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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 working with NESB communities to provide domestic violence support 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 working with NESB communities to provide domestic violence support

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 CHCDFVC Provide crisis intervention and support to those experiencing domestic and family violence CHCDFV403C Provide crisis intervention and support to those experiencing domestic and family violence CHCADD Advocate for clients CHCAD401D Advocate for clients CHCCSD Deliver and develop client service CHCCS412D Deliver and develop client service CHCCMD Establish and monitor a case plan CHCCM402D Establish and monitor a case plan

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.

Key people within a community include:	Community elders Community councils Various community groups representing cultural, sub-cultural, sub-cultural, religious, social, ethnic, gender, sexual identity, and age groupings within the community Support groups such as survivors/victims of violence groups, drug and alcohol groups, community houses, women's networks and refuges, professional associations Government representatives and service providers Family members, friends, care-givers Authorities responsible for provision of community and justice administration services, for example, local councils, legal services, such as legal aid, and state and commonwealth agencies Acknowledged domestic violence specialists and other specialists Acknowledged language experts/translators/ interpreters

Community may relate to a specific location, language/cultural or social structure and include:	Traditional Rural, regional, or metropolitan People with specific needs Groups defined by organisation programs and services

Methods used to collect information could include:	Interviews with clients, family, significant others and carers Questionnaires Applications and other forms Case documentation Using specialist communicators Reports by other people Classification tools Information from professionals including medical reports Information from various service providers

Support may be provided through internal or external services and could include, but is not limited to:	Safety and physical and emotional security Economic support Protection from financial exploitation Legal or medical information and support Accommodation/transportation Access to services/information Ongoing assessment Specialist services Educational materials Referrals to specialist services Community awareness programs/education Qualified and appropriate interpreters Provision of assistance to address issues, gather information and locate other resources Support from community, extended family members, friends and elders Advocacy

Clients may be:	Individuals (inclusive of children, youth, adults and the aged) Referred or self-referred People with specific needs Voluntary or involuntary Family members and significant others Community groups

Restrictions and protocols may relate to, but are not limited to:	Family relationships and structure Cross-gender communication Worker's role in the community Working with people whose primary language is a language other than English

Work may relate to:	Specific groups, issues, or communities e.g. Health issues of young people from particular cultural backgrounds and/or geographical areas, disability issues, mental health issues etc Research activities Policy development Individual casework Community development Child protection work Referrals Provision of information/materials Project development and implementation Organisation standard

Specific clients needs may include, but are not limited to those:	Who have a disability Who are aged or young Who live in a remote or rural location Who are in same-sex relationships Who are of a particular gender With a dual diagnosis Whose religious beliefs or practices need to be considered Who have addiction or dependency issues Who have mental health issues

Interpersonal skills may include:	Means by which an emotionally safe and empathic environment is created 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 Cultural, sub-cultural awareness/sensitivity Demonstrating empathy 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 If needed, use of a qualified interpreter whose involvement will not jeopardise the safety of the client and/or client's family Recognition of client/worker power differences Maintaining confidentiality Active listening

Risk may refer to client, client's family and/or worker and be indicated by the following:	Self identification of risk Evidence of physical injuries Threat to safety Current or previous criminal charges for assault of client by partner/ex-partner Current or previous police involvement Objective assessment of client's current ability to protect self and children from further assault or harm Threat or attempts to self-harm Feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances Medical problems such as overuse of tranquillisers, or alcohol, drug or substance abuse Intimidation and harassment Client being denied access to funds, resources or medications Existing or previous orders relating to domestic violence (e.g. Apprehended violence order), or breach of orders Avoidance of discussion regarding possible abuse Implausible explanation for injuries Repeated requests for financial assistance Other factors that may indicate a history of violence Children's behaviour and developmental level Current behaviours of user of violence Frequent hospital visits/admissions Current or previous separation Family court and/or relationship history Implied or actual threats to harm the worker by user of violence

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 Rights of victim to crime compensation

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 and rights of client to self determination Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities Organisation mission statement and/or philosophy Inter-agency practice and protocols Assessment for eligibility to access particular services Completion of forms and applications Use of interpreter and interpreter services Guidelines relating to parameters of confidentiality/client consent Occupational health and safety

Legislative and statutory requirements may include:	Relevant State/territory/Commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, racial discrimination and anti-vilification legislation, child protection, legal practice legislation) International conventions relating to the rights of children and young people Relevant international conventions on civil and human rights Freedom of information legislation

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CHCDFV407C - Provide domestic and family violence support in non-English speaking background communities

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement