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 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 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 working with NESB communities to provide domestic violence support

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:

CHCDFV403C Provide crisis intervention and support to those experiencing domestic and family violence

CHCAD401D Advocate for clients

CHCCS412D Deliver and develop client service

CHCCM402D Establish and monitor a case plan

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, historical, political and economic context of domestic violence, including myths, unhelpful beliefs, attitudes and practices, power and control, gender, child abuse and criminal issues relating to domestic violence, and their affects on individual's right to safety and autonomy

Understanding domestic violence indicators and procedures for undertaking assessment of client needs

Knowledge of the impacts of cultural, sub-cultural, social, gender, age, religious, sexual identity, disability, language issues etc on attitudes towards domestic violence

Knowledge of the cultural and language groups represented within the local/regional community, and an understanding of their values and beliefs

Understanding of how to communicate with the community (adaptation of language and dialects, verbal and non-verbal, spoken languages, use of interpreters)

Understanding of current organisation procedures, practices and standards for client assessment, allocation of services, case management, interviewing and liaison, code of conduct, community development and involvement, confidentiality, use of resources, programmed intervention and duty of care requirements

Knowledge of domestic violence and community services and ethno-specific services available and more generalist nesb services within the local/regional area

Understanding of the key people and groups within the community and relevant protocols for consultation and decision-making

Knowledge of structural barriers and their impact (e.g. Institutional racism) and their effects on people from non-English speaking backgrounds accessing services

Understanding of specific limitations of work role, responsibility and professional abilities

Awareness of own values and attitudes and their potential impact on clients

Knowledge of applying community development principles and strategies

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use skills and knowledge to provide domestic violence support in NESB communities, in particular, to:

develop and maintain working relationships with key people within the community to promote domestic violence services and engender their confidence and support

identify the information needs of the community relating to domestic violence using appropriate research and evaluation techniques

adapt work processes as appropriate depending on specific cultural and linguistic needs that does not compromise the safety of workers and client's

facilitate resolution of issues by using appropriate interpersonal methods which are appropriate to the community and the individual's specific circumstances

depending on the work program or services provided apply specific knowledge of particular groups or issues (e.g. alcohol and other drugs (AOD), same-sex relationships, religious, survivors/victims, users of violence, mental health etc.)

identify indicators of domestic violence and their likely impacts on the person affected by domestic violence

accurately interpret and comply with legal and procedural requirements

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:

research involving analysis and evaluation for identifying domestic violence information and resource requirements of the community

leadership relating to providing guidance to help achieve outcomes and gain agreement on concepts which are required to enlist support from key people and groups within the community

problem solving for a broad range of unpredictable problems involving analysis, assessment, evaluation and the development of new ways of delivering domestic violence services which address the specific cultural needs of the community

assessment, such as to assess the need to use an interpreter/interpreting services and identify qualified and appropriate interpreters/interpreter services

basic counselling, such as questioning and active listening (paraphrasing, clarifying, summarising, story telling) techniques, including non-judgemental and empathic approaches to provide a first point of contact

literacy and communication in relation to presentation of information in a manner appropriate to the culturally and linguistically diverse needs of the community

understanding and applying knowledge of cultural issues without stereotyping or homogenising the client/client group

responding sensitively to disclosures and ability to maintain confidentiality when working with people affected by domestic violence

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