|
|
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 carersQuestionnairesApplications and other formsCase documentationUsing specialist communicatorsClassification toolsInformation from professionals including medical reportsInformation from service providersPrevious file recordsClient consent (verbal and written) |
| |
Evaluate methods to evaluate information, resources and services available may include: | Qualitative and quantitativeConsultative and participatoryDiagnostic or summativeAny combination of the aboveSampling techniques such as:Observation of work activitiesWorkshops and meetingsQuestionnairesSurveys |
| |
Information, resources and services may include: | Culturally appropriate literature and media that is relevant to specific needs groups e.g. Visually impairedSkills/administrative supportFacilities, educational materials, equipmentFundingDevelopmental trainingStaff development programs, community development programs |
| |
Services include but are not limited to: | Government agencies/departmentsNon-government organisationsCharity/voluntary organisationsChurch groupsService organisationsPolitical partiesCommittees |
| |
Community may relate to a specific location, language/ cultural or social structure and include: | Individuals and groups defined by the organisation's programs and servicesOther agencies providing services to individuals and groupsPeople with specific needs and interestsPeople using the organisation's services/programsGroups, 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 workshopsVictim support groups/networksPublic forumsCommunity safety plansFocus groups on relevant issuesHealth promotion activitiesUsers of violence behaviour change groupsCommunity awareness programsCommunity education programs Community support programs |
| |
Organisation standards and procedures may include those relating to: | Collection and storage of informationCode of conduct/code of ethics Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilitiesOrganisation mission statement and/or philosophyMinimum practice standardsAssessment for eligibility to access particular servicesLegal frameworksUse of interpreter or interpreter servicesFinancial planCommunity development models |
| |
Underpinning values and philosophies relating to domestic violence include: | All individuals have the right to be free from violenceThe community has a responsibility to work toward the prevention of domestic violence and to demonstrate the unacceptability of all forms of domestic violenceAll forms of domestic violence are unacceptable in any group, culture or creedThose 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 familyDomestic violence is widespread and complexDomestic violence impacts on the physical, emotional, social, and financial well being and safety of individuals in familiesDomestic 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 languageMethods of communicating with different age, gender and sexual identity groupsCultural and sub-cultural awareness/sensitivityUsing appropriate body languageDemonstrating empathyLiaison with regional and specialist associationsLiaison with other service providers and key stakeholdersLiaison 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 communityPolicy and decision-makers in the specific communityFunding bodiesService providersIndividuals, groups or communities most likely to be affected by strategies or action plansOrganisation 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-makingProviding direction, advice and informationDevelopment of community facilitiesDevelopment of community education programsDevelopment of advocacy groupsDevelopment of support networks/groupsDevelopment of users of violence behaviour change groupsImproved community liaison and networkingEducation programs to improve workers' skills and knowledgeSimple informal communication regarding the service's activities, through internal and external networksLobbying relevant persons and agenciesPublic communication, such as public speaking opportunities, local media interviews/press releases etcSpecific materials such as flyers, brochures, 'advertisement' type articles in local newspapersUse of existing own or other organisation/agency information channels such as notice boards/bulletin boards, newsletters, pamphlets, etcUse of community meetings and meetings with community leaders, both formal and informalUse of audio-visual materials and web-sitesAny 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 centresComplex series of activities that involves coordinated elements, such as education campaigns involving mass media informationMulti session education and skill development programsPeer education and mentoring programsOngoing 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 developmentPreventive, pro-active strategiesCommunity consciousness raising exercisesOpportunities to reflect on attitudes and beliefsKnowledge building |
| |