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 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 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 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 work done with users of violence to effect change

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:

CHCCM402D Establish and monitor a case plan

CHCCS607D Coordinate the assessment and delivery of services to clients with particular needs

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:

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:

It is critical that the candidate demonstrate the 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, in particular, 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 (OHS) 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

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:

facilitation in relation to providing guidance for behavioural change and the achievement of specified goals

response, 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 for ensuring safety

self management within a supervision framework

assessment to identify needs and related issues which impact on user of violence, partner and family members

counselling which challenge violence and support the change process

problem solving 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 between worker and use of violence, partner and family, and between worker and services and workers across occupational groups

dealing with volatile and potentially volatile clients and group situations

literacy and communication in relation to analysis, evaluation and presentation of information including preparing documents and reports related to client needs and service delivery issues

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:

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

Users of violence may 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 (e.g. UN declaration on rights of the child)

Rights under the constitution

Rights and responsibilities under legislation
(e.g. freedom of information and child protection legislation)

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 may include:

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 needed for users of violence, their partner and family members which enhance safety may 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:

Realistic and attainable

Open to review

These goals may be:

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:

Organisation 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

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

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

OHS

Debriefing and supervision

Industry standards

Legislative and statutory requirements may include:

Relevant State/territory/Commonwealth legislation (e.g. 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