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 must be assessed with all other specialisation units chosen as part of a package at a particular AQF level

This unit may be assessed on the job or through simulation

Assessment will primarily be by observation and questioning and evidence sought from the workplace environment

Evidence may be gathered over one assessment period with a single target group

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:

Resources required for assessment include access to appropriate workplace where assessment can take place

Method of assessment:

In cases where the learner does not have the 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

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning 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

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:

Harm minimisation approach to work and a range of activities which support this

Holistic and client-centred care

Client needs and rights including duty of care

Principles of access and equity

Current issues facing clients

Awareness of own biases and beliefs

Limitations of work role and responsibilities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply a non-judgemental approach to alcohol and other drug use

Work within the defined work role and responsibilities

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 interpersonal communication with clients and other stakeholders

Work as part of a team or as a sole worker

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.

Stakeholders and representatives may include:

Clients

Friends, peers and target group

Families and care givers

Local community

Community organisations

Government representatives and service providers

Specialists/experts

Peak bodies and networks

Services

Management, colleagues, supervisor, team members

Different models of work may include:

Community development and education

Case management

Working with families

The essential values and philosophies of the sector may include:

A holistic and client-centred approach -
i.e. promotion of health and well being; early identification of health problems; delivery of appropriate services; commitment to meeting the needs and upholding the rights of clients; commitment to empowering the client

A focus on harm minimisation including harm prevention; harm reduction; and harm management

A commitment to access and equity must be demonstrated by:

A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers