well being and safety of individuals in families

Domestic violence and abuse has devastating effects on family members and results in significant social and economic costs to the community

Interpersonal and networking skills may include:

Means for communicating with people with disabilities or where English is not the first language

Methods of communicating with different age, gender and sexual identity groups

Cultural and sub-cultural awareness/sensitivity

Using appropriate body language

Demonstrating empathy

Liaison with regional and specialist associations

Liaison with other service providers and key stakeholders

Liaison with key community contacts

Key people and groups within the community may include but are not limited to:

Various community groups representing cultural, sub-cultural, religious, social, ethnic, gender, sexual identity, and age groups within the community

Policy and decision-makers in the specific community

Funding bodies

Service providers

Individuals, groups or communities most likely to be affected by strategies or action plans

Organisation management, colleagues, supervisor, team members

Policies and strategies that could be developed to meet the changing needs of the community may include:

Strategies to increase access to facilities, services or decision-making

Providing direction, advice and information

Development of community facilities

Development of community education programs

Development of advocacy groups

Development of support networks/groups

Development of users of violence behaviour change groups

Improved community liaison and networking

Education programs to improve workers' skills and knowledge

Simple informal communication regarding the service's activities, through internal and external networks

Lobbying relevant persons and agencies

Public communication, such as public speaking opportunities, local media interviews/press releases etc

Specific materials such as flyers, brochures, 'advertisement' type articles in local newspapers

Use of existing own or other organisation/agency information channels such as notice boards/bulletin boards, newsletters, pamphlets, etc

Use of community meetings and meetings with community leaders, both formal and informal

Use of audio-visual materials and web-sites

Any combination of the above and others

Community education programs may be of varying scope and scale and could include:

Single events, such as information stalls in shopping centres

Complex series of activities that involves coordinated elements, such as education campaigns involving mass media information

Multi session education and skill development programs

Peer education and mentoring programs

Ongoing involvement with local community events (e.g. Sporting, cultural, religious events)

Programs that promote ownership of domestic violence issues by the community/group and its leaders

Community service education needs could include but are not limited to:

Skills development

Preventive, pro-active strategies

Community consciousness raising exercises

Opportunities to reflect on attitudes and beliefs

Knowledge building