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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 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 andor 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 nonworkplace 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 nonworkplace 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 andor written questions on Essential knowledge and skills and consideration of required attitudes where performance is not directly observed andor is required to be demonstrated over a period of time andor 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 CHCDFVC Manage own professional development in responding to domestic and family violence 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 CHCCMD Establish and monitor a case plan CHCCM402D Establish and monitor a case plan CHCCSD Coordinate the assessment and delivery of services to clients with particular needs CHCCS607D Coordinate the assessment and delivery of services to clients with particular needs

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:	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

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CHCDFV509C - Work with users of violence to effect change

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement